Assessing an intervention: A quick exercise for your classes, specialized to your own university.

Here is a quick RM review I created for my Psych Stats students.

We were preparing for the first exam, which covered the very basics of research methodology, including IVs and DVs. We also talk about data visualizations and how they can be used to quickly convey information.

California is dealing with an energy crisis and a heatwave.

California tried a relatively inexpensive intervention to reduce the likelihood of overwhelming the energy grid: Sending out text messages during extremely high energy usage. See:

A screenshot of a smart phone. The text message on the screen is from the electric utility company in California. It is asking the people of California to reduce their energy usage due to an immediate emergency.

https://www.bloomberg.com/news/articles/2022-09-07/a-text-alert-may-have-saved-california-from-power-blackouts

And what happened? People reduced their electric usage.

A line graph from Bloomberg. It illustrates how electricity usage in CA declined after the text message was sent.

Source: https://www.bloomberg.com/news/articles/2022-09-07/a-text-alert-may-have-saved-california-from-power-blackouts

For the class review, I asked my students to think of the emergency alerts they receive from their university via our campus safety app. I challenged them to think of a campus concern or problem that has the potential to be alleviated by text message alerts. They needed to list the IV (campus issue) and DV (whatever outcome they could measure), as well as their experimental and control groups.

The students were able to generate a wide range of ideas, including reminders not to open the doors to residence halls to strangers, reminders to report suspicious behavior, and add/drop dates for classes, among others.

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Ways to use funny meme scales in your stats classes

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If your students get the joke, they get statistics.

Gleaned from multiple sources (FB, Pinterest, Twitter, none of these belong to me, etc.). Remember, if your students can explain why a stats funny is funny, they are demonstrating statistical knowledge. I like to ask students to explain the humor in such examples for extra credit points (see below for an example from my FA14 final exam). Using xkcd.com for bonus points/assessing if students understand that correlation =/= causation What are the numerical thresholds for probability? How does this refer to alpha? What type of error is being described, Type I or Type II? What measure of central tendency is being described? Dilbert: http://search.dilbert.com/comic/Kill%20Anyone Sampling, CLT http://foulmouthedbaker.com/2013/10/03/graphs-belong-on-cakes/ Because control vs. sample, standard deviations, normal curves. Also,"skewed" pun. If you go to the original website , the story behind this cakes has to do w...

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