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Abstract:
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Teaching introductory statistical inference is often frustrating. Various pedagogical dilemmas concerning course content need to be thoroughly considered if we want our students to complete the topic and say it was relevant and practical and that it increased their critical thinking and analytic skills. Attendees of this roundtable luncheon will address such barriers to learning inference as the obtuse statistical terminology employed, the noncohesive textbook table presentations provided, the inappropriate software algorithms offered, and the inadequate sequencing of topics selected. Responsibility for improvements must be borne by text and software publishers, text and software authors, and faculty members providing classroom instruction.
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