There are plenty of stats calculators all over the interwebz. Power calculators, calculators for every test statistic under the sun, etc. BUT: Omni Calculators   I would try to list all of the different calculators, but I just don't have that sort of time on my hands. Descriptives? Sure. Inferential? Why not. Risk? Certainly. For more on the company that has created this calculator, read up on Omni Calculator here . ALSO: There are plenty of non-stats calculators available on the website, with a total of 2,122. 

This blog post was inspired by the brilliant Leslie Berntsen. Her ACT 2021 presentation,  " I'm not a therapist: Mental health education and advocacy for non-clinicians," was about teaching and sharing sound practices in mental health care when you, yourself, are not a mental-health-care-type-psychologist.  Anyway, she had this really great idea about sharing user/trends/etc. data from the Crisis Text Line  (CTL) with students. CTL is a text-based mental health crisis hotline. It is staffed 24/7. I include it on my syllabus as a resource for my struggling students because, unlike my uni's very hard-working counseling center, CTL is always available.  https://www.crisistextline.org/ Why share data from CTL in your stats class? Because you can use it to a) teach a bit of stats, b) introduce students who need this resource to the resource, c) introduce potential volunteers to the service. Here are my ideas for how you could use this data in class. 1. Data visuali...

As I write this blog post, Francis Haugen testifies on Capitol Hill and sheds light on some of Facebook's shady practices. TL;DR- Facebook realizes that its practices are support terrorism.  This led to a public relations blitz from Facebook, including Monika Bickert, who appeared on CNN . Of particular relevance is repeated reference made to an Instagram survey of 40 teens ( here is the documentation I was able to find ). I saw this tweet from Asha Rangappa Reaction about one of those interviews: https://twitter.com/AshaRangappa_/status/1445487820580081674 LOL I had to listen to this twice to make sure I didn’t mishear: This @Facebook exec repeatedly refers to a “survey” of FORTY teen Insta users— as in 4-0 — to support her assertion that the “majority” of teens have a great experience on the platform. For real. Listen to it https://t.co/Ye7ocWcnzG — Asha Rangappa (@AshaRangappa_) October 5, 2021 This example packs a lot of punch. It is a good one for the youths because it is ...

Maybe this is the sort of thing you will like. I guarantee you, it is spook-tacular.   https://docs.google.com/presentation/d/1Gu4VYsYTNJ28RtBf6cNp1xszjo-bfItSHAp-C0PiEbY/edit?usp=sharing

A man after my own heart. This is of minimal educational value but maximal stats humor. David purchased a Pure Drink water bowl for his cat. He wanted to know if it actually resulted in his cat drinking more water.  This wee (hahahaha) little study could be used on the first day of class to demonstrate: 1) A hypothesis 2) Operationalized variables 3) Within-subject research design  4) p (HAHAHAHHA)-values 5) What a god damn stats nerd their instructor is 6) The power of data visualization

Okay. I know there are so many COVID examples out there, but this one is maybe a tiny bit amusing (it involves Berlin dance clubs). It also demonstrates a within-subject research design and ecological validity. It is also a very tiny example that is easy to understand and doesn't require students to understand any psychological theories. Yes, many of you are psychologists teaching statistics, but I think it is vital that we use various examples to ensure that at least one of them will stick for every student. Emma Hurt/NPR Anyway. Berlin has a famous dance club culture , which has been under tremendous financial strain due to COVID-19. Since winter is coming and outdoor options will no longer be possible, the government has sponsored a pilot project to study whether or not clubs can be opened safely if everyone at the club has tested negative for COVID-19. NPR reported on this applied, within-subject design study  (a three-minute-long news story you could use in class): In addition...

Nicole Gilbert Cote, Jared Schwartzer & Natasha Matos created a great website, The Accessible Toolbox,  filled with ideas for creating an accessible statistics class. In addition to advice, they offer A FREE (thanks, APS!) 3-D Tool Kit for teaching stats , which includes :