Collaborative Research: The CATALST Project: Change Agents for Teaching And Learning STatistics

数学科学（21）教学和学习统计（CATALST）项目的变革推动者旨在开发，实施，评估和传播一个介绍性的，非微积分为基础的统计课程，涉及内容和教学法的变化。这个项目建立在几个以前资助的项目，连接它们的方式，使项目设计和教授一个独特的课程。该项目还旨在仔细研究和研究课程对学生和教师的影响。智力优势：该项目基于并整合了多个学科的理论和研究：认知科学，统计学，统计教育，数学教育和工程教育，将这些与教学和专业发展联系起来。该项目的目标是：（a）根据认知理论和经过验证的方法，开发和调整创新材料，以促进对概念的深刻理解、解决问题的能力、记忆力和学习迁移;（B）在大学统计学入门课的所有部分使用这些材料;（c）调整和使用各种与学生学习目标相一致的高质量评估;（d）对教材和教学方法的有效性进行研究;以及（e）在其他机构的一批教员中发展专门知识，以实施教材和教学方法。该项目影响到内容和教学方法，形成了一个非常不同的和急需的入门统计课程。讲习班使统计教师熟悉CATALST课程，并激励和支持他们使用内容和教学法。研讨会后，在线支持协助教师，因为他们在自己的类的变化。十名课堂测试员接受更密集的培训和支持计划，使他们做好成为自己机构和社区变革催化剂的准备。

Mathematical Sciences (21)The Change Agents for Teaching and Learning Statistics (CATALST) project is designed to develop, implement, evaluate, and disseminate an introductory, non-calculus based statistics course that involves changes in both content and pedagogy. This project builds on several previously funded projects, connecting them in a way that enables the project to design and teach a unique course. The project is also designed to carefully research and study the impact of the course on students and faculty. Intellectual Merit: The project builds on and integrates theory and research from several disciplines: cognitive science, statistics, statistics education, mathematics education and engineering education, connecting these to teaching and professional development. The project goals are to: (a) develop and adapt innovative materials based on cognitive theory and proven methods to promote deep conceptual understanding, problem solving ability, retention, and transfer of learning; (b) implement the materials in all sections of an introductory statistics class at the university; (c) adapt and use a variety of high quality assessments aligned with student learning goals; (d) conduct research studies on the effectiveness of the material and approaches; and (e) develop expertise among a group of faculty at other institutions to implement the materials and pedagogical methods.Broader Impacts: This project affects both content and pedagogy, shaping a very different and much needed introductory statistics course. Workshops familiarize statistics faculty members with the CATALST course and motivate and support them to use the content and pedagogy. After the workshops, online support assists faculty as they make changes in the their own classes. Ten class testers receive more intensive training and support program that prepares them to be catalysts for change in their own institutions and communities.