Dr. Marson,
One of the things I found useful to do, when teaching either biostatistics
or environmental modelling, was to have students develop programs to do the
analysis they were studying. Dealing with biology students, they were often
intimidated by both math and computers, yet this worked w
Stephen,
I would also characterize the syllabus as too ambitious -- by far. Your
students are probably scared of statistics, and overwhelming them will only
make it worse. Unless you see a special need for it, for example, I'd omit
time series in a first course!
You might want to look at
It does seem ambitious for any survey course.
And why not teach something useful...do you prohibit them from having a
calculator? What's the difference in a calculator and a computer? I remember
learning how to take square roots, approximately...do you require them to do
that? An awful waste of
I found your syllabus to be very ambitious for undergraduates. Is this
their first stat course?
At 07:34 AM 6/18/00 -0400, SM wrote:
>Howdy,
>I am not a subscriber of this listserv, but was invited to post by E.
>Jacquelin Dietz, editor of THE JOURNAL OF STATISTICS EDUCATION.
>
>I am a social wor
At 07:34 AM 6/18/00 -0400, SM wrote:
>Two issues that may not be clear on the syllabus:
>
>1) I prohibit students from using a computer until they have solved the
>equation by hand first. I have discovered that students do much better
>on exams when they have done the math. For example, I can as
Howdy,
I am not a subscriber of this listserv, but was invited to post by E.
Jacquelin Dietz, editor of THE JOURNAL OF STATISTICS EDUCATION.
I am a social worker (MSW with a Ph.D. in Sociology) and I teach two
sections of statistics (to social work and criminal justice majors) at a
small college
