Writing in the Statistics Classroom

• Activity Number: 95
• Type: Roundtables
• Date/Time: Monday, August 10, 2015 : 7:00 AM to 8:15 AM
• Sponsor: Section on Statistical Education
• Author(s): Kim Love-Myers*
• Companies: University of Georgia
• Keywords: writing ; critical thinking ; instruction ; higher education

Abstract

It is widely acknowledged that students of statistics at the undergraduate and graduate levels must write; these skills will serve them throughout their time in academia, as well as in the wide variety of careers in which they will find themselves. Writing is also closely associated with the critical thinking processes necessary to succeed as an independent practicing statistician. What is not clear is how to incorporate writing into the classroom and the wider setting of higher education for statistics students. For instructors, there are many questions that surround the incorporation of writing. Does a course need to be "writing intensive" to include writing in a meaningful way? How can a statistics instructor incorporate writing practice without taking up too much time (in and out of the classroom)? Is a statistics instructor without a formal education in writing qualified to mentor and judge the writing of students? What if students are resistant to writing in a class they may view as mathematical? In this roundtable, we will discuss these questions and others, as well as share our ideas for incorporating writing into our classrooms.