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Abstract:
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Students enrolled in applied statistics courses at the graduate level often come into the classroom with varying levels of expertise in mathematics, probability, and statistics; which in turn creates many challenges to teaching such courses. While some students have familiarity with mathematical methods and/or techniques, others have little to none, thus creating a large``background gap'' which the instructor has to address throughout the semester. Recent growth in literature on using simulations in the classroom supports their (careful and intentional) use in statistical courses. This presentation describes a simulation-based approach to a statistics course that uses a) simulation processes, b) theoretical results as complement of simulations, and c) the use of real life examples tailored precisely to address the needs of the varied audience at hand. Comparison of the results (i.e., student performance) obtained using a traditional method versus this simulation-based approach are presented.
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