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The bread and butter when teaching with JMP: Bringing great tools and resources together (6/6)

In the previous five blog posts, we covered many examples for JMP’s academic teaching resources:Demonstrate and practice using real-world problem-solving examples.Demonstrate and practice using real-world problem-solving examples.

  • Interactive teaching modules, calculators and simulators, and bootstrapping and simulation to teach basic statistical concepts
  • Learning Library with one-page guides and short videos, lab activities and course material from SAS Education to teach a broad range of methods
  • STIPS and SKP, e-learning courses, webinars and books to support self-paced learning and practice
  • Case Study Library, books and academic-industry collaboration to teach real-world problem solving

For additional information, help and more examples we also referred to the JMP User Community and in the JMP Help.

 

JMP academic home page at www.JMP.com/academicJMP academic home page at www.JMP.com/academic

 

 

A very rich source for best practices in teaching statistics is the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report, also endorsed by the American Statistical Association in the recent report from 2016. These are the six core recommendations that are discussed in more detail in the report, and my notes about how JMP fits in parentheses:

 

  1. Teach statistical thinking.
  • Teach statistics as an investigative process of problem-solving and decision-making (perfectly matched by JMP’s progressive workflow supporting statistical discoveries).
  • Give students experience with multivariable thinking (fully supported by JMP).
  1. Focus on conceptual understanding (fully supported by JMP).
  2. Integrate real data with a context and purpose (examples in the 5th blog post in this series).
  3. Foster active learning (JMP not only supports but even stimulates many active learning teaching methods. At least the author is not aware of any better way to engage students than using JMP. We like to hear from professors that “students cannot wait anymore, they want to open their computers and JuMP into their data.” This allows to “let the students play” – and introduce the concepts when they become curious how all of this works, so-called flipped classroom).
  4. Use technology to explore concepts and analyze data (I guess you got the idea).
  5. Use assessments to improve and evaluate student learning (We saw examples by exams and certification in STIPS or questioners in case studies or trainer kits. Another option is a JMP online assessment provided by our partner WebAssign).

How can the recommendations from the GAISE report be supported better?

 

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Closing the loop after the overview about teaching resources, I want to recap the benefits provided by the JMP software:         

    • Industry-standard tools, techniques and workflows
    • Bridging all type of analytics, from scientific method to data science, from collecting data trough experiments to mining of big data
    • Many options for importing and preparing data, for integrating with other software packages and for reporting of findings and storytelling
    • Ease-of-use almost eliminates the need to teach software
    • Interactive visualizations and reports engage students
    • Instead of learning just techniques or formulas, JMP stimulates statistical thinking for solving real-world problems

Are you interested in seeing the synergistic effect of top resources and top software? The members of the JMP academic team provide remote demos and on-site workshops to discuss how to teach your students – more effectively and more efficiently. You only need to contact us.

Thank you for reading!

Click to see the other posts in this series about teaching with JMP.