Unlike the Chartr newsletter, I love this as it feeds my fascination with data and provides interesting examples for the class. As I sit here writing (5/11/24), I am enjoying my other favorite stats newsletter, How to Read This Chart . The current newsletter discusses data visualizations used on the front page of the Post. Such as: Philip Bump lovingly curates this newsletter. One time, he found historic, unlabeled charts and asked readers for help interpreting them . I also thought this one, which compared the margin of error and sample sizes used by major national polling firms, fascinating .

A bit over a year ago, Susan Nolan asked me to chair the Statistical Literacy, Reasoning, and Thinking, Guidelines 2.0 for the Society for the Teaching of Psychology.  We were asked to explore and provide guidance for a) teaching statistical thinking in intro psychology and b) understanding how statistical thinking is taught across the psychology curriculum. This post will highlight the accomplishments of the first group, which created easy-to-implement teaching exercises that emphasize statistical reasoning skills in Intro Psych. The Guidelines 1.0 group provided lists of topics included in Intro Psych. The Guidelines 2.0 convened and created a series of brief, easy-to-apply exercises that correspond to the core topics typically taught in Intro. The sub-committee chair, Dr. Garth Neufeld, shared his considerable expertise about Intro Psychology to lead the group and center each exercise in American Psychological Association and American Statistical Association guidelines for under...

Pew Research created a survey that asks participants to identify news statements as opinions or facts. They had 5000+ complete this survey AND you can complete the survey and see your results.  Description of quiz AND research methodology! An example question from the survey. This one made me think of Ron Swanson. How to use in Stats/RM: 1. A good way of introducing the truism "The plural of anecdote isn't data.". Facts and opinions aren't always the same thing, and distinguishing between the two is key to scientific thinking. Ask your student think of of objective data that could prove or disprove these statements. Get them thinking like researchers, developing hypotheses AND operationalizing those hypotheses. 2. At the end of the quiz, they describe your score in terms of percentiles. Specifically, in terms of the percentages of users who scored above and below you on the quiz items. 3. You can also access Pew's report of their survey f...