Having a baseline level of statistical knowledge has become essential for communicating the significance of one’s findings, leading many undergraduate and graduate programs in a variety of disciplines to require that students take an introductory statistics course. Because these courses can draw students from a variety of different backgrounds, there may be great disparities in students’ level of comfort with using statistical software as well as prerequisite mathematical and statistical knowledge. In this workshop, we will devise strategies to allow these introductory statistics courses to be accessible to those from statistical, as well as non-statistical, backgrounds.
All graduate students are welcome. This event grows out of concerns in the Biostatistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.