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Some Thoughts About
Teaching Statistics to
Social Science Students
WilliamG.Jacoby
MichiganStateUniversityandICPSR
QMTeachersProject: WorkshopsforTeachers
ofQuantitativeMethodsforSocialScience.
UniversityofOxford,September10,2012
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Personal Background: Training
UndergraduateEducation: Universityof Delaware
Advisor: H.T. Reynolds
Otherinfluences: B. Guy Peters, ThomasF. James, Dennis
M.Wenger
GraduateTraining: Universityof North Carolina
Advisor: GeorgeB.Rabinowitz
Otherinfluences: MartinJ.Zechman,Forrest W.Young,
WilliamC. Reynolds,Stuart Elaine
Macdonald
InstituteforResearch in SocialScience
L. L. ThurstonePsychometricsLaboratory
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Personal Background: Experience
Universityof Missouriand Ohio StateUniversity, 1980
through1989
ICPSRSummer Program,1984 through2007
Universityof South Carolina,1989through2002
Michigan StateUniversity,2003through2007,2013
ICPSRSummer Program,2007 throughpresent
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Assumptions About Students
Nascent SocialScientists,NOT Methodologistsor
Statisticians
Motivatedbysubstantiveissuesandquestions
Many(butnotall)areintheclassbecauseitisrequired
Some(but not all)mightbeencouragedtopursuefurther
studyofstatistics andmethodology
Formany, my RegressionAnalysis class isthemost
advancedmethodology coursethey will take
Not Much Background in Statistics,DataProcessing,
orMathematics
Familiarity with(very)basicalgebraandgeometry
Minimaluse ofcomputersbeyondwordprocessing,
accessingtheweb,social networking,andgaming
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Students’ Orientations Toward the Class
Student Attitudes— the EasierParts
Mostapproach thecoursewith good-naturedcuriosityand
asincere desiretodowell intheclass
Many(hopefullymost!) reallywant tolearnthematerial
Student Attitudes— the MoreDifficult Parts
Somearenervousand/or fearful
Somearehostile(oftenamanifestationoffear)
Allareafraidof “lookingstupid”infrontof theirpeers
ManyareAfraid of,or Intimidated by,YOU!
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Objectives for Students, I
You areNot Going to CreateStatisticiansor
Methodologists!
Conveybasic skills
Fosterappreciationfortheutilityof statisticsand
quantitativeanalysis
Enoughinformationto usestatistical tools inorderto
addressstraightforwardsubstantiveproblems
Stimulateinterestforlearningmoreaboutthesubject
matter
Objectives for Students, II
StudentsShouldbe Both Producersand Consumers
of StatisticalMethods
Theyneedtolearnbasicconceptsandfundamental
techniquesinordertobegoodconsumers
Theycannot becomeeffective“consumers”withoutsome
basic experienceonthe“productionside”aswell.
Haveto“gettheirhands dirty” bycarryingout dataanalysis
tasks themselves
Hopefully,exposuretoactualapplicationofstatistical
methods andreasoningwill encouragestudentstouse
similartools intheirownwork.
Learning StatisticsisNOT a Spectator Sport!
Overall Format for Class
PrimarilyLecture Classes
QuestionsareALWAYSEncouraged!
SeparateLab SessionsforComputing
Review Sessions BeforeEach Examination
Regular OfficeHours
ClassWeb Site
Utility and Importance of the Teaching Assistant
Responsibilities
Checkandgradehomeworkassignments
Create lectureoutlines forinclusiononwebsite
Assistancewithcomputing(includinglabsessions)
Regularofficehours andgeneralassistance
IntegralPart ofInstructionalTeam
Obviously,reducesoverallamountofwork for me
Another(lessintimidating)interfacewithclass
Criticalfeedbackchannel soI canevaluatemyown
effectiveness
What is Statistics?
Endeavor Aimed at UnderstandingHowand Why
ObjectsVary
ConstructingModels of EmpiricalPhenomena
Model: A simplifiedrepresentationofsome object
Agoodmodel focuses ontheimportantstructuralelements
of object, de-emphasizeslesscritical details
StatisticalModelsAimed at Representing Groupsof
Objects,Not Individual Objects
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