Statistics Webinars

Pearson’s Statistics webinars offer professional development opportunities for educators. Learn more about the sessions below, and read about the speakers on our Math & Stats page.

Educators who participate in a live webinar will have the opportunity to earn Acclaim professional development badges. For select webinars, Continuing Education Units (CEUs) and Acclaim badges are available for participants who satisfactorily complete a webinar and CEU project. Learn more about digital badges and CEUs.

On-Demand

Teaching Resampling In An Introductory Statistics Course

Webster West, Statistics Educator / Creator of StatCrunch

There is a movement underway among statistical educators to use resampling techniques in introductory statistics courses. For these techniques to be effective, students must have access to appropriate computer software. To help in this process, a number of resampling applets are now available within the StatCrunch package, which can be customized using specific data sets. These applets are discussed in detail in the context of classroom activities with an emphasis on how they may be used to enhance the learning process. Some practical issues related to introducing resampling methods into an introductory course are also discussed.

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ON DEMAND

Integrated Review for Student Success in Statistics

Laura Iossi, Broward College

Students often struggle with the fundamental mathematics necessary for introductory statistics courses. Join us in discussing how integrated review can help those students that have difficulty with the calculations behind statistics. In this session, algebraic and arithmetic review topics, integrated review formats, and available ancillary materials will be shared. Additional strategies for supporting students in an introductory statistics course will be discussed.

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ON DEMAND

Teach with Data: How GAISE, Technology, and Twitter Changed My Statistics Course

Professor Rebecca Wong, West Valley College

Easy access to data has changed everyday life as we have known it. And how we teach with data has potential to change the classroom we used to know. Teaching with data can mean many things—how you introduce students to data, how you assess their understanding of data, how students harness the technology and tools at their fingertips to make meaning of data, and how we transform our students into data-literate statisticians for the real world! Using the GAISE guidelines, we will look at how technology and social media can help students make sense of, thrive in, and level the playing field in a data-rich world.

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RECORDED

Introductory Statistics: Prerequisites & Corequisites for Mathematics Pathways

Jeff Shaver, Charles A. Dana Center

Students are more successful in math courses when they have the opportunity to learn challenging concepts that are relevant to their goals in an engaging, active learning environment. The Dana Center’s New Mathways Project (NMP) Statistical Reasoning curricula helps faculty teach an Introductory Statistics course with content, curriculum design, and pedagogy that is both evidence-based and informed by faculty who have taught the courses. In addition to exploring the curriculum design features of NMP Statistical Reasoning, we will also discuss the: (1) appropriate mathematics prerequisites for student success in Introductory Statistics, (2) development and implementation of corequisite supports for underprepared students that best align with prerequisite skills for Introductory Statistics, and (3) expanded use of Introductory Statistics as the appropriate default gateway mathematics course for various fields of study (e.g., nursing) and meta-majors.

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RECORDED