1234& - Cal Poly

Both individuals and collaborative teams may apply. For team applications, please choose one primary faculty applicant/researcher to submit and represent the project. Additional applications representing the same project will not be reviewed.

COMPLETED RESEARCHApplication cover page

Primary faculty researcher/applicant contact information

Last name: ____________________________________________________________________________________

First name: ____________________________________________________________________________________

Cal Poly email: _________________________________________________________________________________

Work phone: ___________________________________________________________________________________

Department: ___________________________________________________________________________________

Status: Tenured Tenure track Lecturer

Rank: _________________________________________________________________________________________

Cal Poly hire date: ______________________________________________________________________________

Research project

Title: __________________________________________________________________________________________

Additional collaborators (if applicable)

____________________________________ _________________________________ _______________________Name Email Dept.oraffiliation




LEAR

N B

Y DO

ING

SCH

OLA

R AW

ARDS

201

8

Roy

Soma

[email protected]

805-756-5250

Statistics

Associate Professor

September 2008

Learn by Doing Statistics: Having students engage with scientific studies that matter, every day

Beth Chance [email protected] Statistics

Karen McGaughey [email protected] Statistics

Allan Rossman [email protected] Statistics

1. Required application materials:

• Cover page

• A 2-3 page narrative including:

A. AcleararticulationofhowyoudefineLearnbyDoing;B. Acompellingcasebasedonthisdefinitionforhowyourscholarshipinformsthevalueof

LearnbyDoingapproachestopedagogy;

C. Adescriptionoftheprojectthatincludesadescriptionofthemethodology,objectives, theoreticaljustification,andsignificanceoftheproject;

D. Evidenceofexternalrevieworvalidation(e.g.peerreview,receiptofgrantfunding);E. Evidenceofbroaderimpacts(orstatementofexpectedimpacts,ifrecentlypublished)of

thescholarship.Thismayincludepagedownloads,citations,altmetrics,reviews,and presentations,aswellascontinuationofgrantfunding,orreproductionorextensionof the research.

• ONE primary or exemplar publication or other scholarly product representing

the completed work. Dependingonyourdiscipline,thismayincludepresentations,

publications,refereedmedia,books,chapters,articles,images,video,etc.

• A current curriculum vitae for the primary researcher/applicant. In the case of a

collaborativeproject,pleaseprovideCVsforallcollaborators.

2. AllapplicationmaterialsmustbecompiledandsubmittedasonePDF file:

• Pleasesavethiscoverpageasafilewiththeprimaryapplicants’name:Lastname_Firstname.pdf

• CreateallotherapplicationmaterialsasPDFfiles,andthencompilethemintothiscoverpage file.NOTE: For instructions on creating a single PDF from multiple files, please see: bit.ly/combine-pdf

• Uploadyourcompletedapplicationtolib.calpoly.edu/faculty/learn-by-doing

Questions?PleasecontactJeanineScaramozzino,LearnbyDoingAwardsCommitteeChair,at [email protected].

Instructions: How to apply

Learn by Doing Statistics: Having students engage with real world data and genuine scientific studies that matter, every day Soma Roy, Beth Chance, Karen McGaughey, and Allan Rossman Statistics Department, Cal Poly, San Luis Obispo, CA 93405 A. How we define Learn by Doing: As statistics educators, we strongly feel that all students, regardless of major, should have the opportunity to be trained in quantitative literacy and statistical thinking, and especially now when data are so widely available and data literacy is so highly valued. We also believe that true understanding and learning happens when students themselves are engaged in genuine problem solving. Our Learn by Doing philosophy and approach involves providing students, including those who are in our general education Statistics classes, the opportunity to work with real world data and real scientific studies that matter, every day, of class. On day one, we introduce students to the overall process of statistical investigations, from asking meaningful research questions and collecting data, through making inferences and drawing conclusions; and we revisit this overall process, throughout the quarter, in various contexts of data types – asking deeper questions with every revisit. We believe that students better learn how statistical methods work and why they work, when they are immersed in solving a “problem” that is relevant and interesting in understanding the world around us. That’s why we make sincere efforts to go beyond traditionally used activities that involve for example counting how many pieces of red candy in a bag. Instead our students investigate research questions such as, does swimming with dolphins help reduce depression? (British Medical Journal, 2005); are people more likely to experience a reduction in pain when given a regular-price pill compared to a discount-price pill? (Journal of American Medical Association, 2008); are there lingering effects of sleep deprivation? (Nature Neuroscience, 2005). We bring in data from published research, and have students re-analyze the data (using student-centered technology) to verify the published results; students are encouraged to think critically about what they read in the popular media, and critique journal articles on the statistical methodology used, as well as findings and conclusions. Students learn what can and perhaps, more importantly, what cannot be validly concluded from a study (e.g., often comparing their study conclusion to the printed headline). Each class period begins with a new research question and the study background. Students then work collaboratively (often in a computer lab) to learn and practice the tools needed to address the new research question, the sophistication of which increases as the course progresses. We ensure that students learn statistical concepts and tools in the context of answering interesting research questions, rather than learn about tools for their own sake. B. How our scholarship informs the value of Learn by Doing approaches to pedagogy: We have been involved in the development (funded by NSF/DUE Award no.1140629) and implementation (funded by NSF/DUE Award no. 1323210) of one of the first comprehensive curricula for introductory college-level statistics classes that (a) utilizes an active-learning pedagogy throughout the curriculum, (b) emphasizes the core logic of statistical inference using simulation and randomization-based methods with an intuitive and spiral approach, and (c) emphasizes the overall process of statistical investigations. These curricular materials have been and continue to be evaluated at scores of institutions across the country with hundreds of instructors and thousands of students. Assessment results which have been presented at various national and international conferences (Roy et al. 2012, Rossman and Roy 2013, Chance et al. 2014, Tintle et al. 2014, Tintle et al. 2015), as well as published in leading statistics education journals (Tintle et al. 2011, Tintle et al. 2012, Tintle et al. 2015, Chance et al. 2017) indicate improved conceptual understanding and retention of statistical inference and study design concepts. We are continuing to collect assessment results to deepen our understanding of how students’ attitudes and conceptual understanding develop using these curricular materials that revolve around active-learning pedagogy.

C. A description of the project that includes a description of the methodology, objectives, theoretical justification, and significance of the project We want students to engage with the entire statistical investigation process from asking meaningful research questions and collecting data, through making inferences and drawing conclusions, starting on day one, which means that students should be able address questions of statistical inference (for example, Are these results statistically significant? Is this p-value small enough, and if so, what does that imply?) as early as day one. There are several pedagogical choices we made to make this happen. First, it is important to us that the research question of the day drives what statistical topic is discussed and used in class that day. We want students to learn statistical concepts and tools in the context of answering interesting research questions, rather than learn about tools for their own sake. We want to help students understand that statistical concepts and methods are interrelated, and not to be put in separate compartments, and/or used in isolation. Thus, we organized course content to revolve around what tools are needed to answer the research question. We want students to understand that regardless of the context of data type, the fundamental logic of statistical inference stays the same. So, we use a spiral approach to address statistical inference concepts, but in difference data contexts throughout the quarter, go deeper and asking more sophisticated questions at each revisit. A key idea behind how we are able to introduce students to concepts of statistical inference (p-values and confidence intervals) at the start of the quarter is that we use simulation and randomization methods to do so. Students toss coins, spin spinners, shuffle cards, and use web applets to learn, visualize, and understand what chance outcomes mean and what results are unlikely to happen by chance alone. This approach relies on using students’ intuition early on, saves formulas for the theory-based tests (t-tests and z-tests) until later, after students have had a chance to grasp the big picture ideas and see reasons for the formulas. One of our main research questions is how to best leverage modern technology tools to improve students’ learning. We have developed our own suite of freely available applets (Rossman/Chance applets) that enable students to explore statistical concepts dynamically and visually. These applets replace the “look this number up” tables and enable students to make and test their own conjectures. When we first started exploring ideas on how to make these changes for our GE Statistics classes, there were no curricular materials available that accomplished these goals as well used an active-learning pedagogy for the STAT 101-types classes. Our group (along with collaborators Nathan Tintle, Dordt College, IA, Todd Sawnson and Jill VanderStoep, Hope College, MI, and George Cobb, Mt. Holyoke, MA) got together to develop of one of the first comprehensive and innovative curricula for introductory college-level statistics classes that (a) utilizes an active-learning pedagogy throughout the curriculum, (b) emphasizes the core logic of inference using simulation and randomization-based methods with an intuitive and spiral approach, and (c) emphasizes the overall process of statistical investigations. Building on past projects (Chance and Rossman, 2016; Rossman and Chance, 2011) and widely accepted research literature on active learning and student engagement, we wrote the materials which are now published as a nationally used introductory statistics textbook (Tintle et al. 2016). Our textbook uses a “conversational style” and emphasizes and prioritizes meaning and interpretations of statistical concepts, methods, and output, ahead of formulae to ensure that students with varied mathematical background feel empowered to learn and do statistics. We hypothesize that by the end of the course we have empower students who might have initially been filled with trepidation about taking a statistics course. And, we hypothesize that as a result of feeling more comfortable about doing statistics, these students will feel more encouraged to go on to take more statistics courses, thus taking us towards a more statistically literate society. Enrollment numbers in our department have been beginning to show an increase in the STAT 2 in the past few years, with numbers for statistics minors also going up.

Another useful feature of our text is that we use a “case studies” approach, which provides an opportunity to any instructors to use as much or as little of the materials as they would like, if they wanted to incorporate any of these pedagogical changes in their as well. We hypothesized that by (a) introducing students to statistical thinking at the onset of the quarter, (b) by using intuitive chance models to introduce them to the logic of statistical inference, (c) by engaging them in real world data that matter, and (d) by emphasizing the overall statistical investigation process, we would see improvement in conceptual understanding and retention of statistical inference and study design concepts, as well as in students’ attitude towards statistics and quantitative literacy. These curricular materials have been and continue to be evaluated at dozens of institutions across the country with hundreds of instructors and thousands of students. We now have pre and post data from students on an assessment instrument with questions that gauge statistical literacy and thinking (modeled after delMas et al. 2007) as well as students’ attitudes towards statistics (Schau, 2003). We continue to analyze the data and compare results to those from students not using these curricular materials to deepen our understanding of how students’ attitudes and conceptual understanding develop. We continue to disseminate lessons learned and implications for instructors through our presentations and workshops. D. Evidence of external review or validation (e.g. peer review, receipt of grant funding); This is an ongoing multi-part project that started with the development of innovative curricular materials for STAT 101-type (that is, GE) courses (funded by NSF/DUE Award no.1140629, 2012-2013). Phase II of the project (funded by NSF/DUE Award no. 1323210, 2014 – 2017) involves dissemination of the materials as well as evaluation of the effectiveness of the materials. We are currently wrapping up Phase II, and are working on the next phase that involves the development of innovative curricular materials for STAT 2-type courses (NSF/DUE Award no. 1612201, 2016 - 2018). Award letters are included with this application. As mentioned previously, these introductory materials have now been published by John Wiley and Sons as an introductory statistics textbook (Tintle et al. 2016), and the textbook has already won two awards (2018 Daniel Solow Author's Award – to be announced this summer, Mathematical Association of America; 2017 Most Promising New Textbook Award, Textbook and Academic Authors Association). Starting Fall 2018 an Advanced Placement Statistics version of these materials will also available (Tintle et al. 2018).

From the start of this project to now, as a group, we have presented (both invited and contributed papers and posters) at various national and international conferences (Roy et al. 2012, Rossman and Roy 2013, Chance et al. 2014, Tintle et al. 2014, Tintle et al. 2015, Chance et al. 2017 – to mention a subset of these presentations) as well as at local state conferences (Chance and Rossman 2014, Roy 2014) and colloquia, published in leading statistics education journals (Tintle et al. 2011, Tintle et al. 2012, Tintle et al. 2015, Chance et al. 2017), as well as offered professional development workshops around the country to diverse sets of faculty. We also offer numerous online support structures including a blog, freely available applets, free instructor materials, learning objective-based instructional videos, free instructor-focused training videos, a listserv, and peer-reviewed publications covering both rationale and assessment results.

During the next year, we along with our collaborators (at Dordt College and Hope College) will be presenting seven papers (three of which are invited papers, and several of which involve statistics majors as co-authors – see references) at the International Conference on Teaching Statistics (ICOTS), hosting several onsite and online professional development workshops, and submitting papers on assessment findings to statistics education journals. We will also be wrapping up the development of the STAT 2

materials, and get ready to evaluate the effectiveness of these materials in helping students understand more advanced topics such as multivariable methods. E. Evidence of broader impacts (or statement of expected impacts, if recently published) of the scholarship. This may include page downloads, citations, altmetrics, reviews, and presentations, as well as continuation of grant funding, or reproduction or extension of the research. As mentioned previously, we received NSF funding (NSF/DUE Award no. 1612201, 2016 – 2018) for developing and evaluating STAT 2 materials that will build on the STAT 1 materials. Our textbook Introduction to Statistical Investigations (Tintle et al. 2016) has already won two awards (2018 Daniel Solow Author's Award – to be announced this summer, Mathematical Association of America; 2017 Most Promising New Textbook Award, Textbook and Academic Authors Association). Starting in Fall 2018 an Advanced Placement Statistics version of these materials will also available (Tintle et al. 2018). Numerous instructors and their students are currently using these materials across the nation. We estimate (from book sales in the ongoing current academic year) that thousands of students nationwide are using this as their primary introductory college statistics textbook. References Chance, B., and Rossman, A. (2016). Introduction to Statistical Concepts and Methods, Third; (This material is based upon work supported by the National Science Foundation under Grant No. 0321973.) http://www.rossmanchance.com/iscam3/ Chance, B., and Rossman, A. (2014). “Estimating with Confidence: Developing Students' Understanding,” CMC3 Conference, Monterey, CA.

Chance, B., and McGaughey, K. (2014). “Impact of a Simulation/randomization-Based Curriculum on Student Understanding of P-Values and Confidence Intervals.” Proceedings of the 9th International Conference on Teaching Statistics 9.

Chance, B., Mendoza, S., and Tintle, N. (2018) Student Gains in Conceptual Understanding in Introductory Statistics With and Without a Curriculum Focused on Simulation-Based Inference, Proceedings of the 10th International Conference on Teaching Statistics.

Chance, B., Wong, J., and Tintle, N. (2017). “Student Performance in Curricula Centered on Simulation-Based Inference: A Preliminary Report.” Journal of Statistics Education, Volume 24, Issue 3

delMas, R., Garfield, J., Ooms, A., and Chance, B. (2007), “Assessing Students’ Conceptual Understanding After a First Course in Statistics,” Statistics Education Research Journal, 6, 28–58. Available at http:// www.stat.auckland.ac.nz/»iase/serj/SERJ6%282%29_delMas.pdf

McGaughey, K., Chance, B., Tintle, N., VanderStoep, J., Swanson, T., and Roy, S. (2018). Finding meaning in a multivariable world: A conceptual approach to an algebra-based second course in statistics, Proceedings of the 10th International Conference on Teaching Statistics.

Mendoza, S. and Roy, S. (2018). “Assessing retention of statistical concepts after completing a post-secondary introductory statistics course” Proceedings of the 10th International Conference on Teaching Statistics.

Pablo, N. and Chance, B. (2018). “Can a Simulation-Based Inference course be flipped?” Proceedings of the 10th International Conference on Teaching Statistics.

Rossman, A. J., and Chance, B. applet collection http://www.rossmanchance.com/applets/

Rossman, A. J., and Chance, B. (2014). “Using Simulation-Based Inference for Learning Introductory Statistics.” WIREs Computational Statistics 6(4): 211–21.

Rossman, A. J., and Roy, S. (2012). “Requisite Knowledge for Teachers, Assessment Questions, and Technology.” Joint Mathematics Meetings, San Diego, CA.

Rossman, A. J., and Chance, B. (2011). Workshop Statistics. Fourth. Hoboken, New Jersey: John Wiley and Sons.

Roy, S. and Mcdonnel, T. (2018). “Assessing simulation-based inference in secondary schools” Proceedings of the 10th International Conference on Teaching Statistics Roy, S. (2014). “Using Simulation/Randomization to Introduce Statistical Inference.” CMC3 Conference, Monterey, CA.

Roy, S., Rossman, A., Chance, B., Cobb, G., VanderStoep, J., Tintle, N., and Swanson, T. (2014). “Using Simulation/randomization to Introduce P-Value in Week 1.” Proceedings of the 9th International Conference on Teaching Statistics 9.

Schau, C. (2003). Survey of Attitudes Toward Statistics (http://evaluationandstatistics.com/)

Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2017). “Assessing the Association between Pre-Course Metrics of Student Preparation and Student Performance in Introductory Statistics: Results from Early Data on Simulation-Based Inference vs. Non-Simulation Based Inference.” Journal of Statistics Education. In revision.

Tintle, N. (2018) Development of a tool to assess students’ conceptual understanding in introductory statistics, Proceedings of the 10th International Conference on Teaching Statistics.

Tintle, N., Carver, R., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2018). Introduction to Statistical Investigations – AP Edition. First. Hoboken, New Jersey: John Wiley and Sons.

Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2016). Introduction to Statistical Investigations. First. Hoboken, New Jersey: John Wiley and Sons.

Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2015). “Combating Anti-Statistical Thinking Using Simulation-Based Methods throughout the Undergraduate Curriculum.” The American Statistician 69(4): 362–70.

Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2015). “Simulation-Based Inference Blog.” www.causeweb.org/sbi.

Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2014). “Quantitative Evidence for the Use of Simulation and Randomization in the Introductory Statistics Course.” Proceedings of the 9th International Conference on Teaching Statistics.

Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J. (2013). “Challenging the State of the Art in Post-Introductory Statistics: Preparation, Concepts and Pedagogy.” Proceedings of the 59th ISI World Statistics Congress (Session IPS032): 295–300.

Tintle, N., Topliff, K., VanderStoep, J., Holmes, V., and Swanson, T. (2012). “Retention of Statistical Concepts in a Preliminary Randomization-Based Introductory Statistics Curriculum.” Statistics Education Research Journal 11(1).

Tintle, N., VanderStoep, J., Holmes, V., Quisenberry, B., and Swanson, T. (2011). Development and assessment of a preliminary randomization-based introductory statistics curriculum. Journal of Statistics Education, 19(1).

Return to Award Documents Page

National Science Foundation 4201 WILSON BOULEVARD, ARLINGTON, VIRGINIA 22230

Award Date: January 30, 2012 Award No. DUE-1140629 Proposal No. DUE-1140629

John Kok University Director for Scholarship and Teaching

Dordt College 498 4th Avenue NE Sioux Center, IA 51250-1606

Dear John

The National Science Foundation hereby awards a grant of $181,478 to Dordt College for support of the project described in the proposal referenced above as modified by revised budget dated January 30, 2012.

This project, entitled "Developing an Innovative Randomization-based Introductory Statistics Curriculum," is under the direction of

Nathan Tintle, Allan J. Rossman, Beth L. Chance, Soma Roy, Todd M. Swanson.

This award is effective January 1 , 2012 and expires December 31, 2013.

This grant is awarded pursuant to the authority of the National Science Foundation Act of 1950, as amended (42 U.S.C. 1861-75) and is subject to Research Terms and Conditions (RTC), dated July 1, 2008, and NSF RTC Agency Specific Requirements, dated 10/10, available at http://www.nsf.gov/awards/managing/rtc.jsp and the following terms and conditions:

This award is subject to the Federal Funding Accountability and Transparency Act (FFATA) award term entitled, Reporting Subawards and Executive Compensation, which has been incorporated into the NSF Terms and Conditions referenced above.

If the awardee has any questions related to the pre-populated data associated with this award in the FFATA Subaward Reporting System, such questions should be submitted to: [email protected] or by phone to: (800) 673-6188.

Funds provided by this award include support for "Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES)" in accordance with the NSF program solicitation 10-544.

Page 1 of 2Fastlane:Award Documents

2/6/2012https://www.fastlane.nsf.gov/researchadmin/awardLetterPrintView.do?awardId=1140629&amendmentId=...

Funds provided for participant support may not be diverted by the awardee to other categories of expense without the prior written approval of the cognizant NSF Program Officer. Since participant support cost is not a normal account classification, the awardee organization must be able to separately identify participant support costs. It is highly recommended that separate accounts, sub-accounts, sub-task, or sub-ledgers be established to accumulate these costs. The awardee should have written policies and procedures to segregate participant support costs.

The Foundation authorizes the awardee to enter into the proposed contractual arrangements and to fund such arrangements with award funds up to the amount indicated in the approved budget. Such contractual arrangements should contain appropriate provisions consistent with Articles 8.a.4. and 9 of the NSF Grant General Conditions (GC-1) (dated 10/10) or Articles 5 and 40 of the Research Terms and Conditions (dated July 1, 2008), as well as any special conditions included in this award.

F.L. 26, "Administration of NSF Conference or Group Travel Award Grant Special Conditions," dated 10/10, are applicable. See http://www.nsf.gov/publications/pub_summ.jsp?ods_key=fl261010.

The attached budget indicates the amounts, by categories, on which NSF has based its support.

Please view the project reporting requirements for this award at the following web address [https://www.fastlane.nsf.gov/researchadmin/prsLoginHome.do?awdID=1140629].

The cognizant NSF program official for this grant is Ron Buckmire, (703) 292-0000 The cognizant NSF grants official contact is Laura A. Buckley, (703) 292-4817.

Sincerely,

Jason M. Madigan Grants and Agreements Officer

CFDA No. 47.076 [email protected]

Download Adobe Acrobat Reader for viewing PDF files

Page 2 of 2Fastlane:Award Documents

2/6/2012https://www.fastlane.nsf.gov/researchadmin/awardLetterPrintView.do?awardId=1140629&amendmentId=...

Developing and Assessing a Conceptual Approach to an Algebra-based Second Course in Statistics Project Summary Demands for a statistically literate society are increasing, and the algebra-based introductory statistics course (Stat 101) remains the primary venue for learning statistics for the majority of high school and undergraduate students. However, these introductory courses do not typically give students experience with multivariable statistical methods, which are the primary methods used in statistical practice today. Furthermore, despite more than one million students per year taking introductory statistics courses in the U.S. alone, far, far fewer go on to take a second course in statistics, ultimately leading to a substantial shortage in the number of individuals who can understand and utilize multivariable statistical concepts. The primary barrier to introductory students progressing beyond their first statistics course is that most additional undergraduate coursework in statistics first requires additional courses in probability, calculus, and/or linear algebra. This barrier to entry means that much of the positive momentum from students taking algebra-based introductory statistics at the high school (AP Statistics) or college level is lost, and many of these students do not continue with further STEM coursework or careers. Recently, a few novel curricula have demonstrated that multivariable statistical thinking can be achieved with students who have not yet taken courses in calculus, probability theory, or linear algebra (Stat 102). Although these new curricula have many positive features, many opportunities remain for dramatically increasing the accessibility of Stat 102 courses to diverse pools of students. These opportunities include (1) emphasizing the overarching statistical process in the context of multivariable hypotheses, (2) starting with straightforward multivariable study design and exploratory data analysis concepts to build on student intuition and understanding, (3) utilizing a writing style and pedagogical approach designed for the typical undergraduate student, (4) developing and integrating technology tools for facilitating student exploration and discovery, and (5) designing a curriculum informed by assessment results. In short, we see an opportunity to develop student multivariable thinking by focusing more on meaning than on models. To address these opportunities we propose to: (Aim 1) Develop a full set of conceptual, meaning-focused curricular materials for a second course in statistics with integral use of student-focused technology tools and real data via a guided-discovery pedagogical approach, (Aim 2) Pilot test the materials at multiple and varied institutions, including community colleges, refining materials based on feedback from instructors and students, and developing and implementing a full set of teacher preparation materials, and (Aim 3) Develop and validate an assessment tool (Multivariable Statistics Concept Inventory) for assessing student understanding of multivariable statistical methods, gather preliminary evidence of student performance when using the curricular materials, and use assessment findings to inform revisions. Intellectual merit The proposed project will provide college faculty with a fully integrated set of curriculum materials to teach a substantially different Stat 102 curriculum aimed at important multivariable statistical concepts, including minimizing unexplained variability, planning and controlling for confounding variables, and exploring and modelling interactions between variables. The project’s accompanying assessment activities will provide information about potential gains in student understanding of these concepts. Broader impacts This project will yield (1) A full-length curriculum available for widespread utilization by statistics educators that is appropriate for undergraduate students at a variety of academic levels, (2) Increased opportunities for students from a diverse range of backgrounds and institutions for learning about multivariable statistical thinking in order to propel students toward further studies in STEM disciplines, (3) A forward-looking curriculum that will continue to catalyze innovation and change in statistics education, (4) An assessment tool that can be used in Stat 102 courses to allow for comparison of different curricula and better understanding of student learning trajectories in these courses, and (5) Peer-reviewed journal articles and conference presentations related to the curriculum and assessment.

AwardDate:February14,2014AwardNo.DUE-1323210ProposalNo.DUE-1323210JohnKokUniversityDirectorforScholarshipandTeachingDordtCollege4984thAvenueNESiouxCenter,IA51250-1606DearDr.Kok:TheNationalScienceFoundationherebyawardsagrantof$550,099toDordtCollegeforsupportoftheprojectdescribedintheproposalreferencedaboveasmodifiedbyrevisedbudgetdatedJanuary9,2014.Thisproject,entitled"Broadeningtheimpactandevaluatingtheeffectivenessofrandomization-basedcurriculaforintroductorystatistics,"isunderthedirectionofNathanTintle,SomaRoy,BethL.Chance,DennisK.Pearl,ToddM.Swanson.ThisawardiseffectiveFebruary15,2014andexpiresJanuary31,2017.ThisgrantisawardedpursuanttotheauthorityoftheNationalScienceFoundationActof1950,asamended(42U.S.C.1861-75)andissubjecttoResearchTermsandConditions(RTC),datedJune2011,andNSFRTCAgencySpecificRequirements,datedJanuary14,2013,availableathttp://www.nsf.gov/awards/managing/rtc.jsp.ThisawardissubjecttotheFederalFundingAccountabilityandTransparencyAct(FFATA)awardtermentitled,ReportingSubawardsandExecutiveCompensation,whichhasbeenincorporatedintotheNSFTermsandConditionsreferencedabove.Iftheawardeehasanyquestionsrelatedtothepre-populateddataassociatedwiththisawardintheFFATASubawardReportingSystem,suchquestionsshouldbesubmittedto:[email protected]:(800)673-6188.ThisawardissubjecttotheprovisionsofNSF10-544,TransformingUndergraduateEducationinScience,Technology,EngineeringandMathematics(TUES).

FundsprovidedforparticipantsupportmaynotbedivertedbytheawardeetoothercategoriesofexpensewithoutthepriorwrittenapprovalofthecognizantNSFProgramOfficer.Sinceparticipantsupportcostisnotanormalaccountclassification,theawardeeorganizationmustbeabletoseparatelyidentifyparticipantsupportcosts.Itishighlyrecommendedthatseparateaccounts,sub-accounts,sub-task,orsub-ledgersbeestablishedtoaccumulatethesecosts.Theawardeeshouldhavewrittenpoliciesandprocedurestosegregateparticipantsupportcosts.TheFoundationauthorizestheawardeetoenterintotheproposedcontractualarrangementsandtofundsucharrangementswithawardfundsuptotheamountindicatedintheapprovedbudget.SuchcontractualarrangementsshouldcontainappropriateprovisionsconsistentwithArticles8.a.4.and9oftheNSFGrantGeneralConditions(GC-1)(datedJanuary14,2013)orArticles5and40oftheResearchTermsandConditions(datedJune2011),aswellasanyspecialconditionsincludedinthisaward.F.L.26,"AdministrationofNSFConferenceorGroupTravelAwardGrantSpecialConditions,"datedJanuary14,2013,areapplicable.Seehttp://www.nsf.gov/pubs/policydocs/fl26/fl26_113.pdf.Costsofentertainment,amusement,diversionandsocialactivities,andanycostsdirectlyassociatedwithsuchcosts(suchasmeals,lodging,rentals,transportationandgratuities)areunallowable.Whencertainmealsareanintegralandnecessarypartofaconferenceormeeting(i.e.,workingmealswherebusinessistransacted),grantfundsmaybeusedforsuchmeals.Grantfundsmayalsobeusedtofurnishareasonableamountofcoffeeorsoftdrinksforconferenceormeetingparticipantsandattendeesduringcoffeebreaks.NoNSFfundsmaybespentonmealsorcoffeebreaksforintramuralmeetingsofanorganizationoranyofitscomponents,including,butnotlimitedto,laboratories,departmentsandcenters.Incentivepaymentsorgiftstoparticipantsmustbemadeinaccordancewithwritteninstitutionalpoliciesandproceduresandsupportedbyauditabledocumentation.Theallowabilityofthesecostswillultimatelybebasedontheawardeeinstitution'sabilitytoadequatelydemonstratethattheincentiveshavebeendisbursedinaccordancewithitspoliciesandprocedures.

Per2CFR,Part220(OMBCircularA-21),CostPrinciplesforEducationalInstitutions,J.Generalprovisionsforselecteditemsofcost,1.Advertisingandpublicrelationscosts,f.(3),Costsofpromotionalitemsandmemorabilia,includingmodels,gifts,andsouvenirsareunallowable.Fundsincludedinthisawardmaynotbeusedtoaugmentthetotalsalaryorsalaryrateoffacultymembersduringtheperiodcoveredbythetermoffacultyappointment,ortoreimbursefacultymembersforconsultingorothertimeinadditiontoaregularfull-timeorganizationalsalarycoveringthesamegeneralperiodofemployment.Theattachedbudgetindicatestheamounts,bycategories,onwhichNSFhasbaseditssupport.Pleaseviewtheprojectreportingrequirementsforthisawardatthefollowingwebaddress[https://reporting.research.gov/fedAwardId/1323210].ThecognizantNSFprogramofficialforthisgrantisLeeL.Zia,(703)292-8670ThecognizantNSFgrantsofficialcontactisDanielP.McEnrue,(703)292-8386.Sincerely,JasonM.MadiganGrantsandAgreementsOfficerCFDANo.47.076John.Kok@dordt.edu

Broadening the impact and evaluating the effectiveness of randomization-based curricula for introductory statistics

Overview The demands for a statistically literate society are increasing, and the introductory statistics course “Stat 101” remains the primary venue for learning statistics for the majority of high school and undergraduate students. After three decades of very fruitful activity in the areas of pedagogy and assessment, but with comparatively little pressure for rethinking the content of this course, the statistics education community has recently turned its attention to use of randomization-based methods to illustrate core concepts of statistical inference. This new focus presents an opportunity to address documented shortcomings in the standard Stat 101 course. Our group has developed and implemented one of the first cohesive curricula that (a) emphasizes the core logic of inference using randomization-based methods in an intuitive, cyclical, active-learning pedagogy, and (b) emphasizes the overall process of statistical investigations, from asking questions and collecting data through making inferences and drawing conclusions (NSF/TUES/DUE-1140629; Phase I). Improved conceptual understanding and retention of inference and study design that had been observed when using early versions of the curriculum at a single institution (Tintle et al. 2011 and Tintle et al. 2012), has now been observed at five institutions among 800 students using the fully integrated, stand-alone version of the curriculum (NSF/TUES/DUE-1140629, Phase I, Annual report, 2012). As we conclude work on the Phase I portion of the project, we are now poised to leverage the tremendous national momentum and excitement about the approach to greatly expand implementations of randomization-based curricula; evaluate widespread transferability of the approach across diverse institutions, students, and learning environments; and deepen our understanding of how students’ attitudes and conceptual understanding develop using this approach. Thus, we propose: Aim # 1. To expand implementations of randomization-based curricula for introductory statistics by (a) conducting a series of professional development workshops, and (b) developing and supporting an online learning community Many teachers are attracted by the randomization-based approach, but need guidance and support to make the change. We will conduct a series of twelve 1-4 day workshops. We will provide ongoing support to workshop participants, and all interested teachers, through an online learning community focused on randomization-based methods. Aim # 2. To evaluate widespread transferability and deepen our understanding of students’ attitudes, conceptual understanding, and learning trajectories in randomization-based curricula We will collaborate with workshop participants, experienced teachers, and other randomization curricula developers to gather a large and diverse set of attitudinal and conceptual assessment data on over 3000 students in order to evaluate widespread transferability across diverse students, institutions, and learning environments. We will also conduct in-depth qualitative and quantitative assessments of students’ developmental learning trajectories on key concepts under the randomization-based approach. For both aims 1 and 2 we will work with six other randomization-based curriculum developer groups and with the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE), allowing us to expand and evaluate this new approach to teaching statistics with more than our own materials. Intellectual Merit This project will provide a wide range of instructors of introductory statistics with development opportunities to support their interest and adoption of randomization-based curricula. Additionally, the project will explore the critically needed understanding of the feasibility of the implementation of randomization-based methods across diverse institutions, students, and learning environments, and in-depth knowledge of students’ developmental learning trajectories when using the curriculum. Broader impacts The proposed project targets more than 250 instructors during the grant period, with the sustained online learning community and faculty development materials increasing those numbers further post-grant, with particular focus on under-represented minorities and two-year colleges. Combined with better understanding of the approach from assessment data on over 3000 students from a diverse set of institutions, backgrounds, and learning environments, the project has the potential for effecting a substantial change in the content and focus of introductory statistics across the country.

AWARDNOTICEAwardDate:August22,2016AwardNo.(FAIN):1612201ProposalNo.:1612201ManagingDivisionAbbreviation:DUENathanTintleUniversityDirectorforScholarshipandTeachingDordtCollege4984thAvenueNESiouxCenter,IA51250-1606DUNSID:078009222DearDr.Tintle:TheNationalScienceFoundationherebyawardsagrantof$299,993toDordtCollegeforsupportoftheprojectdescribedintheproposalreferencedabove.Thisawardisexpectedtototal$299,993.Thisproject,entitled"DevelopingandAssessingaConceptualApproachtoanAlgebra-basedSecondCourseinStatistics,"isunderthedirectionofNathanTintle,SomaRoy,BethL.Chance,ToddM.Swanson,JillL.VanderStoep.ThisawardstartsSeptember1,2016andendsAugust31,2018.ThisgrantisawardedpursuanttotheauthorityoftheNationalScienceFoundationActof1950,asamended(42U.S.C.1861-75)andissubjecttoNSFGrantGeneralConditions(GC-1),datedJanuary25,2016,availableathttp://www.nsf.gov/awards/managing/general_conditions.jsp.ThisawardissubjecttotheUniformAdministrativeRequirements,CostPrinciplesandAuditRequirementsforFederalAwards(UniformGuidance).NSF'simplementationoftheUniformGuidanceiscontainedintheGrantConditionsreferencedinthisaward.ThisawardissubjecttotheFederalFundingAccountabilityandTransparencyAct(FFATA)awardtermentitled,ReportingSubawardsandExecutiveCompensation,

whichhasbeenincorporatedintotheNSFTermsandConditionsreferencedabove.Iftheawardeehasanyquestionsrelatedtothepre-populateddataassociatedwiththisawardintheFFATASubawardReportingSystem,suchquestionsshouldbesubmittedto:[email protected]:(800)673-6188.ThisawardissubjecttotheprovisionsofNSF15-585,ImprovingUndergraduateSTEMEducation:EducationandHumanResources(IUSE:EHR).FundsprovidedforparticipantsupportmaynotbedivertedbytheawardeetoothercategoriesofexpensewithoutthepriorwrittenapprovalofthecognizantNSFProgramOfficer.Sinceparticipantsupportcostisnotanormalaccountclassification,theawardeeorganizationmustbeabletoseparatelyidentifyparticipantsupportcosts.Itishighlyrecommendedthatseparateaccounts,sub-accounts,sub-task,orsub-ledgersbeestablishedtoaccumulatethesecosts.Theawardeeshouldhavewrittenpoliciesandprocedurestosegregateparticipantsupportcosts.TheFoundationauthorizestheawardeetoenterintotheproposedcontractualarrangementsandtofundsucharrangementswithawardfundsuptotheamountindicatedintheapprovedbudgetorNSF-approvedpostawardrequests.ForawardsmadeorreceivingfundingamendmentsafterJanuary25,2016,suchcontractualarrangementsshouldcontainappropriateprovisionsconsistentwithArticles8.a.4.and9oftheNSFGrantGeneralConditions(GC-1)datedJanuary25,2016,aswellasanyspecialconditionsincludedinthisaward.Allmaterialsproducedaspartofthisproject,includingelectroniccomponentssuchasWorldWideWebpages,mustincludeaclearindicationofsource(s)ofsupport(bothNSFandanyothercontributors.)Theattachedbudgetindicatestheamounts,bycategories,onwhichNSFhasbaseditssupport.Theindirectcostrate(s)forthisawardis/are:ItemNameIndirectCostRate-----------------------------------DHHSnegotiatedonsalary+wages+benefits37.0000%TheseratesareatthetimeofawardandarebaseduponthebudgetsubmittedtotheNSF.Itdoesnotincludeanyout-yearadjustments.TheNSFwillnotmodify

awardssimplytocorrectindirectcostratescitedintheawardnotice.SeetheAwardandAdministrationGuide(AAG)ChapterV.A.3.a.forguidanceonre-budgetingauthority.Pleaseviewtheprojectreportingrequirementsforthisawardatthefollowingwebaddress[https://reporting.research.gov/fedAwardId/1612201].ThecognizantNSFprogramofficialforthisgrantisTeriMurphy,(703)292-8670ThecognizantNSFgrantsofficialcontactisLeVarRashawnFarrior,(703)292-2187.Sincerely,DeniseMartinGrantsandAgreementsOfficerCFDANo.47.076,[email protected]

Project Summary

Demands for a statistically literate society are increasing, and the algebra-based introductory statistics course (Stat 101) remains the primary venue for learning statistics for the majority of high school and undergraduate students. However, these introductory courses do not typically give students experience with multivariable statistical methods, which are the primary methods used in statistical practice today. Furthermore, despite more than one million students per year taking introductory statistics courses in the U.S. alone, far, far fewer go on to take a second course in statistics, ultimately leading to a substantial shortage in the number of individuals who can understand and utilize multivariable statistical concepts. The primary barrier to introductory students progressing beyond their first statistics course is that most additional undergraduate coursework in statistics first requires additional courses in probability, calculus, and/or linear algebra. This barrier to entry means that much of the positive momentum from students taking algebra-based introductory statistics at the high school (AP Statistics) or college level is lost, and many of these students do not continue with further STEM coursework or careers.

Recently, a few novel curricula have demonstrated that multivariable statistical thinking can be achieved with students who have not yet taken courses in calculus, probability theory, or linear algebra (Stat 102). Although these new curricula have many positive features, many opportunities remain for dramatically increasing the accessibility of Stat 102 courses to diverse pools of students. These opportunities include (1) emphasizing the overarching statistical process in the context of multivariable hypotheses, (2) starting with straightforward multivariable study design and exploratory data analysis concepts to build on student intuition and understanding, (3) utilizing a writing style and pedagogical approach designed for the typical undergraduate student, (4) developing and integrating technology tools for facilitating student exploration and discovery, and (5) designing a curriculum informed by assessment results. In short, we see an opportunity to develop student multivariable thinking by focusing more on meaning than on models.

To address these opportunities we propose to: (Aim 1) Develop a full set of conceptual, meaning-focused curricular materials for a second course in statistics with integral use of student-focused technology tools and real data via a guided-discovery pedagogical approach, (Aim 2) Pilot test the materials at multiple and varied institutions, including community colleges, refining materials based on feedback from instructors and students, and developing and implementing a full set of teacher preparation materials, and (Aim 3) Develop and validate an assessment tool (Multivariable Statistics Concept Inventory) for assessing student understanding of multivariable statistical methods, gather preliminary evidence of student performance when using the curricular materials, and use assessment findings to inform revisions.

Intellectual merit

The proposed project will provide college faculty with a fully integrated set of curriculum materials to teach a substantially different Stat 102 curriculum aimed at important multivariable statistical concepts, including minimizing unexplained variability, planning and controlling for confounding variables, and exploring and modelling interactions between variables. The project’s accompanying assessment activities will provide information about potential gains in student understanding of these concepts.

Broader impacts This project will yield (1) A full-length curriculum available for widespread utilization by statistics educators that is appropriate for undergraduate students at a variety of academic levels, (2) Increased opportunities for students from a diverse range of backgrounds and institutions for learning about multivariable statistical thinking in order to propel students toward further studies in STEM disciplines, (3) A forward-looking curriculum that will continue to catalyze innovation and change in statistics education, (4) An assessment tool that can be used in Stat 102 courses to allow for comparison of different curricula and better understanding of student learning trajectories in these courses, and (5) Peer-reviewed journal articles and conference presentations related to the curriculum and assessment.

Soma Roy, Ph. D. Statistics

Statistics Department O�ce phone: 805-756-52501 Grand Avenue Cell phone: 614-390-8116California Polytechnic State University email: [email protected] Luis Obispo, CA 93407

EDUCATIONAL PREPARATION:Ph.D. Statistics, The Ohio State University, August 2008

Dissertation title: Sequential-Adaptive Design of Computer Experiments for the Estimation of PercentilesAdvisor: William I. Notz

M.S. Statistics, The Ohio State University, 2005M.Sc. Statistics, Delhi University, India, 2002B.Sc.(Honors) Statistics, Lady Shri Ram College for Women, Delhi University, India, 2000

EMPLOYMENT:Associate Professor, Statistics Department, California Polytechnic State University September 2014-PresentAssistant Professor, Statistics Department, California Polytechnic State University September 2008-2014

TEACHING RELATED ACTIVITIES:

Courses Taught at Cal Poly, September 2008 - PresentSTAT 130: Introduction to Statistical Reasoning – Winter 2009STAT 150: Introduction to Statistical Investigations – Autumn 2010, Autumn 2011, Autumn 2012,and Autumn 2013STAT 217: Introduction to Statistical Concepts and Methods – Autumn 2008, Winter 2009, Spring 2009,Autumn 2009, Winter 2010, Autumn 2010, Winter 2011, Autumn 2011, Autumn 2013, Spring 2014,Autumn 2014, Winter 2015, Autumn 2015STAT 218: Applied Statistics for the Life Sciences – Summer 2009, Autumn 2015STAT 251: Statistical Inference for Management I – Summer 2009, Winter 2014STAT 301: Statistics I – Winter 2012, Autumn 2012, Autumn 2014STAT 302: Statistics II – Spring 2010, Winter 2011, Spring 2011, Spring 2012, Winter 2013, Spring 2013, Winter 2018STAT 305: Introduction to Probability and Simulation Winter 2017, Fall 2017, Winter 2018STAT 313: Applied Experimental Design and Regression Models – Spring 2011STAT 321: Probability and Statistics for Engineers and Scientists – Spring 2009, Spring 2010STAT 323/523: Design and Analysis of Experiments I Winter 2013, Winter 2014, Winter 2015,Spring 2015, Winter 2016, Spring 2016STAT 512: Statistical Methods – Autumn 2009

Undergraduate Research and Senior Projects supervised at Cal Poly

Master’s Thesis Supervision:

• Amy Kringle, Dairy Science, June 2015 to June 2016Master’s thesis committee member; Separation and characterization of reconstituted skim milk powder treatedwith mineral chelators – advised student on how to design an experiment and analyze the data to compare thee↵ect of chelator types on amount of protein extracted in reconstituted skimmed milk.

• Alison Bushnell, Food Science and Nutrition, September 2014 to June 2015Master’s thesis committee member; The impact of a controlled 10-week pistachio feeding crossover trial onblood lipids and measures of adiposity – advised student on analysis of data collected from an experiment tostudy the e↵ects of pistachio consumption on body composition and lipid profile.

• Francesca Amor Delle Cese, Business and Technology, January 2014 to March 2014Master’s thesis committee member; E↵ect of Liquid Contamination on Hermeticity and Seal Strength of FlexiblePouches with LLDPE Sealant – advised student on how to design an experiment and analyze the data tocompare the e↵ect of sealing temperature, dwell time, and contaminant on the seal strength and hermeticityof seals of bags commonly used in the commercial food industry.

Page 1


Master’s Thesis Supervision (contd.):• Tyler Blumer, Industrial Technology, May 2013 to December 2013Master’s thesis committee member; Carton Clamp Test Methodologies And The E↵ect On Load ContainmentAnd Retention – advised student on how to design an experiment and analyze the data to compare two industrystandards that are used to measure how much physical damage a package may incur during distribution fromfactory to seller.

• Marisa McAdler, Food Science and Nutrition, August 2011 to June 2013Master’s thesis committee member; The Relationship Between Vitamin D Status of Adult Women and Diet,Sun Exposure, Skin Reflectance, Body Composition, & Insulin Sensitivity – advised student on collection andanalysis of data, and interpretation of results for her master’s thesis.

• Melissa Hsu, Dairy Science, August 2011 to March 2013Master’s thesis committee member; E↵ect of Post Manufacture Thermal Dip Treatment on Proteolysis of Com-mercial String Cheese during Storage – advised student on design and analysis of experiment, and interpretationof results for her master’s thesis.

• Evan Cernokus, Industrial Technology, March 2012 to August 2012Masters thesis committee member; The E↵ect of Stretch Wrap Pre-Stretch on Unitized Load Containment –advised student on the analysis of experimental data, and interpretation of results for his master’s thesis.

Senior Project Advisor/Supervision:• Melissa Dougan, Statistics, January 2016 to June 2016 - learning about design and analysis of survey data fromhealth studies; Assessing cardiovascular disease risk

• Rachel Free, Statistics, January 2016 to June 2016 - learning about design and analysis of computer experiments;Design and Analysis of Computer Experiments joint with Conor Shannon and Dr. Karen McGaughey.

• Jianyi Liang, Statistics, September 2015 to June 2016 - learning about types of missing data, imputationmethods, and implementing various imputation techniques in R; An Investigation of Fathers Missing Responsesin the Fragile Family Child Wellbeing Study by Applying Multiple Imputation

• Danny Rithy, Statistics, September 2015 to March 2016 - learning about types of missing data, imputationmethods, and implementing various imputation techniques in SAS; Simulation of Imputation E↵ects UnderDi↵erent Assumptions

• Chelsea Obrochta, Statistics, September 2014 to June 2015 - learning about fundamentals of epidemiology;Epidemiolgy: A Healthy Population

• Riley Laughton, Zach Dhaliwal, Mikey Renuart, Nate Faulwell, Industrial Technology, October to December2014; advised students on design and analysis of experiments to compare old and reconditioned youth footballhelmets to new ones, with regard to shock sustained on falling.

• Kevin Harrity, Statistics, September 2013 to June 2014 - researching statistical literacy and understandingamong introductory statistics students, and how that aligns with standards recommended by the CommonCore State Standards for Mathematics; A Deeper Look into the Common Core State Standards and the E↵ecton Tertiary Level Introductory Statistics Courses

• Sasha Kravets, Statistics, June 2013 to June 2014 - modeling change in needle sharing behavior among usersof the San Luis Obispo Syringe Exchange Program; Using Generalized Linear Mixed Models to Analyze DrugUse Behavior

• Nicole Hermann, Industrial Technology, January to March 2014; advised student on design and analysis ofexperiment to compare youth football helmets to college football helmets, with regard to safety as measuredby shock sustained on falling.

• Sullivan Grosz, Business, September to December 2013; advised student on design and analysis of experimentto test the e↵ect that padding pressure in football helmets has on shock registered on di↵erent locations offootball helmets, in the event of a fall.

Page 2


Senior Project Advisor/Supervision (contd.):• Zoya Popo↵, Statistics, April to June 2013 , Evaluation of Common Core State Standards in Mathematics forStatistics Pre-Service Teachers Attitudes towards Teaching Statistics

• Ryan Allison, Statistics, January to June 2012, Using the R Library RPanel for GUI-Based Simulations inIntroductory Statistics Courses

• Toria Mock, Mathematics, January to June 2012, Predictors of Hypertension and Prehypertension in Cal PolyStudents

• Chelsea Lofland, Statistics, June 2011 to June 2012, Analysis of Dietary Patterns over Freshman Year ofCollege (co-advisor with Dr. Karen McGaughey)

• Shawna Perry, Statistics, June 2011 to June 2012, Lifestyle Choices in Relation to BMI and Blood Pressure(co-advisor with Dr. Karen McGaughey)

• Emily Conklin and Jewels Lee, Statistics, June 2010 to June 2011, Dietary Patterns in Relation to Sleep andStress in Cal Poly Freshmen (co-advisor with Dr. Karen McGaughey)

• Rory Bloch, Statistics, September 2010 to present, Music and Radio Preferences on the Cal Poly Campus(co-advisor with Dr. Karen McGaughey)

• Jason Roberts, Industrial Technology, February 2011 to August 2011 ; advised on experimental design of datacollection for testing readability of RFID tags on wine bottles

• Sevren Smith, Industrial Technology, February 2011 to March 2011; advised on experimental design of datacollection and data analysis, and interpretation of results, to test the e↵ect of glue pattern and volume on thestrength of corrugated fiberboard containers.

• Anthony Hall, Industrial Technology, September 2010 to March 2011; advised on experimental design of datacollection for testing a device designed to measure bulge in cardboard boxes.

• Tempus Fugitt, Statistics, January 2010 to December 2010, Like Mother Like Child: An Investigation of MotherCharacteristics and Child Temperaments

• Todd Hicks, Industrial Technology, Winter 2010; advised on statistical analysis of data collected on determiningthe coe�cient of friction on various coatings and substrates, and interpretation of results.

• Mike Montero, Industrial Technology, Autumn 2009; advised on statistical analysis of data on readability ofRFID tags, and interpretation of results.

Summer Research Supervision:

• Hans Schumann, Statistics, June 2016 to August 2016 - creating Shiny apps to teach Bayesian statistics

• Helen Totterdell and Sasha Kravets, Statistics, June 2013 to September 2013 - modeling change in needlesharing behavior among users of the San Luis Obispo Syringe Exchange Program

• Chelsea Lofland and Jenna Colavincenzo, Statistics, May 2011 to September 2011 - modeling dietary patterns inrelation to sleep and stress among college students, using data collected through the FLASH study (co-advisorwith Dr. Karen McGaughey)

• Julia Maddalena and Shawna Perry, Statistics, May 2011 to September 2011 - modeling the incidence ofhypertension among college students, using data collected through the FLASH study (co-advisor with Dr.Karen McGaughey)

Page 3


Courses Taught at The Ohio State University

As Facilitator/Instructor/Teaching Associate, September 2003 to August 2008

STAT 145: Intro to the Practice of Statistics – Instructor, June 2006 to August 2007,and Teaching Associate, September 2003 to June 2005.STAT 420: Intro to Mathematical Statistics I – Teaching Associate, January to March 2008.STAT 427: Intro to Probability and Statistics for Engineering and the Sciences I – Instructor, June to August 2008.STAT 428: Intro to Probability and Statistics for Engineering and the Sciences II – Instructor, March to June 2008.STAT 603: Teaching Statistics – Facilitator, September 2007.

Curriculum Development and TA Training at The Ohio State University

• Graduate Teaching Fellow (Funded by Faculty and TA Development, The Ohio State University)Department of Statistics, The Ohio State University, September 2007 to August 2008; provided resources andconsultation to Teaching Associates working for the Department of Statistics.

• Lead Peer Mentor (Funded by Faculty and TA Development, The Ohio State University)Department of Statistics, The Ohio State University, September 2007 to August 2008; developed a peer mentorprogram Buddies Excel in Statistics Teaching (BEST) to promote excellent teaching among Teaching Associatesin the Department of Statistics.

• Course Material Developer (Funded by Faculty and TA Development, OSU)For Jackie Miller, The Ohio State University, September 2007 to December 2007; developed materials to beused for Statistics 603 Teaching Statistics Crash Course.

• Research Associate (Funded by a Seed Grant)For Jackie Miller and Deborah Rumsey, The Ohio State University, September 2006 to August 2007; developedan online manual for Teaching Associates in the Department of Statistics.

• Research/Teaching Associate (Funded as a Research Associate)For Deborah Rumsey, The Ohio State University, September 2005 to June 2006; archived datasets to be usedfor various undergraduate Statistics classes, and developed activities that utilize the above datasets.

Honors and Awards at Cal Poly

• Cal Poly Distinguished Teaching Award winner, 2015-2016

Honors and Awards at The Ohio State University

• The Thomas E. & Jean D. Powers Award (for outstanding teaching associate), Statistics, 2007-2008

SCHOLARSHIP:

PUBLICATIONS:

Publications in Peer-Reviewed/Refereed Journals - as Associate Professor

• Burns-Whitmore, B., Bushnell, A.H., Towne, A.H., Roy, S., Hall, L.M., (2017) Pistachio consumption at 20%of energy does not significantly change body composition, blood pressure or blood lipids but improves dietquality in free-living, healthy college-aged women: A randomized crossover study, Food & Nutrition Journal,Volume 2017, Issue 06.My role was to perform statistical analyses of the data, and help with the writing of the Statistical Analysessection and Results and Discussion section, as well as contribute to writing other parts of the manuscript.

• Cese, F.D., Saha, K., Roy, S., and Singh, J., (2017) E↵ect of Liquid Contamination on Hermeticity and SealStrength of Flexible Pouches with LLDPE, Journal of Applied Packaging Research: Vol 9, No. 1, Article 5.The first author is a recent graduate from the Masters program in Industrial Technology, Packaging. My rolewas to advise on the design of the experiment, statistical analyses of the data and the write-up.

Page 4


Publications in Peer-Reviewed/Refereed Journals - as Associate Professor (contd.)• Chance, B., and Roy, S., (2016) Discussion of ‘Probability Modeling and Thinking: What Can We Learn fromPractice?’ by Pfannkuch et al., Statistics Education Research Journal, 15(2), 38-45.Dr. Chance and I were invited by the editors of the journal to write a discussion piece, based on our classroomexperiences, to address the issues raised in the original article by Pfannkuch et al.

• Qenani, E., Roy, S., and Dougall, N., (2016) Vigorous Physical Activity and Obesity? The Paradox ofCalifornia Farmworker Population, Journal of Racial and Ethnic Health Disparities, doi:10.1007/s40615-016-0273-5.My role was to perform statistical analyses of the data, and write up the Statistical Analyses section, as wellas contribute to writing other parts of the manuscript.

• Sikand, V., Tong, P.S., Roy, S., and Vink, S., (2016) Physico-chemical properties of skim milk powdersprepared with the addition of mineral chelators, Journal of Dairy Science, Vol. 99, pp. 4146-4153.My role was to advise on the design of the experiment, perform statistical analyses of the data, and write upthe Results section, as well as contribute to writing other parts of the manuscript.

• Tintle, N., Chance, B., Cobb, G., Roy, S., Swanson, T., and VanderStoep, J., (2015) Combating anti-statisticalthinking using simulation-based methods throughout the undergraduate curriculum, The American Statistician,Volume 69, Issue 4, pages 362 - 370.Written collaboratively by the six authors, based on our experience of using simulation-based methods to teachinference in our STAT 1 type courses.

Publications in Peer-Reviewed/Refereed Journals - as Assistant Professor

• Singh, J., Cernokus, E., Saha, K., and Roy, S., (2014), The E↵ect of Stretch Wrap Prestretch on UnitizedLoad Containment, Packaging Technology and Science, published online in Wiley Online Library.Written in collaboration with Drs. Singh and Saha (Industrial Technology, Cal Poly), and Industrial Technologymasters student Evan Cernokus, this paper is based on E. Cernokus masters thesis. My role was to advise himon the design and analysis of the experiment, and provide feedback on the manuscript as a whole.

• Singh, J., Blumer, T., Roy, S., and Saha, K. (2014), Carton Clamp Test Methodologies and the E↵ects on LoadContainment and Retention, Packaging Technology and Science, published online in Wiley Online Library.Written in collaboration with Drs. Singh and Saha (Industrial Technology, Cal Poly), and Industrial Technologymasters student Tyler Blumer, this paper is based on T. Blumers masters thesis. My role was to advise him onthe design and analysis of the experiment, guide him on the writing of the Results and Conclusions sections,and provide feedback on the manuscript as a whole.

• Sassler, S., Roy, S., and Stasny, E. A. (2014), Men’s Economic Status and Marital Transitions of FragileFamilies, Demographic Research, Vol. 30, Article 3, Pages 71 110.Based on research initiated while I was a graduate student at Ohio State, a substantial amount of research andrevisions for this manuscript were done at Cal Poly, over the past few years. This paper is in collaboration withDr. Sharon Sassler, Cornell University, and Dr. Elizabeth A. Stasny, OSU. My role was to build models toaddress the research questions, run statistical analyses, advise on the interpretation of the results, and providefeedback on the overall manuscript.

• Roy, S., and Notz, W. I. (2014), Estimating Percentiles in Computer Experiments: A Comparison of Sequential-Adaptive Designs and Fixed Designs, Journal of Statistical Theory and Practice, Vol. 8, Issue 1, Pages 12 29.A continuation of my Ph.D. dissertation, this paper was written at Cal Poly with a substantial amount ofadditional research done at Cal Poly, with my Ph.D. advisor Dr. Notz, on the invitation of the editors of JSTP(a peer-reviewed journal) for its special design of experiments issue.

• Kane, S.T., Roy, S., and Medina, S. (2013), Identifying College Students at Risk for Learning Disabilities:Evidence for use of the Learning Di�culties Assessment in Postsecondary Settings, Journal of PostsecondaryEducation and Disability, Vol. 26 (1), Pages 21: 33.This paper was written in 2012, in collaboration with Dr. Kane (School of Education, Cal Poly) and Ms.Medina (Board of Directors member, National Association for Community Mediation). My role was to performthe statistical analysis, write the Results section of the paper, including tables, and provide feedback on themanuscript as a whole.

Page 5


Publications in Peer-Reviewed/Refereed Journals - as Assistant Professor (contd.)• Singh, J., Smith, S., Saha, K., and Roy, S., (2012), E↵ect of Glue Pattern and Volume at the Manufacturer’sEdge on Strength of Corrugated Fiberboard Containers, Journal of Applied Packaging Research, Vol. 6, No.4, Pages: 211 223.Written in collaboration with Drs. Singh and Saha (Industrial Technology, Cal Poly), and Industrial Technologyundergraduate Sevren Smith, this paper is based on S. Smiths senior project work. My role was to advise himon the design and analysis of the experiment, edit the Results and Conclusion sections, and provide feedbackon the manuscript as a whole.

• Picetti, D., Barbier, J., Petty, L., Roy, S., and Winstead, C. (2012), Evaluation of a Syringe Exchange Pro-gram in a Mid-sized Semi-rural County, The International Journal of Health, Wellness, and Society, Vol. 2,Issue 2, Pages: 53 66.This paper was written in late 2011, in collaboration with Dr. Winstead (Biology, Cal Poly), Biology un-dergraduate Dominic Picetti, Cal Poly alumna Janelle Barbier, and Lois Petty (Site Manager, SLO SyringeExchange Program). My role was to advise on the survey questionnaire used to collect data, perform statisticalanalyses of the data, write up the tables of results, and provide feedback on the manuscript, with focus on theData Analysis, Results, and Discussion sections.

• Sikand, V., Tong, P.S., Roy, S., Rodrigues-Saona, L.E., and Murray, B. (2011), Solubility of Commercial MilkProtein Concentrates and Milk Protein Isolates, Journal of Dairy Science, Vol 94, Issue 12, Pages: 6194 6202.This paper was written in 2010, in collaboration with Drs. Sikand and Tong (Dairy Products TechnologyCenter, Cal Poly), Dr. Rodrigues-Saona (Food Science and Technology, The Ohio State University), and Dr.Murray (Teagasc Food Research Centre, Ireland). My role was to advise on the design of the experiment,perform statistical analyses of the data, and write up the Results section, as well as contribute to writing otherparts of the manuscript.

• Singh, J., Roy, S., Hicks, T., Stephens, A., and Saha, K. (2011), E↵ect of Varying Sled Configurations on theCoe�cient of Static Friction for Corrugated Fiberboard Using the Incline Plane Method, Journal of AppliedPackaging Research, Vol. 5, No. 1, Pages: 57-69.Written in 2010, in collaboration with Drs. Singh and Saha (Industrial Technology), and with then IndustrialTechnology undergraduate Todd Hicks , this paper is based on T. Hicks’ senior project work. My role was toadvise him on the design and analysis of the experiment, edit the Results and Conclusion sections, and providefeedback on the manuscript as a whole.

• Singh, J., Roy, S., Montero, M. and Roesner, B. (2011), Evaluation of an Innovative System for ImprovingReadability of Passive RFID Tags Attached to Reusable Plastic Containers, Journal of Packaging Technologyand Science, Volume 24, Issue 3, Pages: 137-146.Written in 2010, in collaboration with Drs. Singh and Saha (Industrial Technology), with then IndustrialTechnology undergraduate Mike Montero, and Brian Roesner (Sirit Corporation, North Carolina), this paperis based on M. Montero’s senior project work. My role for this manuscript was to advise on the design of theexperiment, perform the statistical analyses, write the Results and Conclusion sections, and provide feedbackon the manuscript as a whole.

Educational Materials• Co-author (with Tintle, N., Chance, B., Cobb, G., Rossman, A., Swanson, T., and VanderStoep, J.), Introduc-tion to Statistical Investigations, 1e, Fall 2015.

– 2018 Daniel Solow Author’s Award, Mathematical Association of America (Note: This information is notto be shared broadly till the o�cial announcement of the award at MathFest, Aug 1-4, 2018.)

– 2017 Most Promising New Textbook Award, Textbook and Academic Authors Association

Articles/Proceedings (while at Cal Poly)• de la Fuente, J., Tachibana, D., Leemon, K., Liu, C., Twomey, C., Roy, S., Bix, L., Bishe↵, S., (2015),Measuring the E↵ect of A↵ordances on a Crash Cart Medicine Packaging, 27th IAPRI Symposium on Packaging

• Roy, S., Rossman, A., Chance, B., Cobb, G., Vanderstoep, J., Tintle, N., Swanson, T. (2014), Using simula-tion/randomization to introduce p-value in week 1, Proc 9th Int Conf Teach Stat 2014, 9:16.

Page 6


Articles/Proceedings (while at Cal Poly) contd.

• Tintle, N.L., Rogers, A., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., Vanderstoep, J., Quanti-tative evidence for the use of simulation and randomization in the introductory statistics course, Proc 9th IntConf Teach Stat 2014.

• Tintle, N.L., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., VanderStoep, J., Challenging thestate of the art in post-introductory statistics: preparation, concepts and pedagogy, Proc 59th ISI World StatCongr 2013(Session IPS032):295300.

Articles/Proceedings (while at The Ohio State University)

• Roy, S., and Notz, W.I. (2007), Estimation of Percentiles in Computer Experiments, 2007, Proc of the Ameri-can Statistical Association, Section on Physical and Engineering Sciences, Alexandria, VA: American StatisticalAssociation.

• Roy, S., Sassler, S.L., and Stasny, E.A. (2005), Fragile Families and Child Wellbeing Study Dataset: MultipleImputations for Missing Fathers, 2005 Proc of the American Statistical Association, Survey Research MethodsSection, Alexandria, VA: American Statistical Association.

PRESENTATIONS

Invited Presentations while at Cal Poly

• Using Simulation/Randomization-based Methods to Introduce Statistical Inference on Day 1, by Roy, S., CMC3Fall Conference, Monterey, California, December 6, 2014

• Using Simulation/Randomization to Introduce p-value in Week 1, by Roy, S. (presenter), Rossman, A., Chance,B., Cobb, G., VanderStoep, J., Tintle, N., and Swanson, T., International Conference on Teaching Statistics,Flagsta↵, Arizona, July 2014

• Panelist, Randomization and Bootstrap Methods in the Introductory Statistics Course, AMS/MAA Joint Math-ematics Meetings, San Diego, January 2013

• Beverage Consumption among College Freshman, by Roy S., Nazmi, A., Smith, H.S., Jankowitz, K.Z., andMcDermott, A.Y. (presenter), The Obesity Society Annual Meeting, October 2010 (Poster)

• E↵ect of Lactose Content on the Post-acidification of Yogurt, by Sikand, V. (presenter), Tong, P.S., and Roy,S., ADSA-PSA-AMPA-CSAS-ASAS Joint Annual Meeting, July 2010 (Poster)

• Solubility of Milk Protein Concentrate, by Sikand, V. (presenter), Tong, P.S., Roy, S., and Rodriguez-Saona,L.E., Institute of Food Technologists (IFT) Annual Meeting, July 2010 (Poster)

• Functional Properties of Commercial Milk Protein Powders (MPC, MPI), by Sikand, V. (presenter), Tong,P.S., and Roy, S., Annual Dairy Ingredients Symposium, March 2010 (Poster)

Contributed Presentations while at Cal Poly

• The e↵ect of socioeconomic status, lifestyle and other risk factors on weight and obesity: Evidence from theCalifornia farmworker population, by Qenani, E. (presenter), Roy, S., and Dougall, N., International Conferenceon Obesity, Vancouver, Canada, May 2016

• Simulation of Imputation E↵ects under Di↵erent Assumptions by Rithy, D. (statistics major, presenter), andRoy, S., SAS Global Forum, Las Vegas, Nevada, April 2016. (Poster)

• Comparing Imputation E↵ects of Parametric, Non-Parametric, and Partially Parametric Methods in MissingData, by Rithy, D. (statistics major, presenter), and Roy, S., Conference on Statistical Practice, San Diego,California, February 2016 (Poster)

• Design of Experiments: Helping Students Understand the Importance of Identifying Sources of Variability, byRoy, S. (presenter), Joint Mathematics Meetings, Seattle, Washington, January 2016

Page 7


Contributed Presentations while at Cal Poly• Connecting the Logic and Scope of Inference with Data Production, by Roy, S. (presenter), Chance, B., andRossman, A., United States Conference on Teaching Statistics, State College, Pennsylvania, May 2015 (Poster)

• Using simulation to teach inference about correlation and regression in introductory statistics courses, by Roy,S. (presenter), Chance, B., and Rossman, A., Joint Mathematics Meetings, San Antonio, Texas, January 2015

• Using Intuitive Test Statistics in a Randomization-Based Introductory Course, by Swanson, T. (presenter),VanderStoep, J., Tintle, N., Chance, B., Rossman, A., Roy, S., and Cobb, G., United States Conference onTeaching Statistics, Cary, North Carolina, May 2013 (Poster)

• Analyzing Student Understanding of a p-value from Using a Randomization-Based Curriculum, by Roy, S.(presenter), Chance, B., McGaughey, K., and Rossman, A., Joint Statistical Meetings, San Diego, California,August 2012

• Hypertension in Young Adults: Is It Associated with Social and Behavioral Aspects of Their Wellbeing? byRoy, S. (presenter), and McGaughey, K., Joint Statistical Meetings, Miami Beach, Florida, August 2011

• Classroom Experiment: A Comparison of Student Lab Activities to Instructor Demonstration, by McGaughey,K. (presenter), Chance, B., Rossman, A., and Roy, S., Joint Statistical Meetings, Miami Beach, Florida, August2011

Invited Presentations while at The Ohio State University

• Percentile Estimation in Computer Experiments, Biennial Meetings of the Design and Analysis of Experiments(DAE), 2007 (Poster)

• Women’s Marital Expectations and Subsequent Union Outcomes among Fragile Families, Annual Meetings ofthe Population Association of America, 2005 (joint presentation with Sharon Sassler)

Contributed Presentations while at The Ohio State University

• Estimating Percentiles in Computer Experiments, Joint Statistical Meetings, August 2007

• Childhood Obesity: What’s the Mother’s Marital Status Got to Do with It?, Joint Statistical Meetings, August2006

• Fragile Families and Child Wellbeing Study Dataset: Does It Matter That Daddy’s Not There?, Edward HayesResearch Forum, The Ohio State University, 2006

• Fragile Families and Child Wellbeing Study Dataset: Multiple Imputations for Missing Fathers, Joint StatisticalMeetings, August 2005

Workshops (while at Cal Poly)

• Faculty Development Workshop (Funded by NSF/DUE Award no. 1323210, 2014 2017)Teaching the Statistical Investigation Process with Simulation- and Randomization-based Inference; this work-shop was held at Mesa Community College, Mesa, Arizona, March 6 -7, 2015, and attended by approximately28 educators (primarily college professors and statistics teachers from various places in the United States). Theworkshop presenters were Chance, B., Rossman, A., Roy, S., Justice, N., and Sabbag, A.

• MAA Ancillary workshopTeaching the Statistical Investigation Process with Randomization-based Inference; this workshop was held atthe Joint Mathematics Meetings, San Antonio, Texas, January 9, 2015, and attended by approximately 24educators (primarily college professors and statistics teachers from various places in the United States). Theworkshop presenters were Chance, B., Lock, R., Rossman, A., Roy, S., and Swanson, T.

Page 8


Workshops (while at Cal Poly) contd.• MAA-PREP workshopTeaching the Process of Statistical Investigations with a Randomization-Based Curriculum; this workshop washeld at Cal Poly, San Luis Obispo, California, June 24- 27, 2014, and was attended by 20 educators (collegeprofessors and high school statistics teachers from various places in the United States). The workshop presenterswere Tintle, N., Chance, B., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J.

• MAA-PREP workshopTeaching the Process of Statistical Investigations with a Randomization-Based Curriculum; this workshop washeld at Dordt College, Iowa, June 24- 26, 2013, and was attended by 21 educators (college professors and highschool statistics teachers from various places in the United States and Canada). The workshop presenters wereTintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and VanderStoep, J.

• Workshop for AP Statistics TeachersThis daylong workshop was held on the Cal Poly campus, February 16, 2013. The goal was to provide guidanceto new and experienced AP Statistics teachers on how to implement in-class activities for learning statisticalconcepts and methods, explore advanced statistical topics that are typically not covered in AP Statistics classes,prepare students for the AP Statistics exam, and improve their understanding of what professional statisticiansdo.

Student presentations at CSM Student Research Conference

• Missing Data: Simulation of Imputation E↵ects under Di↵erent Assumptions, by Rithy, D. (statistics major,presenter), and Roy, S., May 2016

• Evaluation of a syringe exchange program in San Luis Obispo County, California, by Dominic Picetti (studentresearcher, presenter), Amy Miller, Lydia Behm, Janelle Barbier, Lois Petty, Soma Roy and Candace R.Winstead, May 2012

• Dietary Patterns in Relation to Sleep and Stress in Cal Poly Freshmen, Emily Conklin, and Jewels Lee (studentresearchers and presenters), May 2011

• An Investigation of the Relationship between Mothers Attributes and Child’s Mental Health, Tempus Fugitt(student researcher and presenter), May 2010

Community Presentations (while at Cal Poly)

• Statistics presentations to Atascadero High School students taking AP Statistics or a high school level Statisticscourse; I jointly led two presentations (one with Walker, J., and another with McGaughey, K., both of whomare colleagues from the Statistics Department) to two di↵erent groups on an advanced statistical method, onMay 31, 2013.

• Pre-Collegiate Symposium Academic Workshop for high school students from partner schools; I jointly ledpresentations and activities (with Carlton, M.) to teach the concept of multiple regression; Feb 2015, Feb 2012.

GRANTS AND CONTRACTS (while at Cal Poly)

• Co-Principal Investigator for Developing and Assessing a Conceptual Approach to an Algebra-based SecondCourse in Statistics, (with N.Tintle, B. Chance, T. Swanson, J. VanderStoep), NSF/DUE Award no. 1612201,2016 – 2018, $299,993. All PIs are equally invested in the project.

• Co-Principal Investigator for Understanding Social Science with Data (USS-DATA): Building Teachers’ Ca-pacities to Promote Data Literacy Across the High School Curriculum, (with J. Louie, B. Chance, J. Juliuson,K. Peterson, K. Shields, W. Finzer), NSF DRK-12, submitted Dec 2016 - not recommended.

• Co-Principal Investigator for Broadening the impact and evaluating the e↵ectiveness of randomization-basedcurricula for introductory statistics, (with N.Tintle, B. Chance, D. Pearl, T. Swanson), NSF/DUE Award no.1323210, 2014 – 2017, $550,099. All PIs are equally invested in the project.

Page 9


GRANTS AND CONTRACTS (while at Cal Poly) - contd.• Co-Principal Investigator for Developing an innovative randomization-based introductory statistics course, (withN.Tintle, A. Rossman, B. Chance, T. Swanson), NSF/DUE Award no.1140629, 2012 – 2013, $181,478. All PIsare equally invested in the project.

• Advanced Placement (AP) Statistics Reader, June 2012 to present.

• Statistical consultant on grant (collaboration with Dr. Laura Hall, formerly of Food Science and Nutrition)titled E↵ects of Pistachio Consumption on Body Composition, Blood Lipids, Bone Density, Satiety, Inflam-matory Markers and Erythrocyte Membrane Incorporation of Fatty Acids, funded by the American PistachioGrowers, November 2012 to December 2013.

• Statistical consultant on grant titled The role of vitamin D status in insulin resistance in adult obese women,S. Reaves, L. Hall, S. Adams, C. Stephensen, M. Oates, July 2010 to December 2013.

STATISTICAL CONSULTING AND OTHER SCHOLARLY ACTIVITIES

While at Cal Poly

• Collaborate with faculty members across campus (such as, Industrial Technology, Dairy Science and Technology,Food Science and Nutrition, and Agribusiness) on projects

• Provided assistance to faculty members and students in other departments on campus with the design andstatistical analyses of surveys and experiments, Winter 2010 and Spring 2012

Work for publishers (while at Cal Poly)

• Macmillan:– Accuracy checked test bank and solutions for Statistics: Concepts and Controversies, by Moore, D., and

Notz, W., 9e.; February April 2016

– Reviewed chapters for Statistics: Concepts and Controversies, by Moore, D., and Notz, W., 9e.; JulyAugust 2015

• Cengage Learning:– Created pre-set homework assignments for an online homework platform for Applied Statistics for Engi-

neers and Scientists, by Devore, J., Farnum, N., and Doi, J., 3e.; May 2016

– Accuracy checked solutions for An Introduction to Statistical Methods and Data Analysis, by Ott, M., andLongnecker, M., 7e.; January May 2015

– Accuracy checked, and wrote solutions for Applied Statistics for Engineers and Scientists, by Devore, J.,Farnum, N., and Doi, J., 3e.; January July 2013

• Prentice Hall: Accuracy checked Statistics for the Life Sciences, by Samuels, M., Witmer, J., and Scha↵ner,A., 4e.; February to August 2010

• W.H.Freeman: Accuracy checked The Practice of Statistics, by Yates, Moore, and Starnes, 3e.; December 2006

While at The Ohio State University

• Research Associate – Winter 2005, Summer 2005with Drs. Elizabeth A. Stasny and Sharon Sassler, The Ohio State University; developed logistic regressionmodels for the Fragile Families and Child Wellbeing Study dataset.

• Funded Research – Summer 2004Under the guidance of Elizabeth A. Stasny, The Ohio State University; developed multiple imputation tech-niques for discrete data. This research was funded by the The Ohio State University’s Center for SurveyResearch Summer Research Award Program.

Page 10


STATISTICAL CONSULTING AND OTHER SCHOLARLY ACTIVITIES (contd.)

• Other Research

– September 2005 to December 2006, The Ohio State University: Development of models for longitudinaldata that involve intermittent missingness and dropouts (under the guidance of Elizabeth A. Stasny). Thestudy utilized the NLSY79 dataset and was part of an NIH grant.

– June 2004 to August 2005, The Ohio State University: Development of models for the Fragile Familiesand Child Wellbeing Study dataset and multiple imputation techniques (under the guidance of ElizabethA. Stasny and Sharon Sassler).

PROFESSIONAL HONORS AND LEADERSHIP ACTIVITIES

While at Cal Poly

Chair (2018), Statistics Education, Special Interest Group Mathematical Association of America (SIGMAA)Chair-Elect (2017), Statistics Education, Special Interest Group Mathematical Association of America (SIGMAA)Editor, Journal of Statistics Education, September 2015 to presentEditor, Datasets and Stories Section, Journal of Statistics Education, September 2014 to August 2015Associate Editor, Journal of Statistics Education, September 2012 to September 2014Assessment task writer, Illustrative Mathematics Project, June 2011 to presentCTL travel grant to present at the Joint Statistical Meetings, 2011

While at The Ohio State University

The Craig Cooley Memorial Award for scholarly excellence and leadership, OSU Department of Statistics, 2007-2008Honorable Mention, Outstanding paper presentation - ASA Section on Physical and Engineering Sciences, JSM 2007Ray Travel Award, OSU Graduate Student Competition, 2007, 2006, 2005American Statistical Association SRMS Travel Award, 2005OSU Center for Survey Research Summer Research Award, 2004

While at Lady Shri Ram College for Women

• Lady Shri Ram Merit Scholarship, 1997-2000

SERVICE AND UNIVERSITY CITIZENSHIP

Professional level service

Chair (2018), Statistics Education, Special Interest Group Mathematical Association of AmericaChair-Elect (2017), Statistics Education, Special Interest Group Mathematical Association of AmericaWriter of multiple-choice questions for the Advanced Placement (AP) Statistics Exam, March 2016Reader, Advanced Placement (AP) Statistics, June 2012 to presentEditor, Journal of Statistics Education, September 2015 to presentEditor, Data Sets and Stories section, Journal of Statistics Education, September 2014 to August 2015Associate editor, Journal of Statistics Education, September 2012 to September 2014Reviewer for: Journal of Statistics Education, February 2008 to presentReviewer for: ZDM -The International Journal of Mathematics Education, October 2011 to presentReviewer for: Technology Innovations in Statistics Education, September 2014 to presentWriter for assessment and task items for the Illustrative Mathematics Project, an ASA/NCTM committee

(for writing items addressing Common Core Standards)Member of Program Committee, United States Conference on Teaching Statistics, 2013Poster judge, SCASA poster competition, May 2010Chaired sessions at the Joint Statistical Meetings, August 2006, and August 2009.

Page 11


SERVICE AND UNIVERSITY CITIZENSHIP (contd.)

University and College level service

Scorer, Quantitative Literacy Exams, June 2016Advisor, Cal Poly Lahar club, a Bollywood dance club, September 2014 to presentReader, Writing Proficiency Exams, Autumn 2010, Winter 2011, Spring 2011, Autumn 2011, Winter 2012,

Spring 2012, Winter 2013, Spring 2013Attend Muir Hall Honors Banquet – to meet and greet students who excel in coursework, Autumn 2008 to presentAttend commencement, and Open House, Spring 2009 to presentFacilitator for PREFACE, September 2009.Assisting with poster session for HANDS on Health symposium, October 30-31, 2009.

Department level service

Department Major advisor, September 2014 to presentDepartment curriculum committee, September 2012 to presentDepartment hiring/screening committee, September 2014 to March 2016Senior project oral presentations organizer, March 2013 to June 2015Department Minor advisor, September 2013 to September 2014Department Student Scholarship committee, September 2013 to presentAttend department colloquia, September 2008 to presentCo-advisor of Stat Club (the statistics students’ organization on campus), January 2009 to presentTook minutes for department meetings, March 2009 to June 2013Supervise and attend senior project oral presentations, April 2009 to presentAttend Fall Conference and Academic Day, September 2009 to present

Service while at The Ohio State University

Representative, Residence Hall Council, The Ohio State University, 2003-2008Member, STATCOM chapter at the Department of Statistics, The Ohio State University, Summer 2007-2008President, Student Government, Department of Statistics, The Ohio State University, 2006-2007Member, Graduate Recruitment Committee, Department of Statistics, The Ohio State University, 2006-2007Judge, State Science Fair Committee, Department of Statistics, The Ohio State University, 2003-2008

PROFESSIONAL MEMBERSHIP

American Statistical Association, January 2005 to presentMathematics Association of America, October 2016 to present

Page 12

Beth L. ChanceProfessor, Statistics Department

California Polytechnic State UniversitySan Luis Obispo, CA 93407

[email protected]/bchance/

January, 2017Education

CORNELL UNIVERSITY, Ithaca, New York.MS, Ph.D. in Operations Research, 1994. Concentration: Statistics (E. Slate). Minors: Manufacturing (R. Roundy), Education (D. Monk). Thesis Title: Behavior Characterization and Estimation for General Hierarchical MultivariateLinear Regression Models. Advisor: Dr. Martin Wells. Thesis examined the analysis of hierarchicaldata with emphasis on extreme data observations and characterization of model behavior underdifferent modeling assumptions. Also examined estimation issues utilizing Monte Carlo MarkovChain sampling methods. Honors: National Defense Science and Engineering Graduate Fellow, 1991-1994.

HARVEY MUDD COLLEGE, Claremont, California.Bachelor of Science in Applied Mathematics, May 1990. Major: Mathematics - Applied Option. Minor: Psychology. Honors: Graduated with High Distinction; Honors in Humanities/ Social Sciences; Honors inMathematics. HMC Dean's List every semester, 1987-1990.

Additional Courses· Coursera Data Science Specialization courses (The Data Scientist’s Toolbox, Practical Machine Learning,

Exploratory Data Analysis), June 2015· Teaching Statistics through Data Investigations MOOC, NC State, Spring 2015· EPSY 560: Educational Program Evaluation, University of Illinois-Chicago, Fall 2011 (4.0)

Teaching Experiences California Polytechnic State University, Fall, 1999 - Present.

Math 118/Stat 130 - Pre-Calculus Algebra/Introduction to Statistical reasoning (Modelling andProblem Solving)Stat 150 – Introduction to Statistical InvestigationsStat 217 - Applied Statistics for the Liberal ArtsStat 221 - Introduction to Probability and StatisticsStat 301 – Statistics I Stat 302 – Statistics IIStat 321 - Probability and Statistics for Scientists and EngineersStat 322 - Statistical Analysis for Engineers and ScientistsStat 324 - Applied Regression AnalysisStat 410 – Statistics Education: Content, Pedagogy, Technology, and AssessmentStat 418 – Analysis of Cross Classified DataStat 512 – Statistical Methods

University of the Pacific, Fall 1994 - Spring, 1999.

Math 33 - Elements of Calculus (2 semesters)Math 37 - Introduction to Probability and StatisticsService course for non-majors with intermediate algebra, now with lab (14)

Math 39 - Probability and Statistics (Math and Engineering majors) (3)Math 73 - Introduction to Operations Research (2)Math 130 - Intermediate Statistics (2)ESPY 214- Intermediate Statistics (School of Education) (1)Math 89 - Statistical Consulting Practicum (5)Independent Studies - Multivariate Statistics, Application and Theory of Multivariate Linear Models,Statistics for Marketing Research, Intermediate StatisticsMentor II - Today's Decisions, Freshman writing seminar (1)

Visiting Associate

Department of Mathematics, St. Olaf College, Spring, 2004Royal Statistical Society Centre for Statistical Education, Nottingham-Trent University, April, 2002.

Awards

MERLOT (Multimedia Educational Resources for Learning and Online Teaching) Award forExemplary Online Materials (with Allan Rossman), 2011

CAUSEweb Resource of the Year Award (with Allan Rossman), 2009Best Contributed Paper Award (with A. Rossman), SIGMAA on Statistics Education, 2006Fellow of the American Statistical Association, 2005Mu Sigma Rho Statistical Education Award, 2003Waller Education Award, American Statistical Association, 2002

Professional Activities Grants: Principal Investigator

Co-Principal Investigator for “Developing a meaning-focused curriculum in simulation-based inferencefor a second course in introductory statistics,” with Dordt College and Hope College, NSF/IUSE/EHR,Sept. 1, 2016 – August 31, 2018.Co-Principal Investigator for “Broadening the impact and evaluating the effectiveness ofrandomization-based curricula for introductory statistics” NSF/TUES/DUE- Phase II. $550,000. Jan 1,2014-Dec 31, 2016.Co-Principal Investigator for “Developing an innovative randomization-based introductory statisticscurriculum,” a collaborative project with Cal Poly, Dordt College, and Hope College, resubmitted May,2011 to NSF TUES Type I Project, Award #1140629, January 2012 – June 2013, $199,924.Co-Principal Investigator (with A. Rossman, M. Carlton, G. Cobb, and J. Holcomb) for “TheCATALST Project: Change Agents for Teaching and Learning Statistics,” a collaborative researchproject with the University of Minnesota (J. Garfield, A. Zieffler, R. delMas), submitted January, 2008to NSF/CCLI Program, Phase II, August 2008 – August 2011, $181,686.Co-Principal Investigator for “Concepts of Statistical Inference: A Randomization-Based Curriculum,”submitted May 2006 (with A. Rossman, M. Carlton, G. Cobb, and J. Holcomb), NSF/CCLI Program,Phase I Award #0633349, 2007-2008, $149,842.“Development and Refinement of Stat 301,” Center for Teaching and Learning Grant Program, CalPoly – San Luis Obispo, Received Fall 2007. To convert experiment course into permanent courseoffering required of mathematics and statistics majors.Co-Principal Investigator for “The Web-based ARTIST: Assessment Resource Tools for ImprovingStatistical Thinking,” (with J. Garfield, R. delMas), NSF/ASA Program, Award #DUE-0206571, 2002-

2004, $501,218.State Faculty Support Grant, Cal Poly - San Luis Obispo. Received May, 2001. To support professionaldevelopment and research in the area of teacher preparation in statistics education.“Improving the Mathematics Subject-Matter Preparation of Elementary School Teachers,” (with P.Zingg, K. Morrison, E. Medina, B. Konopak), AASCU Project on Mathematics Preparation ofElementary Teachers, 2001-2002.Co-Principal Investigator for “A Data-Oriented, Active Learning, Post-Calculus Introduction toStatistical Concepts, Methods and Theory,” (with A. Rossman, K. Ballman), NSF/DUE/CCLIProgram, Award #9950476, 1999-2001, $252,828.Committee on Academic Planning and Development - Long Teaching with Technology Grants,University of the Pacific. Received May 1998. To learn java for applet development to enhancelearning in introductory statistics.Irvine Assessment Grant, University of the Pacific. Received May, 1998. For full-scale assessment ofinstruction at University of the Pacific of introductory statistics.Curriculum Development Grant, Springer-Verlag. Received March, 1998. To develop Java applets toaccompany second edition of Workshop Statistics.Curriculum Development Grant, Springer-Verlag. Received August, 1997. To support PC platformdevelopment of Minitab version of Workshop Statistics.Committee on Academic Planning and Development, University of the Pacific. Received January,1997. Developed a laboratory component for Math 39.Committee on Academic Planning and Development, University of the Pacific. With J. Ross,Engineering: Development and analysis of UOP survey to examine how preconceptions and rolemodels affect choice of major. Received January, 1996, continuing project.Committee on Academic Planning and Development, University of the Pacific. Developed a laboratorycomponent to introductory Statistics course. Planned hands-on activities and wrote lab manual,emphasizing computer analysis (Minitab) and written communication. Received November, 1994, firstedition completed January, 1995. Now on 8th edition.

Grants: ConsultantAdvisory Board, STAT-LM (Statistics Learning Map Project), NSF EAGER grant, Jonathan Templin,Principal Investigator, University of Kansas, November, 2016-2018.Evaluator for Cal Poly Noyce Scholars Program for T. Grundmeier and E. Medina, NSF Grant1239827, $798,097, Sept. 2010 – Aug. 2017, 0.1 summer months (year 2-5).Participant (Delphi process), STEM Educational Change Efforts in Higher Education: A Meta-Synthesis of Activities, Strategies, Concepts, and Theories across Disciplines. National ScienceFoundation, Research and Evaluation on Education in Science and Engineering (REESE)Advisor for NSF Grant “Adapting and Implementing Innovative Materials in Statistics Courses(AIMS),” 2006-2010, J. Garfield and R. delMas, Principal Investigators.Advisor for NSF Grant “Instructional Modules in Educational Measurement and Statistics for SchoolPersonnel, 2004-present, R. Zwick, Principal Investigator.Consultant/Workshop Developer/Presenter for NSF Grant (INSPIRE), 2002-2004, R. Peck, R. Gould,Principal Investigators.Consultant, National Science Foundation Grant “Tools for Teaching and Assessing StatisticalInference,”1998-2000, J. Garfield and R. delMas, Principal Investigators.

Publications: TextsTintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., & VanderStoep, J. (2016).Introduction to Statistical Inference, John Wiley & Sons.

Winner of TAA 2017 Most Promising New Textbook AwardVersion for AP Statistics (with R. Carver) available Fall 2018

Chance, B. and Rossman, A. (2015). Introduction to Statistical Concepts, Applications, and Theory,

3rd edition.Rossman, A. and Chance, B. (2011). Workshop Statistics, 4th edition. Wiley.

Instructor’s Resources GuideRossman, A. and Chance, B. (2008). Workshop Statistics, 3rd edition. Wiley.Co-author: Workshop Statistics with Fathom, 2nd edition; Workshop Statistics with GraphingCalculator, 3rd edition.Rossman, A. and Chance, B. (2001). Workshop Statistics, 2nd edition. Key College Publishing.Rossman, A. and Chance, B. (2001). Workshop Statistics: Discovery with Data and Minitab, 2ndedition. Key College Publishing.Rossman, A. and Chance, B. (1998), Workshop Statistics: Discovery with Data and Minitab,Springer-Verlag Publishers.

Shaughnessy, J. M., Chance, B., and Kranendonk, H. (2009). Focus in High School Mathematics:Statistics and Probability, Reston, VA: National Council of Teachers of Mathematics.Chance, B. and Rossman, A. (2004). Workshop Statistics: Student Toolkit. Emeryville, CA: KeyCollege Publishing.J. Michael Shaughnessy and Chance, B. (2005). Statistical Questions from the Classroom, Reston, VA:National Council of Teachers of Mathematics.Rossman, A., Chance, B., and von Oehsen, J.B. (2002). Workshop Statistics: Discovery with Data andthe Graphing Calculator, 2nd edition. Emeryville CA: Key College Publishing.Rossman, A., Chance, B. and Lock, R. (2001). Workshop Statistics: Discovery with Data and Fathom.Emeryville CA: Key College Publishing.Bohan, J. with Chance, B. (2000). Statistics: Preparing for the AP Exam. Amsco Publishers.

Publications: Book Chapters

With Allan Rossman, part editors for International Handbook of Research in Statistics Education, to bepublished by Springer, 2017.Chance, B., Garfield, J., Medina, E. and Ben-Zvi, D. (2008). “Assessment in Statistics Education” inDeveloping Students' Statistical Reasoning: Connecting Research and Teaching Practice, J. Garfieldand D. Ben-Zvi. (Eds.) New York: Springer.Chance, B., Garfield, J., Medina, E. and Ben-Zvi, D. (2008). “Using Technology to Improve StudentLearning of Statistics in Developing Students' Statistical Reasoning: Connecting Research andTeaching Practice, J. Garfield and D. Ben-Zvi. (Eds.) New York: Springer.Rossman, A, Chance, B., and Medina, E. (2006). “Some Key Comparisons Between Statistics andMathematics, and Why Teachers Should Care,” in NCTM Yearbook 2006: Thinking and Reasoningwith Data and Chance, Reston, VA: NCTM.Chance, B., delMas, R., and Garfield, J. (2005). “Reasoning about Sampling Distributions” in TheChallenge of Developing Statistical Literacy, Reasoning, and Thinking, D. Ben-Zvi and J. Garfield(Eds.). Dordrecht: Kluwer.Chance, B. (2005). “Integrating Pedagogies to Teach Statistics,” in Innovations in Teaching Statistics,J. Garfield (Ed.). MAA Notes volume #65.Garfield, J., Chance, B., and Snell, J.L. (2000). “Technology in College Statistics Courses” in TheTeaching and Learning of Mathematics at University Level: An ICMI Study, Derek Holton, et al (Eds),Kluwer Academic Publishers.Chance, B. (1997). “Experiences with Alternative Assessment Techniques in IntroductoryUndergraduate Statistics Courses,” in Teaching Resources for Undergraduate Statistics, T. Moore(Ed.), MAA Notes Volume 52.

Publications: Articles

Chance, B., Wong, J., and Tintle, N. (2016), “Student performance in curricula centered on simulated-based inference: A preliminary report,” Journal of Statistics Education, 24(3), 114-126.

Chance, B., and Roy, S. (2016), “Comment on ‘Probability Modeling and Thinking: What can we learnfrom practice?’ by Pfannkuch et al.” Statistics Education Research Journal, November, 2016.Chance, B., Tintle, T., and Pileggi, S. (submitted), “Using R in Introductory Statistics: Lessons Learnedby Skeptics,” Technology Innovations in Statistics Education, August 2016 decision: Request majorrevisions and resubmit.Chance, B. and Peck, R. (2015). “From curriculum guidelines to learning outcomes: Assessment at theprogram level,” The American Statistician, 69(4), 409-416.Chance, B., Peck, R., and Rossman, A. (2015). “Comment on ‘Mere Renovation is too little too late:We need to rethink the undergraduate curriculum from the ground up’,” The American Statistician,69(4), online supplement.Tintle, N., Chance, B., Cobb, G., Roy, S., Swanson, T., and VanderStoep, J. (2015). “Combatting anti-statistical thinking using simulation-based methods throughout the undergraduate curriculum,” TheAmerican Statistician, 69(4), 362-370.Rossman, A., and Chance, B. (2013). “Using simulation-based inference for learning introductorystatistics for learning introductory statistics,” Wiley Interdisciplinary Reviews: ComputationalStatistics, 6(4), 211-221.Rossman, A., and Chance, B. (2013). “Comment: The future of textbooks – Focusing on learning,”Technology Innovations in Statistics Education, 7(3).Watson, J. and Chance, B. (2012). “Building intuitions about statistical inference based on resampling,”Australian Senior Mathematics Journal, 26(1), 6-18.Garfield, J., Zieffler, A., Kaplan, D., Cobb, G. W., Chance, B. L., & Holcomb, J. P. (2011). “RethinkingAssessment of Student Learning in Statistics Courses,” The American Statistician, 65(1), 1-10.Chance, B., Ben-Zvi, D., Garfield, J., & Medina, E. (2007, October). “The role of technology inimproving student learning of statistics,” Technology Innovations in Statistics Education Journal, 1(1). delMas, R., Garfield, J., Ooms, A., and Chance, B. (2007). “Assessing Students’ ConceptualUnderstanding After a First Course in Statistics,” Statistics Education Research Journal, vol 6(2).http://www.stat.auckland.ac.nz/~iase/serj/SERJ6(2)_delMas.pdfChance, B., Ben-Zvi, D., Garfield, J. and Medina, E. (2007). “The Role of Technology in ImprovingStudent Learning,” Technology Innovations in Statistics Education, vol 1(1).http://repositories.cdlib.org/uclastat/cts/tise/vol1/iss1/art2/363 full-text downloads since date of posting (2007-10-12)

Roback, P., Chance, B., Moore, T., and Legler, J. (2006). “Japanese Lesson Study: An Application toUpper-level Undergraduate Statistics,” Journal of Statistics Education, vol 14(2).Rossman, A. and Chance, B. (2005). “Random Babies and Random Bookbags: Learning BasicProbability Through Simulating the Matching Problem,” Statistics Teacher Network, ASA/NCTM JointCommittee, Number 65.Chance, B. and Mortlock, M. (2003). “Comparing British and American Tertiary Education: TwoPersonal Perspectives,” MSOR Connections, LTSN Newsletter, vol 3(2).Chance, B. and Garfield, J. (2002). “New Approaches to Gathering Data on Student Learning forResearch in Statistics Education,” Statistics Education Research Journal, vol 1(2).Chance, B. (2002). “Components of Statistical Thinking and Implications for Instruction andAssessment,” Journal of Statistics Education, vol 10(3).Chance, B. (2001). “Statistics Education: Current and Future Directions,” MSOR Connections, LTSNNewsletter, vol 1(3).Rossman, A. and Chance, B. (2001). “Randomized Rendevous,” STAR Library: Statistics Teaching andResource Library.Chance, B. and Rossman, A. (2001). “Sequencing Topics in Introducing Statistics: A Debate on Whatto Teach When,” The American Statistician. vol 55(2), 140-144.Chance, B. (2001). “Full Scale Evaluation of an Introductory Statistics Course: An Example,” ASASection on Statistical Education Newsletter. vol 7(1).

Rossman, A. and Chance, B. (2001). “Teaching Contemporary Statistics Through Active Learning,”invited article, PBS Teacher Source webpage.Garfield, J. and Chance, B. (1999). “Assessment in Statistics Education: Issues and Challenges,”Mathematical Thinking and Learning, vol 8(3).Rossman, A. and Chance, B. (1999). “Teaching the Reasoning of Statistical Inference: A “Top Ten’List,” College Mathematics Journal, vol 30(4), pp. 297-305.delMas, R., Garfield, J. and Chance, B. (1999). “Assessing the Effects of a Computer Microworld onStatistical Reasoning,” Journal of Statistical Education, vol 7(3).Chance, B. (1997). “Experiences with Alternative Assessment Techniques in IntroductoryUndergraduate Statistics Courses,” Journal of Statistics Education, vol 5(3).Chance, B. (1998). “Teaching Tip: What I Do on the First Day of Statistics Class,” ASA Section onStatistical Education Newsletter. Volume 4(1).“Analysis of Olympic Rowing Weights,” accepted to Journal of Statistics Education Data Sets, Fall,1996.

Publications: Proceedings

Chance, B., Holcomb, J., Rossman, A., and Cobb. G. (2010). “Assessing student learning aboutstatistical inference,” Proceedings of the 8th International Conference on Teaching Statistics, Ljubljana,Slovenia.Holcomb, J., Chance, B., Rossman, A., Tietjen, E., and Cobb, G. (2010). “Introducing concepts ofstatistical inference via randomization tests,” Proceedings of the 8th International Conference onTeaching Statistics, Ljubljana, Slovenia. “Practical Issues in Conducting Statistics Education Research” (with J. Garfield, L. Lesser, A. Zieffler,R. delMas, and S. Hilton), 2006 Proceedings of the Section on Statistical Education, AmericanStatistical Association.“Using Simulation to Teach and Learn Statistics,” (with A. Rossman), Proceedings of the SeventhInternational Conference on Teaching Statistics, 2006, Salvador, Brazil. Voorburg: The Netherlands:International Statistical Institute.“A Post-Calculus Introduction to Statistics for Future Secondary Teachers” (with A. Rossman and E.Medina), Proceedings of the Seventh International Conference on Teaching Statistics, 2006, Salvador,Brazil. Voorburg: The Netherlands: International Statistical Institute.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory” (with A. Rossman), Proceedings of the 2006 IASE Roundtable, G. Burrill (Ed.), Voorborg,The Netherlands: International Statistical Institute.“Using Students’ Informal Notions of Variability to Develop an Understanding of Formal Measures ofVariability” (with J. Garfield and R. delMas), Thinking about Data: Proceedings of the 33rd CarnegieSymposium on Cognition (2006), P. Shah and M. Lovett (Ed.), Erlbaum.“Assessing Effectiveness at the Program Level: Undergraduate Statistics Program Evaluation” (with R.Peck), 2005 Proceedings of the Section on Statistical Education, American Statistical Association.“What Can We Learn? Classroom-Based Research in Statistics,” 2002 Proceedings of the Section onStatistical Education, American Statistical Association.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory” with A. Rossman, Proceedings of the Sixth International Conference on Teaching of Statistics,2002.“New Approaches to Gathering Data on Student Learning for Research in Statistics Education” with J.Garfield, Proceedings of the 53rd Session of the International Statistical Institute, 2001.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory” with A. Rossman and K. Ballman, 2000 Proceedings of the Section on Statistical Education,American Statistical Association.“A Model of Classroom Assessment in Action: Using Assessment to Improve Student Learning and

Statistical Reasoning” with J. Garfield and R. delMas, Proceedings of the 52nd Session of theInternational Statistical Institute, 1999.“Introductory Statistics: Optimizing the Mix,” 1999 Proceedings of the Section on StatisticalEducation, American Statistical Association.“Incorporating a Listserve into Introductory Statistics Courses,” 1998 Proceedings of the Section onStatistical Education, American Statistical Association.“Assessing the Effectiveness of Student Interaction with Technology,” submitted to proceedings ofSyllabus98, July, 1998.“Assessing the Effects of a Computer Microworld on Statistical Reasoning,” with R. delMas & J.Garfield, Proceedings of the Fifth International Conference on Teaching of Statistics, 1998, volume 1.“Workshop Statistics: Dissemination and Assessment” with A. Rossman, Proceedings of the FifthInternational Conference on Teaching of Statistics, 1998, volume 1.“Experiences with Alternative Assessment Techniques in Introductory Undergraduate StatisticsCourses,” 1996 Proceedings of the Section on Statistical Education, American Statistical Association.“Evaluation and Tenure Issues Facing Isolated Statisticians”, 1996 Proceedings of the Section onStatistical Education, American Statistical Association.“Characterizing Hierarchical Model Behavior”, with M. T. Wells, in Computationally IntensiveStatistical Methods. J. Sall, A. Lehman, Eds. Proceedings of the 26th Symposium on the Interface,1994.

Conference Program Committees:

Planning committee for an ASA-sponsored symposium, “A World beyond P<0.05: Scientific Methodfor the 21st Century.”Program committee, Electronic Conference on Teaching Statistics, May, 2016.Co-Topic Convenor, International Conference on Teaching Statistics (ICOTS 8) – Assessment, July,2010.Scientific Committee Member, Statistical Reasoning, Thinking and Learning (SRTL-6) – The Role ofContext and Evidence in Informal Inferential Reasoning, July, 2009.Co-chair, International Association for Statistical Education Satellite Conference, On AssessingStudent Learning, Portugal, August, 2007.Co-editor Proceedings of the International Conference on Teaching Statistics (ICOTS 7) andInternational Program Committee, Brazil, July, 2006.Advisory and Organizing Committee, Fourth International Forum on Statistical Reasoning, Thinkingand Literacy (SRTL-4), New Zealand, August, 2005.Program Committee, 2005 MathFestConference organizer, ARTIST Roundtable Conference on Assessment in Statistics, Appleton, WI,August, 2004.

Presentations: Professional Conferences

MAA workshop presenter, “Using interactive dynamic technology in teaching introduction statistics:Simulation-based inference,” Atlanta, January 7, 2017“Student Gains in Conceptual Understanding in Introductory Statistics with and without a CurriculumFocused on Simulation-Based Inference,” presentation at Joint Statistics Meetings, Chicago, August 2,2016Panel, Guidelines for Statistics Education: MAA curricular guidelines, ASA guidelines, GAISE II, andSET, January 8, 2016“Simulation-based inference beyond the introductory course,” presentation at Joint MathematicsMeetings, Seattle, January 8, 2016“Teaching the statistical investigation process with simulation and randomization-based inference,”preceding the 2015 Joint Mathematics Meetings, San Antonio, Jan. 9, 2015

“Estimating with confidence: Developing Students’ Understanding,” California Mathematics Council –Community Colleges Fall Conference, Monterey, CA, Dec. 6, 2014 (with A. Rossman, Cal Poly)“Innovations in Statistics Education,” Invited panel presentation, Joint Statistics Meetings, Boston,August, 2014.“Impact of a simulation/randomization-based curriculum on student understanding of p-values andconfidence intervals,” Invited presentation for International Conference on Teaching Statistics,Flagstaff, AZ, July 2014. (Joint presentation with K. McGaughey, Cal Poly, and Jimmy Wong, Cal Polyundergraduate) Proceedings: http://icots.info/9/proceedings/home.htmlInvited panelist (with A. Rossman), “Using Simulations to Teach Statistical Inference”, Joint StatisticalMeetings, Miami, August, 2012.Co-author (with K. McGaughey – presenter, S. Roy, and A. Rossman), “Classroom ExperimentComparing Student Lab Activities to Instructor Demonstrations”, Joint Statistical Meetings, Miami,August, 2012.Invited panelist (with A. Rossman), “Rethinking our Statistics Courses: What to Let Go of In Order toGrow”, Joint Statistical Meetings, Vancouver, August, 2011.Invited plenary speaker (with A. Rossman), “Debating the next BIG thing in teaching statistics”, USConference on Teaching Statistics, Raleigh, NC, May 2011.

Software presentation: Randomization-based appletsPoster presentation: Rossman/Chance Applet collectionPanelist: “Implementing a Randomization-Based Curriculum for Introductory Statistics”

Invited panel, “Appreciating and Applying the Common Core State Standards of MathematicalPractice” (with A. Cuoco and R. Zbiek), T3 (Teachers Teaching with Technology) InternationalConference, Chicago, March, 2011Invited presentation, “Assessing student learning about statistical inference, “ with J. Holcomb, A.Rossman, and G. Cobb, 8th International Conference on Statistics Education, Ljubljana, Slovenia, July,2010.Invited paper, “Introducing concepts of statistical inference via randomization tests,” with J. Holcomb(presenter), A. Rossman, E. Tietjen (Cal Poly undergraduate), and G. Cobb, 8th InternationalConference on Statistics Education, Ljubljana, Slovenia, July, 2010.Invited Discussant, “Innovative and Controversial Approaches to Student Assessment,” Joint StatisticalMeeting, Denver, August, 2008.“Stirring the Pot: Radical Ideas in Statistics Education,” with A. Rossman, Invited Presentation, JointStatistical Meeting, Denver, August, 2008.“Assessment at the Program Level: Using Assessment to Improve Undergraduate Statistics Programs”with R. Peck, IASE/ISI-Satellite Conference on Assessing Student Learning in Statistics, Guimarães,Portugal, August, 2007.“Simulating Randomization Tests as a Gateway to Learning Statistical Significance” with A. Rossman,M. Wise, W. Stephenson, J. Holcomb, and G. Cobb, Poster presented at SRTL-5, Warwick, UK,August, 2007. “Practical Issues in Conducting Statistics Education Research,” Invited panel presentation, JointStatistics Meeting, Seattle, August, 2006.“Investigations for Introducing Mathematically Inclined Students to Statistics,” with A. Rossman,USCOTS (US Conference on Teaching Statistics), Columbus, OH, May, 2005.“Using Assessment to Improve Statistics Instruction (the Web ARTIST project),” with R. delMas, J.Garfield, and A. Ooms, USCOTS, Columbus, OH, May, 2005.Contributed panel presentation, Rethinking the First Statistics Course for Math Majors: From EasyAdditions and Changes to a Complete Metamorphosis,” Invited, panel presentation, Joint StatisticsMeeting, Toronto, August, 2004.“Anticipating and Addressing Student Misconceptions,” with A. Rossman, ARTIST RoundtableConference, Appleton, WI, August, 2004.

“A Data-Oriented, Active Learning Post-Calculus Introduction to Statistical Concepts, Applications,and Methods,” with A. Rossman, IASE Roundtable on Curricular Development in Statistics Education,Lund, Sweden, July, 2004.“Using Simulation to Teach and Learn Statistics” with A. Rossman, invited presentation, CORSconference, Banff, Canada, May, 2004.“Why Do We Check Assumptions for Inference,” with A. Rossman. Joint Mathematics Meetings,Phoenix, January, 2004.“Teacher Preparation Activities at Cal Poly” with E. Medina, A. Rossman. TEAMS (TeacherEducation: Assessment, Methods, and Strategies) Conference, Athens, Georgia, October, 2003.“Innovative Ideas for Using Statistical Software to Teach Concepts,” with A. Rossman, invited panelpresentation, Joint Statistics Meetings, San Francisco, August, 2003.“Teaching Statistical Inference: Activities and Assessment,” with A. Rossman, invited presentation forPacific Northwest section of MAA, Walla Walla, June 2003.“Using Technology to Investigate Statistical Concepts,” Invited presentation at 2003 ENAR SpringMeeting, Tampa, Florida, March, 2003.“Teaching Statistical Inference: Activities and Assessment” with A. Rossman, ICTCM, Orlando,November, 2002.“What Can We Learn? Classroom-Based Research in Statistics,” Invited presentation at Joint StatisticalMeetings, New York, August, 2002.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory,” with A. Rossman. Invited Presentation at Beyond the Formula, Rochester, August, 2002.“Assessment Strategies in Statistics,” Invited Presentation at Beyond the Formula, Rochester, August,2002.“The 2002 Advanced Placement Statistics Exam,” Invited Presentation at Beyond the Formula,Rochester, August, 2002.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory,” with A. Rossman. Invited Presentation at ICOTS-6, Capetown, South Africa, July, 2002.“Merging Pre-Calculus and Statistics Content for Pre-Service Elementary Teachers,” with E. Medina. Presented at AASCU Project on the Mathematics Preparation of Elementary Teachers, San Diego,June, 2002; Mathfest, Burlington, August, 2002.“Classroom Activities for Exploring Randomness and Probability,” with A. Rossman, AERA, NewOrleans, April, 2002.“Activities and Assessment for Teaching Inference,” with A. Rossman, California MathematicsCouncil, Palm Springs, November, 2001.“Data Analysis Activities and Projects,” with A. Rossman and R. Peck, California MathematicsCouncil, Palm Springs, November, 2001.“New Approaches to Gathering Data on Student Learning for Research in Statistics Education” with J.Garfield, Invited presentation for the 53rd Session of the International Statistical Institute, Seoul,Korea, August, 2001.“Validating Types of Reasoning About Sampling Distributions” with J. Garfield, R. delMas. SecondInternational Research Forum on Statistical Reasoning, Thinking, and Literacy, Armidale, Australia,August, 2001.“Involving Undergraduates in Statistical Consulting,” Roundtable Discussion Leader at JointStatistical Meetings, Atlanta, August, 2001.“Developing Statistical Reasoning in the Introductory Statistics Course,” Roundtable DiscussionLeader for J. Garfield at Joint Statistical Meetings, Atlanta, August, 2001.“A Model of Classroom Research in Action: Using Assessment to Improve Student Learning andStatistical Reasoning,” Central California Assessment Conference, Fresno, April, 2001.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory” with A. Rossman, K. Ballman, invited poster at Joint MAA/AMS Meetings, New Orleans,

January, 2001.“Teaching Statistical Inference: Activities and Assessment” with A. Rossman, invited presentation atCalifornia Mathematics Council Community Colleges South, Costa Mesa, February, 2001.“A Model of Classroom Research in Action: Using Assessment to Improve Student Learning andStatistical Reasoning,” plenary talk at TIME 2000: Technology in Mathematics Education, Auckland,December, 2000.Invited Discussant, Session on Using Technology to Develop Statistical Reasoning and Thinking JointStatistical Meetings, Indianapolis, August, 2000.“Components of Statistical Thinking and Implications for Instruction and Assessment,” Invitedpresentation at American Educational Research Association Annual Meeting, New Orleans, April,2000.“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, andTheory” with A. Rossman, K. Ballman. Western Statistics Teachers Conference, Greeley, CO, March,2000.“A Model of Classroom Assessment in Action: Using Assessment to Improve Student Learning andStatistical Reasoning,” Invited presentation for the 52nd Session of the International StatisticalInstitute, Helsinki, August, 1999.“Introductory Statistics: Optimizing the Mix”, Invited presentation for Joint Statistics Meetings,Baltimore, August, 1999.“Developing Statistical Reasoning about Sampling Distributions” with J. Garfield and R. delMas,International Research Forum on Statistical Reasoning, Thinking, and Literacy, Israel, July, 1999.“Sequencing Topics in Introductory Statistics: A Debate on What to Teach When” with A. Rossman.Joint Mathematical Meetings, San Antonio, January 1999.“Using Technology to Improve Statistical Reasoning” with J. Garfield and R. delMas. JointMathematical Meetings, San Antonio, January, 1999.“Incorporating a Listserve into Introductory Statistics Courses”, Joint Statistical Meetings, August,1998.“Assessing the Effectiveness of Student Interaction with Technology”, Syllabus98, July, 1998.“Assessing the Effects of a Computer Microworld on Statistical Reasoning”, with R. delMas & J.Garfield, invited presentation at Fifth International Conference on Teaching Statistics, Singapore, June,1998.“Workshop Statistics: Dissemination and Assessment” with A. Rossman, invited presentation at FifthInternational Conference on Teaching Statistics, Singapore, June, 1998.“Sequencing Topics in Introductory Statistics: A Debate on What to Teach When” with A. Rossman,Western Statistics Teachers' Conference, March, 1998.“What to Teach on the First Day of Stat 101”, Roundtable Discussion Leader at Joint StatisticalMeetings, Anaheim, August, 1997.“Choosing the Best”, invited talk at Conference of California Mathematics Council of CommunityColleges, Tahoe, April, 1997.“General Theory of Hierarchical Model Behavior”, Association of Women in Mathematics Workshop,Joint Mathematics Meetings, San Diego, January, 1997.“Incorporating a Laboratory Component into Statistics Courses”, Joint Mathematics Meetings, SanDiego, January, 1997.“Incorporating Laboratory Activities into Statistics Courses”, International Conference on Technologyin Collegiate Mathematics, Reno, November, 1996.“Experiences with Alternative Assessment Techniques in Introductory Undergraduate StatisticsCourses”, invited talk at Joint Statistical Meetings, Chicago, August, 1996.“Evaluation and Tenure Issues Facing Isolated Statisticians”, Joint Statistical Meetings, Chicago,August, 1996.“Hierarchical Model Behavior and Estimation”, 4th International Conference of Social Science

Methodology, University of Essex, July, 1996.“Characterizing Hierarchical Model Behavior”, Interface '94: 26th Symposium on the Interface:Computing Science and Statistics, Research Triangle Park, NC, June, 1994.

Presentations: Workshops, Minicourses

Pre-workshop for AMATYC, Teaching Introductory Statistics with Simulation-Based Inference,” withA. Rossman, R. Gould, and N. Tintle, Denver, November 16, 2016“Teaching Introductory Statistics with Simulation-Based Inference,” with K. McGaughey, MAAMinicourse, MathFest, Columbus OH, August 5-6, 2016“Sliding Down Classification and Regression Trees,” Beyond AP Statistics workshop, Chicago, 2016“Teaching Introductory Statistics with Simulation-Based Inference,” with N. Tintle, A. Rossman, andA. Sabbag, workshop preceding Joint Statistical Meetings, Chicago, July 30, 2016AP Statistics workshop for experienced teachers, Atlanta, July 5-8, 2016“Teaching the Statistical Investigation Process with Simulation-Based Inference,” with N. Tintle,workshop for eCOTS, May 17, 2016“Teaching Introductory Statistics with Simulation-Based Inference,” with A. Rossman, webinar forAMATYC, April 7, 2016 “Teaching the Statistical Investigation Process with Simulation- and Randomization-Based Inference,”with N. Tintle, G. Cobb, A. Rossman, and S. Roy, a 1.5 day workshop preceding USCOTS, Penn State,May 27-28, 2015“Teaching the Statistical Investigation Process with Randomization-Based Inference,” with R. Lock, S.Roy, and T. Swanson, MAA Ancillary Workshop, Joint Mathematics Meetings, San Antonio, January9, 2015Faculty Development Workshop: Teaching the Statistical Investigation Process with Simulation andRandomization-Based Inference, with A. Rossman, S. Roy, N. Justice, and A. Sabbag, sponsored byCAUSE, Mesa AZ, March 6-7, 2015“Modifying introductory courses to use simulation methods as the primary introduction to statisticalinference,” workshop following ICOTS-9 (international conference on teaching statistics), with K.Lock Morgan, R. Lock, A. Rossman, and N. Tintle, Flagstaff, AZ, July 19, 2014“Teaching the Process of Statistical Investigations with a Randomization-Based Curriculum,“ MAAPREP Workshop, San Luis Obispo, June 24-27, 2014.Teaching the Statistical Investigation Process with Randomization-based Inference, Workshop foreCOTS (electronic conference on teaching statistics), with N. Tintle, May 22, 2014Randomization based methods in introductory statistic, MAA-PREP workshop, Dordt College, June2013Invited Workshop, “Teaching Statistical Concepts with Activities, Data, and Technology” (with A.Rossman), two day workshop for SF Bay Area AP teachers, August, 2011.Beyond AP Statistics Workshop invited presentation “Randomization Tests for Paired and CategoricalData” at Joint Statistical Meetings (with A. Rossman), Orlando, FL, August, 2011.Invited presentation, “Reasoning and Sense Making in Data Analysis and Statistics” (with H.Kranendonk and M. Shaughnessy), NCTM High School Institute: Infusing the Classroom withReasoning and Sense Making, Orlando, FL, July, 2011.“Using Statistics to Teach Statistical Inference” (with A. Rossman), International Conference onTechnology in College Mathematics, March, 2011.Invited workshop, “Teaching Statistical Concepts with Activities, Data, and Technology” (with A.Rossman), one-day workshop sponsored by CAUSE/IPSR Workshop, Washington, DC. September,2010.Invited workshop, “Teaching Statistical Concepts with Activities, Data, and Technology,” (with A.Rossman), two-day workshop conducted for Wisconsin Project NExT Fellows, EauClaire, September 2010.

Invited presentation, “Reasoning and Sense Making in Data Analysis and Statistics” (with H.Kranendonk and M. Shaughnessy), NCTM Annual Meeting, Indianapolis, April, 2010.“Preparing K-12 Teachers of Statistics” (with A. Rossman), Annual Conference of the Association ofMathematics Teacher Educators, Anaheim, CA, January, 2010.“Teaching Statistical Concepts with Activities, Data, and Technology,” (with A. Rossman), invitedworkshop conducted for Project NExT Fellows, Portland OR, August 2009.“Teaching Introductory Statistics with Activities and Data” (with A. Rossman), one day workshopsponsored by CAUSE/AMATYC, Oklahoma City, July 2009.“Introducing Concepts of Statistical Inference” (with A. Rossman, J. Holcomb), two day workshopsupported by CAUSE, Columbus OH, June 2009.“Concepts of Statistical Inference: A Randomization-Based Curriculum: (with A. Rossman, J.Holcomb), CAUSE Teaching and Learning Webinar, April, 2009.“INSPIRE: INsight into Statistical Practice, Instruction and REasoning,” (with A. Rossman, R. Lock,T. Short), three-day practicum workshop conducted for AP Statistics teachers, Morro Bay CA, January2008.“Assessing Statistical Reasoning”, Webinar for American Statistical Association (Meeting within aMeeting workshop), April, 2008.“Introducing Math Majors to Statistics” (with A. Rossman), Webinar for Consortium for Advancementof Undergraduate Statistics Education, April, 2008.“Concepts of Statistical Inference: A Randomization Based Curriculum,” (with A. Rossman, G. Cobb,J. Holcomb), CAUSEway minicourse preceding Joint Mathematics Meetings, San Diego, January,2008.“Designing and Evaluating Assessments for Introductory Statistics,” (with R. delMas), Workshop W26,31st Annual AMATYC Conference, San Diego, November 2005.“Teaching Statistical Concepts with Data, Activities, and Technology,” (with A. Rossman), invitedworkshop for Project NExT fellows, Albuquerque, August 2005.“INSPIRE: INsight into Statistical Practice, Instruction and REasoning,” week-long practicumworkshop conducted for AP Statistics teachers, Cal Poly, July 2005.“Post-Calculus Investigations of Statistical Concepts and Methods,” (with A. Rossman), four-dayworkshop conducted for college teachers, MAA Professional Enhancement Program, Cal Poly, July2005.“Implementing Active Learning in Your Classroom,” (with A. Rossman), presentation for the Cal PolyCenter for Teaching and Learning, February 2005.“INSPIRE: INsight into Statistical Practice, Instruction and REasoning,” week-long workshopconducted for AP Statistics teachers, Cal Poly, July 2004.“INSPIRE Practicum Workshop,” week-long workshop conducted for 2003 Inspire participants, CalPoly, July 2004.“ISCAT Immersion Workshop,” week-long workshop, with A. Rossman, Cal Poly-San Luis Obispo,June, 2004. “Teaching Introductory Statistics: Data, Concepts, Activities, Assessment,” with A. Rossman, forStatistics Alive!, NSF sponsored project, Central Michigan University, April, 2004.“Introduction to Analysis of Variance,” presented for Beyond AP Statistics workshop, NCTM nationalmeeting, April, 2004.“Designing and Evaluating Assessment for Introductory Statistics,” with A. Rossman, R. delMas. Mini-course presented at Joint Mathematics Meeting, Phoenix, Jan., 2004.“Teaching Introductory Statistics with Data, Activities, Technology,” with A. Rossman, two-dayworkshop conducted for Wisconsin Project NExT, September 2003.“INSPIRE: INsight into Statistical Practice, Instruction and REasoning,” week-long workshopconducted for AP Statistics teachers, Cal Poly, July 2003.“Data Analysis Institute,” with A. Rossman, E. Medina, week-long workshop with follow-up sessions

conducted for middle school teachers, Cal Poly, June 2003.“Teaching Introductory Statistics with Data and Activities,” with A. Rossman, minicourse conductedfor Pacific Norwest Section of MAA, Walla Walla, June 2003.“Teaching Introductory Statistics with Data and Activities,” with A. Rossman, Minicourse atAMATYC, Phoenix, November, 2002.“Teaching Statistical Concepts with Hands-On Activities and Fathom Dynamical Software,” with A.Rossman, Minicourse at ICTCM, Orlando, November, 2002.“Teaching Introductory Statistics: Data, Concepts, Activities, Assessment,” with A. Rossman,Workshop at Whitman College, Walla Walla, May, 2002.“Concepts in Workshop Statistics,” with A. Rossman, invited workshop at Long Beach StateUniversity, February, 2002.“Teaching Contemporary Statistics with Active Teaching Strategies” with A. Rossman. ASAShortcourse at Joint Mathematical Meetings, San Diego, January, 2002.“Teaching a “Workshop” Introductory Statistics Course” with A. Rossman. Invited workshop atUniversity of Minnesota, December, 2001.“Statistics of Illumination” with R. Peck, Workshop at IASE Satellite Conference on StatisticalLiteracy, Seoul, Korea, August, 2001.“Teaching Introductory Statistics: Active Learning, Data, and Concepts” with A. Rossman, invitedworkshop for Project NExT fellows, University of Wisconsin, August, 2001.Statistics Workshop with Cal Poly Statistics Department, Cal Poly, July, 2001.“Workshop Statistics: Implementing Active Learning,” with A. Rossman, workshop presented at SantaBarbara City College, May 2001.“Teaching Contemporary Statistics with Active Learning,” with A. Rossman, R. Lock, M. Parker,Minicourse at MAA/AMS Joint Mathematical Meetings, New Orleans, January, 2001.“Teaching Contemporary Statistics with Active Teaching Strategies” with A. Rossman. ASAShortcourse at Joint Mathematical Meetings, New Orleans, January, 2001.“Beyond AP Statistics: Analysis of Variance,” with A. Rossman, R. Peck, H. Smith, workshopconducted for American Statistical Association, Cal Poly, October, 2000.“Teaching Introductory Statistics: Active Learning, Data, and Concepts,” (with A. Rossman), invitedworkshop for Project NExT fellows, UCLA, August, 2000.“Recent Trends in Statistics Education,” invited workshop at San Luis Obispo High School, June,2000.“Statistics Education Reform: Overview, Motivation, Assessment,” (with A. Rossman), invitedworkshop at U.S. Air Force Academy, May, 2000.“Teaching Contemporary Statistics with Active Learning,” with A. Rossman, R. Lock, M. Parker,Minicourse at MAA/AMS Joint Mathematical Meetings, Washington DC, January, 2000.“Teaching Contemporary Statistics with Active Teaching Strategies,” with A. Rossman, ASAShortcourse, Boston, June, 1999.Panel member, 4th Annual AP Statistics Teachers Meeting at National Council of Teachers AnnualMeeting, San Francisco, April, 1999.“Teaching Contemporary Statistics with Active Teaching Strategies,” with A. Rossman. ASAShortcourse at Joint Mathematical Meetings, San Antonio, January, 1999; Washington DC, January,2000.Presenter, STATS Workshop (Statistical Thinking with Active Teaching Strategies), Cal Poly San LuisObispo, July, 1998.AP Statistics Workshop Presenter: Manitoba, November, 1996; Fresno, December, 1996; Alhambra,March, 97; Hawaii, August 4-8, 1997; Las Vegas, September, 1997; Scottsdale, November, 1997; SaltLake City, November, 1998; La Jolla, November, 1998; San Marcos, December, 1998; Los Angeles,January, 1999; Hawaii, February, 1999; Hawaii, August 1-6, 1999, Pt. Loma, Dec, 1999; San Mateo,Spring, 2000; Pasadena, March, 2001; Palo Alto, March, 2001; La Jolla, November, 2001; Santa

Barbara, Jan. 2002.“Teaching Contemporary Statistics with Active Teaching Strategies” with A. Rossman. ASAShortcourse at Joint Mathematical Meetings, Baltimore, January, 1998. Invited presentation atUniversity of Southern Alabama, March, 1998.“Issues in Assessment,” invited presentation at STATS Workshop, University of the Pacific, June,1996.“Activity Based Statistics,” invited presentation at STATS Workshop, University of the Pacific, June,1996.

Invited Posters

“Connecting the Logic and Scope of Inference with Data Production,” Soma Roy, Beth Chance, andAllan Rossman, USCOTS 2015, State College, PA."Helping Students "Discover" and Learn Statistical Concepts by Doing," Soma Roy, Allan Rossman,Beth Chance, Karen McGaughey, & Kevin Ross, 2015 Learn by Doing Conference, Cal Poly, May 15,2015.Presented a poster on the development and evaluation of the hybrid version of Stat 217, Cal Poly (withS. Roy, and with R. Andersen and M. Shaffer – Cal Poly undergraduates), April, 2010.“Concepts of Statistical Inference: A Randomization-Based Curriculum,” (with A. Rossman, G. Cobb,J. Holcomb), invited poster presentation at 2008 CCLI Conference, Washington DC, August 2008.

Presentations: Colloquia

“Student Performance in Curricula Centered On Simulation-Based Inference,” San Diego StateUniversity, October 12, 2015“A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Applications,and Methods,” with A. Rossman, Cleveland State University, November, 2004.“Current Issues in Statistics Education,” Duke University, September, 2004.“Implementing Active Learning in Your Classroom” with A. Rossman, presented for the Cal PolyCenter for Teaching and Learning, Feb., 2003, Jan, 2004; Feb, 2005.“Activities for Exploring Statistical Ideas at the Post-Calculus Level,” with A. Rossman, ClaremontColleges Statistics Colloquium, March, 2003.“Using Simulation Activities to Improve Students' Reasoning: An Example of Classroom BasedResearch in Statistics Education,” presented at University of Wales Annual Statistics Conference;University of Glasgow Department of Mathematics Seminar, April, 2002.“Using Simulation to Teach and Learning Statistics,” presented at RSS Centre, London; Nottingham-Trent University, Nottingham, April, 2002.“Preparing for the AP Exam,” presented at Atascadero High School, February, 2001, and Ventura HighSchool, March, 2001.“What's the Score: UOP Interest in Athletics, Fitness and Sports”. Presentation at University of thePacific, Library Lecture Series, November, 1997.“An Overview of the New AP Statistics Course and Exam”, Invited presentation at Arizona StateUniversity, October, 1997.“Using Lab Exercises in Introductory Statistics Courses”, Western Isolated Statisticians Conference,Mills College, May, 1996.“Characterizing the Behavior of Hierarchical Models by Classifying Tail Behavior”, Seminar in theStatistics Department, Stanford University, January, 1995.“Characterizing the Behavior of Hierarchical Models by Classifying Tail Behavior”, Seminar in theStatistics Department, U.C. Davis, January, 1995.

Workshops/Meetings Attended:

JSM Roundtable lunch, “Creating a Course on Statistical Learning,” (S. Behseta), August, 2016

JSM Continuing Education Course, “Introduction to Data Mining with CART Classification,” and“Applied Data Mining Analysis: A Step-by-Step Approach,” August 12, 2015NSF MSP Data Connections Conference, University of Nebraska, April, 2014CTL Technology Grant Program Workshops, Phase I Fall 2008, Phase II Winter-Spring 2009.Joint Statistical Meetings, August, 1992-2016.Joint Mathematical Meetings, January, 1997-2002, 2004, 2006, 2008, 2010, 2011, 2013, 2015, 2016.IASE/ISI Satellite Conference on Assessing Student Learning in Statistics, Guimarães, Portugal,August, 2007.Fifth International Research Forum on Statistical, Reasoning, Thinking, and Literacy, Warwick, UK,August, 2007.56th Session of the International Statistical Institute, Lisboa, Portugal, August, 2007AMATYC, November, 2002, 2005, 2016.USCOTS, Columbus, OH, March, 2005; 2007; 2009; 2011; 2013; 2015IASE Roundtable Conference on Curricular Development in Statistics Education, Lund, Sweden, June38-July 3, 2004.Fourth International Research Forum on Statistical, Reasoning, Thinking, and Literacy, New Zealand,July, 2005.CAUSE Research Advisory Group, Columbus, Fall, 2004.TEAMS (Teacher Education: Assessment, Methods, and Strategies), Athens, Georgia, October 2003.ARTIST Editorial Board Meeting, Minneapolis, March, 2003.CAUSE Editorial Board Meeting, Columbus, March, 2003.Beyond the Formula Conference, Rochester, August, 2002Sixth International Conference on Teaching Statistics, Capetown, July, 2002AASCU Project on the Mathematics Preparation of Elementary Teachers, San Diego, June, 2002Quantitative Literacy: Why Numeracy Matters for Schools and Colleges, National Academy ofSciences, Washington DC, Dec. 2001.California Mathematics Council, Palm Springs, November, 200153rd Session of the International Statistical Institute, August, 2001Second International Research Forum on Statistical, Reasoning, Thinking, and Literacy, Australia,August, 2001.Planning Meeting for a Consortium for the Advancement of Undergraduate Statistics Education, OhioState, July, 2001.AASCU Project on the Mathematics Preparation of Elementary Teachers, San Diego, June, 2001Central California Assessment Conference, Fresno, April, 2001California Mathematics Council Community Colleges South, Costa Mesa, February, 2001.TIME 2000, Auckland, December, 2000MAA CRAFTY Disciplinary Workshop on Statistics, Grinnell, October, 2000ASA Symposium on “Undergraduate Statistics Education Initiative,” Indianapolis, August 2000.AERA Annual Meeting, April, 2000, 2002Western Statistics Teachers Conference, Greeley, March, 2000.Critical Success Factors Workshop on Consulting, SCASA Chapter, September, 1999.52nd Session of the International Statistical Institute, August, 1999.International Research Forum on Statistical, Reasoning, Thinking, and Literacy, Israel, July, 1999.National Council of Teachers, San Francisco, April, 1999Learning Assessment Workshop, University of the Pacific, October, 1998.Syllabus98, Sonoma State University, July 1998.Fifth International Conference on Teaching Statistics, Singapore, June 1998.Writing Workshop with E. White, University of the Pacific, April, 1998.Conference of California Mathematics Council of Community Colleges, Tahoe, April 1997.Workshop Mathematics Immersion Conference, Dickinson College, April, 1997.

Association of Women in Mathematics Workshop participant, San Diego, January, 1997.International Conference on Technology in Collegiate Mathematics, Reno, November, 1996.International Conference on Social Science Methodology, University of Essex, July 1996.WISM (Western Isolated Statisticians), Mills College, May, 1996.PR/ISM (Isolated Statisticians), Minneapolis, October, 1995.AP Statistics Exam Workshop, San Antonio, July, 1995.CHANCE Workshop, Dartmouth College, June, 1995, 1997.Activity-Based Statistics Workshop, Savannah, April, 1995.Pathways to the Future Workshop, Research Triangle Park, June, 1994.

Consulting:

Advisory Board, NSF-funded Developing a Learning Map for Introductory Statistics project, 1/1/2016-10/31/2018.Reviewer, AP-CAT project, Alison Cheng, Notre Dame, 2016Development work and Report for 2015 CBMS Survey, with R. Peck, 2015-presentAssessment item writer, EngageNY, 2014“Evaluation Study: The Laboratory Component of Calculus II at Washington University” with D.Kirshner, LSU, 2005.“Evaluation Study: The Laboratory Component of MATH 1323 at Washington University” with D.Kirshner, LSU, 2001.Cal Poly Faculty Association. Statistical analysis of FMI data.Stockton Ports Project. Overseeing student market research project.Evaluation Consultant, Workshop Mathematics Project, Dickinson College. Component of FIPSEGrant, 1995-1998; A. Rossman, N. Baxter Hastings, Principal Investigators.Daugherty & Co, Risk Management Project. Managed student consulting group.Statistical consultant for Biology, Pharmacy, Physical Therapy faculty and students.

Editorial/Review Work:

Reviewer, Statistics in Schools, US Census Bureau, with R. Peck, 2016Advisor, Common Vision project (NSF DUE-1446000), 2014-2015Mentor, TANGO project (NSF DUE- 1432251), 2014-presentExpert Stat Panel Item Review, College Board, June 2015Assistant editor, Statistical Education Research Journal, 2006-2013.Statway reviewer, Dana Center, UT-Austin, 2011Publisher reviews

Association for Women in Mathematics chapterPractice Data Analysis with JMP, SAS PublishingMathematics for Teachers, CengageNCTM Reasoning and Sense Making, NCTMStat2Labs, Springer3rd edition of Statistical Methods for the Social Sciences, Prentice Hall.

PhD Thesis Review, University of Queensland, April 2006.Co-editor, STATS Magazine for Students, Appointed January, 2002-2004.

ASA Committee on Publications.Editorial Board Member: STATS Magazine for Students. Appointed January, 1999-2001.Book Reviews Editor: Journal of the American Statistical Association. Appointed January, 1998-2001.Editorial Board Member: Journal of Statistics Education. Appointed January, 1997-2000.Reviewer: Mathematical Thinking and Learning, College Mathematics Journal, Addison Wesley(Longman), Prentice Hall, Freeman, Springer Verlag, Journal of Statistics Education, AmericanStatistician, Journal of Research in Mathematics Education, IIE Transactions, Perceptual and Motor

Skills (Psychological Reports), Princeton University Press, Swedish Council for the Renewal of HigherEducation, IASE Satellite Conference on Statistics Education and the Communication of Statistics,Statistics Education Research Journal, Key College Publishing, The American Statistician, TeachingStatistics, ICOTS-7, ICOTS-8, SRTL-9, Variety in Statistics Assessment Project.

Professional Service:

Incoming Chair, Section on Statistical Education, American Statistical Association, 2017-2019Section on Statistical Education Mentoring Committee, 2017-2019External reviewer, Department of Statistics, Miami University, Fall 2016External judge for faculty achievement award, Johnson County Community College, 2016American Statistical Association undergraduate guidelines working group, 2013-2015.Assistant Chief Reader, AP Statistics Program, 2009-2014.Search Committee, CHANCE Magazine, 2013-2014.National Science Foundation StatSNSF subcommittee, 2013-2014.Best JSE Paper Awards Committee, appointed by American Statistical Association, 2011-2017.External program reviewer, Arizona State University, New CollegeExternal tenure case reviewer (University of British Columbia, Utah State University, St. Olaf College)Southern California Chapter of the American Statistical Association poster contest judge, Nov. 2010Member, Joint Committee of ASA/MAA, 1999-2004.Secretary/Treasurer, American Statistical Association Section on Statistical Education, Elected, 2004-2006.Executive Committee Member, American Statistical Association Section on Statistical Education,Elected 1999-2001.American Statistical Association/Mathematical Association of America Joint Committee, AppointedJanuary 2000-2004.CAUSE Research Advisory Board 2004-2007.Co-director of Profession Development, Consortium on Advancement of Undergraduate Education(CAUSE), 2001-2004.

O CAUSE Workshop Planner’s Handbook, with A. Rossman.Session Organizer, JSM, 2003, 2005.NSF Review Panel, November, 2002.Session Organizer, ICOTS6, 2002.AWM Essay Contest on Biographies of Contemporary Women in Mathematics Judge, 2002-2004.AP Statistics Regional Advisor, September, 1995-Present.

Reviewer, Teacher’s Guide, 2007Review, Practice Exam, 2007Test Development Committee, July, 2002-2006.Reader, June, 1998; Table Leader, June, 1999-2001, 2004-2005, 2008; Exam Leader, 2002-2003.AP Statistics Exam Question Development and Field Testing, 1995-1999.Volunteer, AP Statistics Mock Exam (Bakersfield, Paso Robles), 2016

Undergraduate Data Analysis Competition, Judge, 1998.Presenter, Expanding Your Horizons, University of the Pacific, March, 1997, October, 1997-99.Volunteer, Public Statistics Day, August, 1998, 2000.Site Coordinator, STATS Conference, University of the Pacific, June 9-16, 1996.Site Coordinator, Western Isolated Statisticians Conference, Mills College, June, 1996.

Cal Poly Service:

Search Committee, Association Dean of Library, Spring 2015Liberal Studies Advisory Committee, 2014-presentMaster Plan Advisory Committee (Academic/Instructional Space), 2014-2015

Interviewer, CSU International Program, 2014Department Scholarship Committee, 2013-presentUniversity Academic Assessment Council, 2012-2018College Assessment Committee, 2012- present.

o Statistics Department Assessment coordinatoro General Education Area B/F evaluation of Stat 130, 217, 221

Co-Presenter, CTL Workshop on Scholarship of Teaching and Learning, Oct. 2011Student advisor, 2008-presentAssessment Taskforce, 2011Guest presentation for Math 202, 2010, 2011Statistics Department Mentor, 2009-presentFaculty mentoring program, 2007-2009.Writing Proficiency Exam Reader, Feb., 2005; April, 2005; Feb., 2006.College Professional Leave Committee, 2004-2006.Committee on Grants, 2002-2006.Faculty search subcommittee, 2005-6.Faculty Associate, 2000-2003.Lead presenter, Statistics Workshop, Cal Poly Statistics Department, July, 2001; July, 2002.Guest Lecture for ED 562Judge for CLA Professor of the Year

Master’s Committees

Henrik Lee, IME, 2015Jesse Bukenberger, IME, 2014Advisor, Eric Freeman, IME, 2014Stella Tan, Environmental Engineering, 2011John Vu, Computer Science, 2010Courtney Ward, Environmental Engineering, 2009

Senior Project Advising:

Upneet Cheema (2016), in progressLeticia Esparanza (Mathematics) (2015), Student Performance in Curricula Centered on Simulation-based Inference: A continuation of a previous studyJimmy Wong (2014), Modelling Assessment Data with a Hierarchical Approach

Poster Presentation, “Visually Analyzing and Running Multilevel Data in R and BUGS,” UseRConference, UCLA, July 2, 2015Poster Presentation, “Modeling Assessment Data with a Hierarchical Approach,” ASA Conference onStatistical Practice, New Orleans, Feb. 21, 2015

Melissa Bowler (2014), Results of a Statistics alumni surveyVeronica Hernandez-Medina (2014), Analyzing Pharos SignUp at California Polytechnic StateUniversity Robert E. Kennedy Library Poly Connect LabKaity Sutter (2013), Analysis of momentum and scoring systems in NCAA volleyballJosh Beemer (2013), Evaluation of student attitudes with randomization based curriculumco-advisor, Maro Tsiifte (2012), Evaluation of AP Statistics grading processAlex Herrington (2011), Teaching StatisticsEva Klentos (2011), Effects of Scoring Systems in VolleyballMichelle Shaffer (2010), Student Perceptions of StatisticsBrian Verbakken (2010), p-value, What is that again?Rebecca Andersen (2009), Stat 217 Hybrid Pilot Courseco-advisor, Oliver Mead (2009), Understanding of the Statistical Procedure of Confidence Intervals as

http://user2014.stat.ucla.edu/abstracts/posters/174_Wong.pdf

https://ww2.amstat.org/meetings/csp/2015/onlineprogram/AbstractDetails.cfm?AbstractID=303042

a way of Understanding Oneself and Their Field of Studyco-advisor, Emily Tjeten (2009), Assessing Students’ Understanding of Statistical SignificanceMary Ellen DeHaven (2008), A Website for GE Statistics StudentsEsther Holmes (Computer Science) (2006), Secretary Problem SimulationTiffany Evensen (Mathematics) (2005), Factors That Influence a Students’ Choice of Majorco-advisor, Amanda King (2005), Survey of Statistical Background and Habits of California SecondaryTeachersco-advisor, Katie Pesicka (2004), Assessing the Effectiveness of Technology in a Classroom SettingAndrew Asplund (2002), Investigations into Statistics Education: Survey and Review

UOP Service:

Project Director, UOP NCAA “Student Attitudes and Interests” Survey.Advisor: Freshman Orientation, Mathematics Majors, Pharmacy and Biology graduate students.Faculty Evaluation Committee, Mathematics Department, Fall, 1998.Gateway Science Curriculum Review, Fall, 1998.Curriculum Committee, 1997-1999.

Assessment Subcommittee, 1998.NCAA Certification Subcommittee on Commitment to Equity, 1996-1997.Guest Lecturer, Engineering Administration course, November, 1996, 1998.Web page editor, Mathematics Department, Fall 1995-1999.Editor, Departmental Newsletter, Math Department, Fall 1996-1998.College of the Pacific Student Awards Committee, 1996.Committee on Course and Curriculum Standards, 1995-1999.College of the Pacific Viewbook Committee, Spring, 1996.Faculty Search Committee, Mathematics Department, 1994-1995.

Member:

American Statistical AssociationMathematical Association of American

SIGMAA on Statistics EducationInternational Association of Statistics EducationNational Council for Teachers of MathematicsAmerican Educational Research Association (former member)Institute for Operations Research and the Management Sciences (former member)

1

Karen J. McGaughey (Brief) Curriculum Vitae March 2018

Department of Statistics

California Polytechnic State University San Luis Obispo, CA 93407

[email protected]

EDUCATION • Ph.D., Statistics, Kansas State University, 2003 • M.S., Statistics, Kansas State University, 1999 • B.S., Chemistry Education, Kansas State University, 1991

STATISTICAL COMMUNICATIONS AND CONSULTING

• Professor of Statistics, California Polytechnic State University, San Luis Obispo, CA, 2016 – • Associate Professor of Statistics, Cal Poly, San Luis Obispo, CA, 2012 – 2015 • Assistant Professor of Statistics, Cal Poly, San Luis Obispo, CA, 2003 – 2005, 2008 – 2012 • Senior Statistician, Advanced Micro Device, Inc., Sunnyvale, CA, 2005 – 2008

COURSES TAUGHT AT CAL POLY

• STAT 150: Introduction to Statistical Investigations • STAT 217: Introduction to Statistical Concepts and Methods • STAT 218: Statistics for the Life Sciences • STAT 251: Statistical Inference for Management I • STAT 313: Applied Experimental Design and Regression Models • STAT 321: Probability and Statistics for Engineers and Scientists • STAT 322: Statistical Analysis for Engineers and Scientists • STAT 323: Design and Analysis of Experiments I • STAT 421: Survey Sampling and Methodology • STAT 423: Design and Analysis of Experiments II • STAT 465: Statistical Communications and Consulting

LEADERSHIP AND SERVICE

• Question Leader, Advanced Placement Statistics, 2017 – 2018 • Table Leader, Advanced Placement Statistics, 2012 – 2016 • JMP Customer Advisory Board, 2014 – 2016 • Academic Senate, Cal Poly State University, 2013 – 2015 • ASA/MAA Joint Committee on Undergraduate Statistics Education, 2012 – 2014 • Program Chair, Joint Statistics Meetings, Minneapolis, MN, August 2005

GRANTS AWARDED

• Co-Principal Investigator for Actively Building Grit: Everyday Engineering Learning and the Character Trait of Grit (with John Chen, David Janzen, Jennifer Pedrotti, James Widman), NSF DUE #1431879, $199,000

• Co-Principal Investigator for Does Active Learning Build Grit? (with John Chen, David Janzen, Jennifer Pedrotti, James Widman), NSF DUE – Core R&D Programs (NSF#: 1561623)

• Collaborator for Finding meaning in multivariable statistics: A conceptual approach to an algebra-based second course in statistics (with Beth Chance, Nathan Tintle, Soma Roy, Todd

2

Swanson, Jill VanderStoep, NSF DUE – IUSE – Exploration & Design (NSF#: 078009222), $299,993

Publications (Peer-reviewed)

• Abrams, J. R., McGaughey, K. J., Haghighat, Hannah, (to appear 2018), “Attitudes toward Muslims: a test of the parasocial contact hypothesis and contact theory,” Journal of Intercultural Communication Research.

• Black, J., Reaven, N.L., Funk, S.E., McGaughey, K.J., Ohayon, M.M, Guilleminault, C., Ruoff, C., (2017), “Medical comorbidity in Narcolepsy: Findings from the Burden of Narcolepsy Disease (BOND) Study, Sleep Medicine, 33, 13-18.

• Blank, J. M., McGaughey, K. J., Keeling, E. L., Thorp, K. L., Shannon, C. C., and Scaramozzino, J. M., (2016), “A novel assessment tool for quantitative evaluation of science literature search performance: application to first-year and senior undergraduate biology majors,” Journal of College & Research Libraries, 77(6), ISSN 2150-6701. Available at: <http://crl.acrl.org/index.php/crl/article/view/16551>. Date accessed: 30 jan. 2018. doi:https://doi.org/10.5860/crl.77.6.16551.

• Abrams, J. R., Bippus, A. M., McGaughey, K. J., (2015), “Gender disparaging jokes: An investigation of sexist-nonstereotypical jokes on funniness, typicality, and the moderating role of ingroup identification,” International Journal of Humor Research, 28(2), 311-326.

• Li, J., Reaven, N.L., Funk, S.E., McGaughey, K.J., Neovius, M., (2015) “4-Year Cost Trajectories in Real-World Patients Matched to the Metabolic Profiles of Trial Subjects Before/After Treatment with Phentermine-Topiramate,” Drugs-Real World Outcomes, 2, 143-151.

• Chen, J., Lord, S., McGaughey, K.J., (2014), “Assessing Engineering Students as Lifelong Learners,” International Journal of Engineering Education, 30(5), 1063-1071.

• Black, J., Reaven, N., Funk, S., McGaughey, K.J., Ohayon, M., Guilleminault, C., Ruoff, C., Mignot, E., (2014), “The Burden of Narcolepsy Disease (BOND) Study: health-care utilization and cost findings,” Sleep Medicine, 15, 522-529.

• Egelkrout, E., McGaughey, K.J., Deener, T., Ferleman, A., Woodard, S., Shivakumar, D., Nikolov, Z., Hood, E., Howard, J., (2013) “Enhanced Expression Levels of Cellulase Enzymes Using Multiple Transcription Units,” Bioenergy Research, 6, 699-710.

• Barber, J.J., McDermott, A.Y., McGaughey, K.J., Olmstead, J.D., Hagobian, T.A, (2013), “Effects of a combined supplementation of creatine and sodium bicarbonate on repeated sprint performance in trained men,” Journal of Strength and Conditioning Research, 27(1), 252-258.

• Jankovitz, K., McGaughey, K., Tom, K., Ravalin, D., McDermott, A.Y., (2012), “Prevalence of Overweight and Obesity in Hispanic Preschool Children in San Luis Obispo, California,” Californian Journal of Health Promotion, 10, 114-121.

• Scaramozzino, J.M., Ramirez, M.L., McGaughey, K.J., (2012), “A Study of Faculty Data Curation Behaviors and Attitudes at a Teaching-Centered University,” Journal of College & Research Libraries, 73(4), 349-365.

• O’Hara, C. R., Clark, R.D., Hagobian, T., McGaughey, K., (2012), “Effects of Chainring Type (Circular vs. Rotor Q-Ring) on 1 km Time Trial Performance Over 4 Weeks in Competitive Cyclists and Triathletes,” International Journal of Sports Science and Engineering, 6(1), 025-040.

1

Allan J. Rossman (Brief) Curriculum Vitae March 2018

Department of Statistics

California Polytechnic State University San Luis Obispo, CA 93407

[email protected] http://statweb.calpoly.edu/arossman EDUCATION

x Ph.D., Statistics, Carnegie Mellon University, 1989 x M.S., Statistics, Carnegie Mellon University, 1986 x B.A., Geneva College, summa cum laude, 1984 (Majors: Mathematics, English)

POSITIONS HELD

x Professor of Statistics, California Polytechnic State University – San Luis Obispo, 2006 – o Chair, Department of Statistics, 2013 –

x Associate Professor of Statistics, Cal Poly – San Luis Obispo, 2001-2006 x Associate Professor of Statistics and Mathematics, Dickinson College, 1996-2001

o Chair, Department of Mathematics and Computer Science, 1996-1999 x Assistant Professor of Mathematics, Dickinson College, 1989-1996

COURSES TAUGHT

x Cal Poly o STAT 130: Introduction to Statistical Reasoning o STAT 150: Introduction to Statistical Investigations o STAT 217: Introduction to Statistical Concepts and Methods o STAT 218: Applied Statistics for the Life Sciences o STAT 221: Introduction to Probability and Statistics o STAT 251: Statistical Inference for Management I o STAT 252: Statistical Inference for Management II o STAT 301: Statistics I o STAT 305: Introduction to Probability and Simulation o STAT 312: Statistical Methods for Engineers o STAT X320: Statistical Concepts and Methods for Mathematics and Statistics o STAT 321: Probability and Statistics for Engineers and Scientists o STAT 322: Statistical Analysis for Engineers and Scientists o STAT 325: Introduction to Probability Models o STAT 350: Probability and Random Process for Engineers o STAT 415: Bayesian Reasoning and Methods o STAT 425: Probability Theory o STAT 426: Estimation and Sampling Theory o STAT 427: Mathematical Statistics o STAT 461, 462: Senior Project Supervision o STAT 512: Statistical Methods

2

HONORS AND DISTINCTIONS

x Chief Reader, Advanced Placement Statistics, 2009 – 2014 o Responsible for developing scoring rubrics, organizing and supervising grading of

over 170,000 AP Statistics exams per year x Program Chair, U.S. Conference on Teaching Statistics, May 2013, May 2015, May 2017

o Chaired program committee for conferences with more than 400 participants x Waller Distinguished Teaching Career Award, American Statistical Association, 2016 x Deborah and Franklin Tepper Haimo Award for Distinguished College or University

Teaching of Mathematics, Mathematical Association of America, 2010 o Distinguished College or University Teaching of Mathematics, Northern

California, Nevada, and Hawaii Section of MAA, 2009 x President, International Association for Statistical Education, 2007-09

o President-Elect, 2005-2007 x Program Chair, Joint Statistical Meetings, Salt Lake City, August 2007

o Chaired program committee for conference with more than 2500 presentations, more than 5000 participants

x Ron Wasserstein Best Contributed Paper Award, ASA Section on Statistical Education, 2013.

x MERLOT (Multimedia Educational Resources for Learning and Online Teaching) Award for Exemplary Online Materials (with Beth Chance), 2011

o CAUSEweb Resource of the Year Award (with B. Chance), 2009 x Dex Whittinghill Best Contributed Paper Award, SIGMAA on Statistics Education, 2006 x Co-editor (with B. Chance), Stats: The Magazine for Students of Statistics, American

Statistical Association, 2002-2004. x Chair, ASA Section on Statistical Education, 2001 x Elected Fellow of the American Statistical Association, 2001 x Elected member of International Statistical Institute, 2010 x Chair, ASA/MAA Joint Committee on Undergraduate Statistics, 1999-2000

GRANTS AWARDED

x Co-Principal Investigator for “Developing an Innovative Randomization-Based Introductory Statistics Curriculum” (with N. Tintle, B. Chance, S. Roy, T. Swanson), NSF/DUE/CCLI Program, Award #1140629, 2012-2013, $181,478.

x Principal Investigator for “Collaborative Research: The CATALST Project: Change Agents for Teaching And Learning STatistics” (with B. Chance), NSF/DUE/CCLI Program, Award #0816319, 2008-2011, $181,686.

x Principal Investigator for “Concepts of Statistical Inference: A Randomization-Based Curriculum,” (with B. Chance), NSF/DUE/CCLI Program, Award #0633349, 2007-2008, $149,842.

x Principal Investigator for “A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods and Theory,” (with B. Chance), NSF/DUE/CCLI Program, Award #9950476, #0321973, 1999-2004, $252,828.

x Principal Investigator for “STATS: Statistical Thinking with Active Teaching Strategies,” (with T. Short), NSF/DUE/UFE Program, Award #9554621, 1996-1999, $202,843.

3

x Co-Principal Investigator for “Workshop Precalculus: Developing Pedagogically Powerful Instructional Materials for an Integrated Course in Functions, Data Analysis, and Modeling,” (with N. Baxter Hastings, K. Callahan, P. Laws, D. Hastings), NSF/DUE/CCLI Program, Award #9952483, 2000-2003, $496,445.

x Co-Principal Investigator for “Disseminating the Workshop Mathematics Program,” (with N. Baxter), FIPSE Program, U.S. Dept. of Education, 1995-1998, $233,955.

x Co-Principal Investigator for “Workshop Mathematics: Using New Pedagogy and Computers in Introductory Mathematics and Statistics Courses,” (with N. Baxter, P. Laws), FIPSE Program, U.S. Dept. of Education, 1991-1994, $283,000

x Co-Principal Investigator for “Microcomputer-Equipped Workshops for the Introductory Mathematics Program,” (with N. Baxter, J. Stodghill), NSF/DUE/ILI Program, Award #9152325, 1991-1994, $92,000.

SELECTED PUBLICATIONS

Books x Tintle, N., Chance, B., Cobb, G., Rossman, A., Roy, S., Swanson, T., and

VanderStoep, J. (2016), Introduction to Statistical Investigations, John Wiley and Sons.

x Cannon, A., Cobb, G., Hartlaub, B., Legler, J., Lock, R., Moore, T., Rossman, A., and Witmer, J. (2014), STAT2: Building Models for a World of Data, W.H. Freeman.

x Rossman, A. and Chance, B. (2012), Workshop Statistics: Discovery with Data (4th ed.), John Wiley & Sons.

x Chance, B. and Rossman, A. (2006), Investigating Statistical Concepts, Applications, and Methods, Duxbury Press.

Articles (in Peer-Reviewed Journals)

x Rossman, A., St. Laurent, R., and Tabor, J. (2015), “Advanced Placement Statistics: Expanding the Scope of Statistics Education,” The American Statistician, 69(2), 121-126.

x Rossman, A. and Chance, B. (2014), “Using Simulation-Based Inference for Learning Introductory Statistics,” WIREs Computational Statistics, DOI: 10.1002/wics.1302.

x Rossman, A. and Chance, B. (2013), “The Future of Textbooks: Focusing on the Advancement of Learning, Technology Innovations in Statistics Education, 7(3), http://escholarship.org/uc/item/2m4222dt.

x Rossman, A. (2008), “Reasoning About Informal Statistical Inference: One Statistician’s View,” Statistics Education Research Journal, 7(2), 5-19.

x Rossman, A. and Tesman, B. (2002), “Do You Want to Deal?” Pi Mu Epsilon Journal, 11, 319-326.

x Chance, B. and Rossman, A. (2001), “Sequencing Topics in Introductory Statistics: A Debate on What to Teach When,” The American Statistician, 55, 140-144.

x Rossman, A. and Chance, B. (1999), “Teaching the Reasoning of Statistical Inference: A ‘Top Ten’ List,” College Mathematics Journal, 30, 297-305.

x Rossman, A., Short, T., and Parks, M. (1998), “Bayes Estimators for the Continuous Uniform Distribution,” Journal of Statistics Education, 6(3).

4

x Rossman, A. (1997), “Quantitative Reasoning: Argument with Data,” College Teaching, 45, 52-54.

x Rossman, A. and Short, T. (1995), “Conditional Probability and Education Reform: Are They Compatible?,” Journal of Statistics Education, 3(2).

x Henry, J., Rossman, A., and Snyder, J. (1995), “Quantitative Evaluation of Software Process Improvement,” The Journal of Systems and Software, 28, 169-177.

x Rossman, A. (1994), “Televisions, Physicians, and Life Expectancy,” Journal of Statistics Education, 2(2).

Articles (Book Chapters)

x Harradine, A., Batanero, C., and Rossman, A. (2011), “Students’ and Teachers’ Knowledge of Sampling and Inference,” in Statistics Education in School Mathematics: Challenges for Teaching and Teacher Education, ed. C. Batanero, G. Burrill, C. Reading, International Commission for Mathematics Instruction.

x Rossman, A., Chance, B., and Medina, E. (2006), “Some Important Comparisons Between Statistics and Mathematics, and Why Teachers Should Care,” in Thinking and Reasoning with Data and Chance, National Council of Teachers of Mathematics.

x Rossman, A. (2006), “Integrating Data Analysis into Precalculus Courses,” in A Fresh Start for Collegiate Mathematics: Rethinking the Courses Below Calculus, ed. Nancy Baxter Hastings, Mathematical Association of America.

x Rossman, A. (2006), “Workshop Precalculus: Functions, Data, Models,” in A Fresh Start for Collegiate Mathematics: Rethinking the Courses Below Calculus, ed. Nancy Baxter Hastings, Mathematical Association of America.

x Rossman, A. (2005), “Teaching a Data-Oriented, Activity-Based Course,” in Innovations in Teaching Statistics, ed. Joan Garfield, Math Assoc of America.

x Moore, T., Peck, R., and Rossman, A. (2004), “Statistics: CRAFTY Curriculum Foundations Project,” in The Curriculum Foundations Project: Voices of the Partner Disciplines, ed. Ganter and Barker, Mathematical Assoc of America, pp. 125-144.

Articles (Journal of Statistics Education Interview Series)

x Interviews with D. Kaplan, D. Pearl (2017), R. De Veaux, S. Roy, R. Hayden (2016), D. Nolan, A. Watkins, G. Cobb (2015), J. Tabor, J. Utts, R. Wasserstein (2014), C. Franklin, D. Moore, M. Shaughnessy (2013), M. Everson, R. Peck, R. Scheaffer (2012), J. Garfield, J. Dietz (2011)

PRESENTATIONS x Professional conferences: More than 100 presentations at regional, national, and

international professional conferences o Most on statistics education, in a total of 38 states and 11 countries

x Workshops: More than 100 professional development workshops conducted for college faculty and high school teachers

x Colloquia: More than 60 presentations for local groups of college or high school students