ASA Stat. Ed. Section Newsletter - V11 N1

Newsletter of the Section on Statistical Education of the American Statistical Association

Contents of Volume 11, Number 1 (Winter 2006):
  • Message from the Section Chair
  • Editors
  • Mark Your Calendar
  • JSM 2006: Sessions in Statistical Education
  • GAISE Guidelines Endorsed by ASA and AMATYC
  • ASA Center for Statistics Education
  • CAUSE News
  • USCOTS Update
  • CAUSEway Workshop Program Off and Running in 2006!
  • The ASA/AMATYC Joint Committee
  • Update on Chance News
  • Reflections on USCOTS 2005
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    Message from the Section Chair

    Christine Franklin
    University of Georgia

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    I am excited about the opportunity to serve as the 2006 chair of the statistics education section. I hope that I can continue the wonderful work of past chairs. I have been fortunate to work this past year with Ron Wasserstein, 2004 chair and Robin Lock, 2005 chair. The statistics education section is very dear to me. As you will read in this newsletter, there are many outstanding initiatives and visionary goals among members of the section.

    I would like to introduce you to the 2006 executive committee that I’m honored to work with this year.

    Section Chair Elect: Jessica Utts
    Past Section Chair: Robin H. Lock
    Program Chair: Paul Roback
    Program Chair Elect: Patti Collings
    Publications Officer: Sterling Hilton
    Secretary/Treasurer: Beth L. Chance
    Council of Sections Representative: Carolyn Cuff
    Executive Committee:
         Marjorie E. Bond
         Michael J. Kahn
         Julie Legler
         Ginger Holmes Rowell
         Robert Gould
         Norean Radke Sharpe
    Newsletter Editors: Joan Garfield and Jackie Dietz

    I would like to extend a special thank you to the executive committee members that rotated off at the end of 2005. Their dedication to the section has been invaluable.
    Katherine Halvorsen
    Joy Jordan
    Brian Jersky
    Karen McGaughey
    John Walker
    Ron Wasserstein

    We have now surpassed the magic 1000 mark as number of members in the section. Please encourage your colleagues to join the statistics education section!

    We welcome Joan Garfield at the University of Minnesota and Jackie Dietz at Meredith College as the new editors of our section newsletter. They welcome any news that you might want to contribute to the newsletter.

    Please do not hesitate to contact me during the year with questions, comments, or requests. My email address is

    I look forward to seeing you at different professional events throughout the year. Thank you again for your dedication to the goals and needs of furthering statistics education.

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    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    Comments and suggestions for the improvement of the newsletter are most welcome, and should be sent to a member of the editorial board.

    Joan Garfield
    Department of Educational Psychology
    University of Minnesota
    332 Burton Hall
    128 Pillsbury Dr., S.E.
    Minneapolis MN 55455
    (612) 625-0337
    Fax: (612) 624-8241

    E. Jacquelin Dietz
    Department of Mathematics and Computer Science
    Meredith College
    3800 Hillsborough Street
    Raleigh, NC 27607-5298
    (919) 760-8234
    Fax: (919) 760-8141

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    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    July 2-7, 2006
    7th International Conference on Teaching Statistics (ICOTS7)
    Salvador, Bahia, Brazil
    "Working cooperatively in statistics education"

    August 6-10, 2006
    Joint Statistical Meetings
    Seattle, Washington, USA

    May 17-19, 2007
    United States Conference on Teaching Statistics (USCOTS 07)
    Columbus, Ohio, USA
    "Taking Statistics Teaching to the Next Level"

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    JSM 2006: Sessions in Statistical Education

    Paul Roback, Program Chair

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    The program in Statistical Education at JSM 2006 in Seattle (August 6-10) is shaping up to be exciting, informative, and thought-provoking. A total of 16 sessions are currently planned with the Section on Statistical Education as the chief sponsor, including 3 invited sessions and 6 topic contributed paper and panel sessions. Invited sessions have been planned to address the following topics:

    A very attractive set of topic contributed sessions have also been organized by section members. These topic contributed panels and paper sessions are entitled:

    In addition, many intriguing abstracts will be presented in regular contributed sessions, ranging from capstone courses in consulting, to geometrical approaches to introductory statistics, to how engineers learn statistics, to ambiguity intolerance.

    Along with the technical sessions described above, JSM 2006 will provide opportunities for statistical educators to network at contributed poster sessions (featuring topics from factor analysis in one 50-minute class period to program assessment at the Master’s level) and at 7 different roundtable luncheons (featuring topics from ARTIST to service learning to using sports examples). The Section on Statistical Education is also participating in a pilot program this year for Coffee Roundtables -- opportunities for small-group conversation on common themes just as with the Roundtable Luncheons, but held early in the morning over coffee and at a considerably lower cost. Three Coffee Roundtables will be offered by Statistical Education, featuring conversation on Japanese Lesson Study, quantitative and qualitative research, and motivating math majors to consider careers in statistics.

    Look for more details about the program from the ASA in upcoming months. We hope to see many of you in Seattle!

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    GAISE Guidelines Endorsed by ASA and AMATYC

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    Improving and supporting statistical education is central to the ASA Vision and Mission Statements. Recent presidents of the American Statistical Association (ASA) have written about the importance of improving the statistics education of students in Pre K-12 as well as at the college level and of establishing clear goals and guidelines that could be endorsed by the ASA. Building on the recommendations of these presidents, the ASA funded a strategic initiative grant (GAISE) to develop ASA-endorsed guidelines for assessment and instruction in statistics in the Pre K-12 curriculum and for the introductory college statistics course.

    A good deal of progress has been made in Pre K-12 statistics education in recent years, but there is still room for improvement. It is hoped that the Pre K-12 GAISE, A Curriculum Framework for Pre K-12 Statistics Education, endorsed by ASA in August 2005, will provide stakeholders such as writers of state standards, writers of assessment items, educators at teacher preparation programs, curriculum directors, and Pre K-12 teachers with guidance in developing standards and assessments in data analysis. The Framework has already made a positive impact in the state of Georgia with the current revisions of the Georgia state mathematical standards.

    In August, 2005 ASA Board of Directors endorsed the following six recommendations put forth by the college working group regarding teaching the introductory statistics course.


    Introductory courses in statistics should, as much as possible, strive to:

    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. Integrate assessments that are aligned with course goals to improve as well as evaluate student learning.

    In November, 2005, the Board of Directors for AMATYC also endorsed these six guidelines.

    For a copy of the two full reports (one for PreK-12 and one for college classes) along appendices containing examples, see

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    ASA Center for Statistics Education

    Martha Aliaga, ASA

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    Each year ASA presents workshops at JMM. At the previous JMM in Atlanta in 2005, ASA members presented two workshops: Guidelines for Teaching Statistics within the PreK-12 Mathematics Curriculum and Assessment and Instruction in Statistics Education.

    Another ASA initiative established a training program in Michigan to provide secondary teachers with background and classroom materials to teach a “Statistics for Everyone” course. The ongoing program is providing invaluable opportunities for the ASA chapters in Michigan to interact with the secondary math/science community.

    Other chapter education programs supported by ASA include San Diego’s High School Teachers Statistics Fair. The event served to stimulate interest and create excitement among teachers about the profession of statistics and generate ideas on how the San Diego chapter of ASA could assist efforts to improve the level of introductory statistics education ( ASA helped the New York Metropolitan Area Chapter "Adopt-a-School" in their area. Chapter members assisted teachers with statistics programs and offered advice to students on careers in the field.

    Outreach education efforts include the funding of the first annual Conference on Quantitative Methods and Statistical Applications in Defense and National Security. This two-day event promoted collaboration between statisticians and practitioners in national security and homeland defense and featured a keynote address from Dr. William Perry, the 19th U.S. Secretary of Defense (1994-1997).

    The Committee on Outreach Education developed two courses for professions that report on or use statistics: journalists and persons in the legal profession. Making Sense of Medical Research was presented to a group of journalists in February 2005 at American University in Washington, DC. The short course Statistics in a Legal Context has been developed and will be presented to a suitable audience soon.

    ASA has also presented workshops to the National Association of Science Writers and the AAAS in the last year. ASA co-sponsored three courses with American Public Heath Association at their annual meeting in Philadelphia, December 2005. Richard Hoskins and Andrew Lawson presented Introduction to Spatial Epidemiology & GIS with Applications to Public Health Practice, Marcia Testa and Ralph Turner presented Psychometric Measurement and Analysis Issues for Health Outcomes Survey Research, and Adam Carle presented Introduction to Item Response Theory - IRT - for Public Health Professionals.

    Information about the Poster and the Project Competitions on the ASA website has been updated, and the application date for Posters has been moved up to April 1 of each year. Texas Instruments has generously continued its support of the two competitions via donations of calculators to category winners and their advisors.

    The Statistics Teacher Network (STN) newsletter is edited by Beth Lazerick, and the website has been updated so that all STN’s from issue #1 to the present are now available electronically.

    ASA will again have a booth at the National Council of Teachers of Mathematics annual meeting, this year in St. Louis, MO. The booth will be adjoining the Texas Instruments booth to facilitate two workshops being presented in their booth by ASA members Daren Starnes (Making Sense of Regression) and Henry Kranendonk (World Population Data Project). Texas Instruments is supplying the technical equipment for the presentations.

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    CAUSE News

    Dennis Pearl, Director

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    The Consortium for the Advancement of Undergraduate Statistics Education (CAUSE) is thrilled to announce a monthly series of webinars on statistics education topics. Webinars are seminars on the web. Participants are engaged in a conference call while viewing a presentation on-line. Jackie Miller led the first CAUSE webinar, focusing on how to prepare items for the refereed resources library at The February webinar presented Webster West demonstrating the StatCrunch on-line software and the March webinar features Robert delMas providing a guided tour of the ARTIST website. The CAUSE webinars are free and the sessions are recorded for others to view later. Visit webinar to view the recordings of previous webinars or to sign up for the next one.

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    USCOTS Update

    Deb Rumsey
    USCOTS Program Chair

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    The second United States Conference on Teaching Statistics (USCOTS 07) will be held May 17-19, 2007 in Columbus, Ohio. The theme of the conference is "Taking Statistics Teaching to the Next Level." Plenary speakers include Jessica Utts, Allan Rossman, Paul Velleman, Mike Shaughnessey, and Dick DeVeaux. Registration will begin at the end of May, 2006. For more information see or contact Deb Rumsey, USCOTS Program Chair, at USCOTS is hosted by CAUSE, the Consortium for the Advancement of Undergraduate Statistics Education.

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    CAUSEway Workshop Program Off and Running in 2006!

    Tom Short, Associate Director for Professional Development

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    The NSF funded the "CAUSEway: Workshops for Navigating the Terrain of Undergraduate Statistics" project for $900,000 over four years from 2006 through 2009. Workshops will be offered in the first three years and evaluation will be the primary focus in the final year.

    The CAUSEway project includes three different workshop audiences: introductory statistics instructors at two-year and four-year colleges and universities, mathematics education faculty who teach statistical concepts to undergraduate pre-service teachers, and faculty working to create, develop, or enhance undergraduate major, minor, or concentration programs in statistics.

    We plan to get the ball rolling by offering workshops during the summer of 2006. Brian Jersky will be hosting workshops for mathematics education faculty at St. Mary's College of California in Moraga, CA on July 25 through 28. Roger Woodard, Ginger Rowell, and Bob delMas will lead a workshop for introductory statistics instructors at the Medical College of Wisconsin in Milwaukee on July 10 through 13, 2006. Julie Legler is coordinating a workshop for invitees from institutions with established undergraduate statistics programs on June 22 and 23, 2006.

    For more information or if you are interested in hosting or presenting at a future CAUSEway workshop, please contact me at

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    The ASA/AMATYC Joint Committee

    Bob delMas, Chair

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    The ASA/AMATYC Joint Committee sponsored a two-day workshop titled "Preparation of Two-Year College Mathematics Instructors to Teach Statistics with GAISE". Supported by an ASA strategic initiative grant, the workshop was held Nov. 8 and 9 in San Diego, two days prior to the 2005 AMATYC meeting (see The workshop was organized by committee chair Brian Smith and presented by Jessica Utts and Bob delMas. Twenty-nine two-year college faculty from around the country participated in the hands-on, activity based sessions that introduced participants to the six recommendations from the ASA endorsed "Guidelines for Assessment and Instruction in Statistics Education".

    Brian Smith also organized a four-hour themed session for the 2005 AMATYC conference titled "Projects and Activities in Statistics". Eight presenters from two-year and four-year institutions illustrated the use of individual student, cooperative group, and whole class projects and activities in the introductory statistics course. The presenters included Martha Aliaga, Carl Lee, Roxy Peck, Bob delMas, Mario Triola, Glenn Miller, John Climent, and Lisa Lee. The well attended session was followed by a question-and-answer period where the presenters addressed questions about the practical aspects of managing projects and activities in an introductory statistics course.

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    Update on Chance News

    J. Laurie Snell

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    Chance News reviews current issues in the news that use probability or statistical concepts. Its aim is to give the general public a better understanding of chance news as reported by the media and to allow teachers of probability or statistics to liven up their courses with current news. Issues from 1992 to 2004 are archived on the chance website (google chance) where you will also find other resources for teaching a probability or statistics course. Chance News has now become a wiki (google chance wiki). As a wiki you are encouraged to add your own contributions or to make additions or improvements to existing articles. As a measure of its success, Laurie Snell was recently adding an item which was interrupted by a tennis obligation. When he returned the article was beautifully completed.

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    Reflections on USCOTS 2005

    This section contains brief reflections on the first US Conference On Teaching Statistics, held in May 2005 at OSU.

    Newsletter for the Section on Statistical Education
    Volume 11, Number 1 (Winter 2006)

    1. USCOTS -- Dream Come True!
    Deborah Rumsey, USCOTS Program Chair

    Two years ago having a national level conference on teaching statistics was just a dream, and that dream has now come true with the tremendous success of the first USCOTS. Over 300 people attended the conference, all eager to share ideas and learn, and committed to helping build connections between all of us who teach statistics. The program included an all-star line up, the facilities were top notch, and the atmosphere was electric. Hats off to all those who participated from all over the country, and the world; from high schools, two year colleges, and research institutions.

    One of the many highlights of the conference was the banquet and awards night on Friday night, where CAUSE gave George Cobb the first USCOTS Lifetime Achievement Award for Statistics Education. Congratulations, George, and congratulations to all who participated in USCOTS.

    Check out the videos, handouts, photos, highlights and resources from the conference, all available on our website at

    See you all in Columbus, Ohio for USCOTS 07! We are already working on it!

    2. Reflections on USCOTS
    Jackie Dietz

    Kudos to Deb Rumsey, Jackie Miller, Dennis Pearl, and their team for putting on such a great conference.  I share the sentiment expressed by many others that every talk I heard was outstanding.  A highlight for me was Doug Andrews’ terrific breakout session on writing in statistics classes.  Starting in the fall, all sections of Stat I at Meredith College will be designated as writing-intensive, and Doug provided materials I can use immediately.  Attending USCOTS with a colleague who is a mathematician allowed me to view our stat ed community through new eyes -- I feel fortunate to have colleagues who are so collegial, so creative, and so dedicated to teaching statistics.

    3. Reflections on USCOTS
    John Holcomb

    I came away from the first USCOTS with two thought-provoking ideas.  Using a basketball metaphor, Roxy Peck challenged us to think of whether we are teaching students to be good spectators, referees, or players.  I was immediately struck with an ethical dilemma:  If one class teaches students to be spectators and another teaches them to be players, is it ethical to do a comparative study of seeing how well they actually play basketball?  The second issue I am currently wrestling with is George Cobb's idea of revamping the introductory statistics curriculum to maximize the power of technology to teach permutation tests.  This is a paradigm-shifting idea and I am very curious to see what the "state of the art" in introductory statistics is at USCOTS V in ten years.

    4. My impressions of USCOTS
    Roger Woodard

    When I think of USCOTS many things come to mind. The first is people. I got to see many old friends at the conference and enjoyed catching up with them, but I think it was the new friends that I made that made such a big difference for me. With over 300 people in attendance, the conference illustrated that those who want to teach statistics well are neither a small minority nor are they located only in one kind of setting. Attendees came from research universities, liberal arts colleges, community colleges, high schools and industry. The number of graduate students who attended was also surprising. I think this is a sign that the desire to teach well is with many of us from the beginning. The second aspect of the conference that struck me was the quality. Many times during conferences I find myself with gaps during which there are no talks that I care to see. This was definitely not the case at USCOTS. During every time slot there were two or perhaps three breakout sessions that I really wanted to attend. I feel that I am reasonably up to date with the literature in statistics education and I can honestly say that I got something good out of every session that I attended. Not only were the ideas presented very interesting but also the presentation of these ideas was excellent. I am very happy to have been part of USCOTS. I hope that it continues in the future.

    5. What I Took Away From USCOTS 2005
    Bob Johnson

    The two things that impressed me the most at USCOTS were:  1) the proposed changes to the Introductory Statistics curriculum, and 2) the exposing of the gap existing between what we as teachers think we are disseminating to our students and what our students are actually receiving.

    George Cobb's proposed changes to the Introductory Statistics curriculum are drastic and at the same time seem to make a lot of sense.  In many ways it could easily make Intro Stat more effective, more attainable and more teachable even though it represents a major break from what has been done in the past.  George's proposal needs serious consideration.

    Roxy Peck's message overviewed the gap between what is said or shown, and what is heard or seen, and her gorilla dramatically illustrated this single greatest problem in the world of education.  Both teacher and student miss seeing the gorilla!  In their session "Guidelines for Teaching and Learning Statistics", Gary Kadar and Christine Franklin, via a mini-workshop, put their finger right on some of the little subtleties that are these gaps.  After 30+ years of teaching I have a new appreciation for the student who works hard and still just doesn't get it; perhaps I just learned about the real problem.  I can honestly say that, after participating in this session, I believe every statistics teacher would benefit greatly from participating in a full workshop of this nature.

    6. Reflections on USCOTS
    Dick Scheaffer

    I have seen lots of changes in statistics education over the past 25 years, but most have been modest, evolutionary changes.  With the current omnipresence of data, availability of powerful and friendly technology, and increasing importance of statistical thinking, we may be on the verge of revolutionary change.   USCOTS, with its creative, energetic, eager, excited and exciting participants, may well have ushered in that new era!

    7. Reflections on USCOTS
    Robin Lock

    The strongest impression I took away from USCOTS was what a lot of good people we have working in statistics education.  Bringing everyone together for a focused meeting reinforced the value of making personal connections and sharing ideas with others who care about improving the teaching of statistics.  The enthusiasm of all participants, especially in the spotlight sessions, was invigorating.  In many ways the USCOTS experience was like “drinking from a fire hose” - so many interesting talks, breakouts and spotlights; so many stimulating conversations with lots of different colleagues during breaks, receptions and meals, so many ideas to consider trying next semester, so many questions to ponder before that over the summer, especially “How do we avoid missing the gorilla?” and “What if the t-test is NOT the center of the statistical universe?”

    8. Reflections on USCOTS
    Allan Rossman

    I found the first USCOTS to be very worthwhile.  It was great for so many people interested in the teaching of statistics to get together to share ideas.  I found George Cobb's after-dinner comments to be particularly thought-provoking.  George suggested that we statistics educators may be playing the role of Ptolemy in putting the t-test at the center of our introductory curriculum, instead of endorsing Fisher's Copernican view of randomization tests as the sun around which the curriculum should revolve.  I was also struck by the extensive interest in conducting statistics education research, and I hope that one result of the conference will be increased activity and stronger collaborations in that area.  I thank and commend Deb Rumsey and the others at Ohio State for organizing and running an outstanding conference.

    9. Reactions to USCOTS
    Carol Joyce Blumberg

    When we arrived in Columbus, we were met at the airport by a Lincoln Town Car from the Blackwell Hotel (the conference hotel). As one of my colleagues said, "How classy." The phrase "How classy" describes the entire three day conference. The hotel and adjoining conference center were very nice and user-friendly. The hotel employees were friendly and went out of their way to help you. The Ohio State University campus was a wonderful setting. It is a very pleasant and pretty campus. Even for me as a graduate of The University of Michigan and of Michigan State University, seeing the redone football stadium was awesome.

    Upon opening the wonderful Resource Notebook that the conference organizers put together, one of the first things I noticed was that I hardly knew any of the people registered for the conference. These attendees (most of who were new to statistics education as a field) were a varied and intelligent group of people. Their enthusiasm and youth (many of them were graduate students or beginning Assistant Professors) bodes well for the future of the field of statistics education.

    All of the sessions I attended were excellent in terms of presentation style and content. I learned a lot and gained many new ideas to implement in my courses. My reaction was typical of those attending. I heard the comment several times from people that this was one of the best conferences they had ever attended, even from senior statistics educators. The most telling comment I heard was that when attending a conference you are excited if 50% of the sessions you attend are worthwhile and that this conference was an outlier having 100% of the sessions being worthwhile.

    There was also plenty of time for mingling and talking to people one-on-one or in small groups either during the three Spotlight sessions where there were approximately 90 posters on display or during the breaks between sessions. I also liked that all meals were included in the conference fee of only $125.00 thanks to grants from the ASA and The Ohio State University and five publishers. The financial support and presence of the publishers (and their displays of textbooks and other teaching materials) added value to the conference.

    As a recently retired member of the Executive Committee of the International Association for Statistical Education (IASE), I would like to end my comments with a plug for the International Conference on Teaching Statistics (ICOTS) to be held in Salvador de Bahia, Brazil from July 2 to 7, 2006. It is held every four years and was started in 1982 and so is the parent of the national conferences on teaching statistics. I urge anyone reading this article to submit a contributed paper, poster, or demonstration. The deadlines for submission of abstracts for contributed papers are September 1, 2005 (if you want your paper to be refereed) and December 1, 2005 (if you do not want your paper refereed). The deadline for submission of abstracts for posters, demonstrations, forums and special sessions is February 1, 2006. For more information go to

    10. Reflections on USCOTS
    Rich Alldredge

    Thanks for the opportunity to share my impressions of USCOTS-1.  The conference participants were the most enthusiastic, caring, sharing group I have ever encountered at any meeting.  The format for the conference with plenary, breakout, and spotlight sessions allowed both organized and informal interaction among participants to flourish.  I came away from USCOTS-1 with new knowledge, energy and commitment to teaching.  My sincere thanks to all involved.

    11. Reflections on USCOTS
    Dennis Pearl

    All of the plenary speakers were thought provoking. All of the breakout sessions were lively interactions of participants and presenters, and there was a great deal of excitement in the spotlight sessions as participants were genuinely thrilled to be sharing their work with others. High quality, accessible, and usable information was everywhere. But we can not rest with this apparent success. To maximize the impact of the first USCOTS, we need to build an infrastructure that takes the ideas and materials from the conference and brings them to a wider audience, demonstrates their value in research projects, and instills them in statistics classrooms nationwide. People came to USCOTS to exchange ideas about teaching -- this exchange should now move into full swing with follow-up newsletters, on-line forums, workshops, and of course the next capstone experience: USCOTS 2007.

    12. Reflections on USCOTS
    Brad Hartlaub

    Every once in a while you attend an event that makes you proud to be a statistical educator and USCOTS was one of those events for me. Hearing, thinking, and talking about statistical education in the next century with talented teachers and leaders from across the country made for an exciting conference.  Of course, there are plenty of challenges ahead of us, but the enthusiasm, excitement, and dedication I witnessed at this conference were amazing.

    13. Reflections on USCOTS
    Chris Franklin

    It was inspiring to see the diversity of statistics educators at this conference wanting to improve the delivery of statistics at the K-16 level. The keynotes presentations, breakout sessions, and spotlight sessions were all outstanding. I came away with many new fresh ideas and a sense of rejuvenation for continuing my work as a statistics educator.

    14. Reflections on USCOTS
    Tom Short

    More than any other event I have attended, the USCOTS conference forced me to think harder about what my statistics courses will look like in the future and to think less about what my courses have looked like in the past.

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