1. ASA Education and Outreach Programs Donna LaLonde Director of Strategic Initiatives and Outreach Rebecca Nichols Director of Education

2. The American Statistical Association has identified education as a strategic goal. The Strategic Plan specifically commits to leadership in all levels of statistical education, building a statistically literate society, making the study of statistics and statistical careers more attractive, and enhancing the preparation of statisticians for success. 2

3. Current work toward this goal may be organized into these important categories: Curriculum Guidelines Development, Advocacy, and Dissemination, Professional Learning for K – 16 teachers, statisticians, and journalists, and Student Engagement in the Practice of Statistics.

4. Curriculum Guidelines Development Curriculum Guidelines for Undergraduate Programs in Statistical Science (2014): Prepared by Working Group and endorsed by the ASA Board of Directors. The guidelines state that statistics programs to provide sufficient background in core skill areas: statistical methods and theory, data management, computation, mathematical foundations, and statistical practice. The ASA continues to support efforts to disseminate and effectively implement the curriculum described in the guidelines. Reach: National Target Audience: University and College faculty responsible for curriculum development and review www.amstat.org/education/curriculumguidelines.cfm 4

5. Curriculum Guidelines Development Guidelines for Assessment and Instruction in Statistics Education (GAISE) PreK-12 Report and College Report: Prepared by Working Groups to provide recommendations for teaching introductory statistics courses at the college level and statistics education in pre- K-12 years. The ASA continues to support efforts to disseminate and effectively implement the recommendations described in these reports. Reach: National and International Target Audience: Educators at the pre-k-12 level and undergraduate level www.amstat.org/education/gaise 5

6. Curriculum Guidelines Development Statistical Education of Teachers (SET): Commissioned by the ASA Board to clarify MET II’s recommendations by articulating the features of teachers’ statistical preparation that are distinct from their mathematical preparation. Efforts are underway to disseminate and effectively implement the SET recommendations. Reach: National and International Target Audience: K -12 Teachers; University and College faculty involved in teacher preparation www.amstat.org/education/set 6

7. Professional Learning Meeting Within a Meeting (MWM): This annual program held in conjunction with the Joint Statistical Meetings provides an opportunity for middle and high school teachers who teach mathematics and science courses to discuss and apply the data analysis and statistical concepts embodied in the Common Core Standards for Mathematics and in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Pre-K-12 Curriculum Framework. Teachers will explore problems that require them to formulate statistical questions, collect, organize, analyze, and draw conclusions from data and apply basic concepts of probability. The MWM program will include examining what students can be expected to do at the most basic level of understanding data analysis and what can be expected of them as their skills develop and experience broadens. The program provides teachers with the opportunity to build professional community. Reach: 50 participants in 2015; 35 high school teachers, 15 middle school teachers Target Audience: Middle, and high school teachers www.amstat.org/education/mwm 7

8. Professional Learning Beyond AP Statistics (BAPS): This annual program held in conjunction with the Joint Statistical Meetings provides AP statistics teachers with an opportunity to engage with noted statisticians in the investigation of enrichment material just beyond the basic AP syllabus. The program provides teachers with the opportunity to enhance content and pedagogical knowledge and build professional community. Reach: National (15 – 30 AP Statistics teachers per year) Target Audience : AP Statistics teachers www.amstat.org/education/baps 8

9. Professional Learning K- 12 Statistics Education Webinars: The ASA in conjunction with collaborators offer webinars throughout the school year. The webinars explore both content and pedagogy and support professional learning communities that are not limited by geographic location. Reach: Approx. 10-30 participants per webinar; 2-8 new webinars posted per year; greater audience for recordings Target Audience: K-12 educators www.amstat.org/education/k12webinars 9

10. Professional Learning STatistics Education Web (STEW): This program provides support for K-12 mathematics and science teachers who teach statistics concepts in their classrooms. STEW is an online resource for peer- reviewed lesson plans for K-12 teachers. The web site is curated by the ASA and accessible to K-12 teachers throughout the world. Reach: Approx. 51,000 visits to STEW webpage annually Target Audience: K-12 educators www.amstat.org/education/stew 10

11. Student Engagement Poster Competition: The poster competition provides K-12 students with an authentic opportunity to engage in a research project and to communicate their results to an external audience. Regional winners proceed to a national competition. Reach: 1500+ student participants from 8 regional competitions, Judges comprised of k-12 teachers, local ASA chapter members, and local companies Target Audience: K-12 students www.amstat.org/education/posterprojects/ 11

12. Student Engagement Project Competition: The project competition provides K – 12 students with an authentic opportunity to design a statistical research project and present their work in a written report. This is a national competition which provides students the opportunity to present their work to an external audience. Reach: 200+ student participants per year Judges comprised of 7-12 teachers, local ASA chapter members, and local companies Target Audience: 7-12 students www.amstat.org/education/posterprojects/ 12

13. Student Engagement Census at School: This international project engages students in grades 4 – 12 in hands-on problem solving endeavor that requires cooperation and communication. This is an opportunity for students, teachers, and community members to collaborate in an authentic learning experience. Reach: 37,000+ participants to date Target Audience: Students and teachers in grades 4-12 www.amstat.org/censusatschool 13

14. Student Engagement ASA DataFest: This event is a celebration of data in which teams of undergraduates work around the clock to find and share meaning in a large, rich, and complex data set. After two days of intense data wrangling, analysis, and presentation design, each team is allowed a few minutes and no more than two slides to impress a panel of judges. Prizes are given for Best in Show, Best Visualization, and Best Use of External Data. Reach: National College and University students, faculty and supporters. Event size varies approximately 30 undergraduate students per event (200+ students in 2015). Target Audience: Undergraduate statistics students and interested community members www.amstat.org/education/datafest/ 14

15. In more detail… GAISE SET Undergraduate Curriculum Guidelines Graduate Curriculum Guidelines

16. K-12 Statistics Education New national focus at the K–12 level, with statistics taking a more prominent role in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) Need for professional development, resources, and outreach 16

17. Statistical Problem Solving 1. Formulate Questions Clarify the problem at hand Formulate one (or more) questions that can be answered with data 2. Collect Data Design a plan to collect appropriate data Employ the plan to collect the data 3. Analyze Data Select appropriate graphical and numerical methods Use the methods to analyze the data 4. Interpret results Interpret the analysis (in context) Relate the interpretation to the original question GAISE Pre-K–12 Report

18. Writers: –Christine Franklin, University of Georgia –Anna Bargagliotti, Loyola Marymount University –Catherine Case, University of Florida –Gary Kader, Appalachian State –Richard Schaeffer, University of Florida –Denise Spangler, University of Georgia

19. Format of SET Report Chapter 1: Background and Motivation for SET Chapter 2: Recommendations Chapter 3: Mathematical Practices through a Statistical Lens Chapters 4-6: Grade level content Chapter 7: Assessment Chapter 8: Overview of Research Chapter 9: A Brief History of Statistics in the School Appendix of Examples

20. Summary of “Courses” Elementary –6 weeks to 1 course Middle –2 courses High –3 courses These recommendations are consistent with MET II. Courses should incorporate a pedagogical component demonstrating how best to foster statistical reasoning.

21. SET REPORT www.amstat.org/education/SET

22. GAISE College Report Guidelines 1. Emphasize statistical literacy and develop statistical thinking 2. Use real data 3. Stress conceptual understanding, rather than mere knowledge of procedures 4. Foster active learning in the classroom 5. Use technology for developing conceptual understanding and analyzing data 6. Use assessments to improve and evaluate student learning 22

23. Undergraduate Guidelines Increased importance of data science: Working with data requires extensive computing skills. To be prepared for statistics and data science careers, students need facility with professional statistical analysis software, the ability to access and manipulate data in various ways, and the ability to perform algorithmic problem-solving. In addition to more traditional mathematical and statistical skills, students should be fluent in higher-level programming languages and facile with database systems. Real applications: Data should be a major component of statistics courses. Programs should emphasize concepts and approaches for working with complex data and provide experiences in designing studies and analyzing non- textbook data. 23

24. Undergraduate Guidelines More diverse models and approaches: Students require exposure to and practice with a variety of predictive and explanatory models in addition to methods for model building and assessment. They must be able to understand issues of design, confounding, and bias. They need to know how to apply their knowledge of theoretical foundations to the sound analysis of data. Ability to communicate: Students need to be able to communicate complex statistical methods in basic terms to managers and other audiences and to visualize results in an accessible manner. They must have a clear understanding of ethical standards. Programs should provide multiple opportunities to practice and refine these statistical practice skills. 24

25. Graduate Guidelines Recommendation 1: Graduates should have a solid foundation in statistical theory and methods. Recommendation 2: Programming skills are critical and should be infused throughout the graduate student experience. Recommendation 3: Communication skills are critical and should be developed and practiced throughout graduate programs. Recommendation 4: Collaboration, teamwork, and leadership development should be part of graduate education. Recommendation 5: Students should encounter non-routine, real problems throughout their graduate education. Recommendation 6: Internships, co-ops or other significant immersive work experiences should be integrated into graduate education. Recommendation 7: Programs should be encouraged to periodically survey recent graduates and employers of their recent graduates as a means of evaluating the success of their programs and to examine if other programmatic changes are warranted. 25

26. Outreach Highlights ASA DataFest Educational Ambassador This is Statistics Stats.org

27. ASA DataFest Competition where teams of up to 5 undergraduate students have less than 48 hours to determine who can provide the best insight ---and communicate that insight--gleaned from a large, complex dataset. After two days of intense data wrangling, analysis, and presentation design, each team is allowed a few minutes and no more than two slides to impress a panel of judges. Prizes are given for Best in Show, Best Visualization, and Best Use of External Data. 2015 Participating Institutions: Duke University (Host), NCSU, UNC Chapel Hill, UNC Greensboro, North Carolina A&T State, University of Michigan; Purdue University; Five Colleges at the University of Massachusetts (host) with Smith College, Hampshire College, Amherst College and Mt. Holyoke College; Penn State University; Emory University; DC Summit: University of Maryland (host) with George Washington University and Georgetown University; UCLA (host) with the University of California, Riverside; University of Southern California; Pomona College; and Cal Poly Pomona 27

28. International Outreach: Educational Ambassador 28  Argentina  Ethiopia  Vietnam  Morocco  Armenia  Costa Rica  Botswana  Colombia  Bangladesh www.amstat.org/education/educambassador.cfm

29. This Is Statistics This is Statistics website and campaign was established to raise awareness of the many interesting careers in statistics. Information for Students, Parents, Teachers, and Counselors www.thisisstatistics.org 29

30. Stats.Org A collaboration between the American Statistical Association and the non partisan, non profit Sense About Science USA. The aim to scale the basics, to provide guidance and practical help, and to ascend to more complex problems in analysis and research integrity. 30

31. Education Department 31  Liaisons to ASA Education Council and other education groups  Member-driven projects and initiatives www.amstat.org/education educinfo@amstat.org DonnaL@amstat.org rebecca@amstat.org