Writing Workshops to Foster Written Communication Skills in Statistics Graduate Students

Hildreth, Laura; Miley, Michelle; Strickland, Erin C; Swisher, J A

doi:10.1080/26939169.2022.2138800

Cited by 4 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite the recognized importance of communication skills, the research on effective pedagogical strategy and tactics is sparse other than a few lines of work to explore teaching practices for data-driven written communication, for example, through a course (Nolan & Stoudt, 2021), workshop (Hildreth et al, 2022) or embedded Python Notebook (Willis et al, 2020). One of the contributions of this research is to explore a pedagogical approach that integrates communication skills training with data storytelling projectbased learning where students work with an authentic task of creating public digital data stories by analyzing a real-world dataset.…”

Section: Teaching Cross-disciplinary Communication Competency In Data...mentioning

confidence: 99%

Embedding Digital Data Storytelling in Introductory Data Science Course

Chen,

Gillan,

Decker

et al. 2023

JPBLHE

View full text Add to dashboard Cite

With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students’ awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.

show abstract

Section: Teaching Cross-disciplinary Communication Competency In Data...mentioning

confidence: 99%

Embedding Digital Data Storytelling in Introductory Data Science Course

Chen,

Gillan,

Decker

et al. 2023

JPBLHE

View full text Add to dashboard Cite

show abstract

“…Radke-Sharpe (1991) state that "the interdisciplinary role of a statistician demands that one be able to communicate statistical hypotheses, procedures, and results to a variety of audiences at various levels." Indeed, communication skills are critical for statisticians but are rarely included in statistics and data science curricula (Hildreth et al, 2023). For data science, De Veaux et al ( 2022) advocate a more 'holistic approach to data science education" including instruction on how to communicate of key findings.…”

Section: Introductionmentioning

confidence: 99%

The Center for Reproducible Science at the University of Zurich

Furrer

Held

2022

J. Rep. Neurosci.

View full text Add to dashboard Cite

How did it start?As statisticians, we have been working on reproducibility in our own research and teaching activities for a long time, expressed early on mainly by the choice of R [1] and its predecessor S-plus for statistical computations. Starting in 2010 EF came to the University of Zurich and started to work in LH's group of biostatisticians, who paid close attention to reproducible statistical computations. LH had just introduced reproducibility requirements as one of the editors of the Biometrical Journal [2]. As Department Chair, he started to roll-out a literate programming approach for all original research and for most of the consulting work for researchers from the medical faculty of the University of Zurich. This approach combines the computational and narrative part of a research paper into one single document, resulting in a dynamic report of the research that has been done. We also decided to teach the approach to the students of our newly created Master Program in Biostatistics, for which EF was responsible. In consulting work and in teaching, the activities by the Department of Biostatistics do not stop at reproducible computing and dynamic reporting. We also provide our expertise on sound research design and appropriate analysis, and we teach our biostatistics students to become such experts as well, always with the goal of avoiding "poor medical research" [3]. But the effect of these efforts remained limited to our immediate circle of influence, whereas the problem was decidedly more widespread; see e.g. the Lancet series introduced by Macleod et al. [4]. Therefore, towards the end of 2017 we agreed "to do something about reproducibility more broadly at the University of Zurich", and the idea for the Center for Reproducible Science (CRS) was born.

show abstract

“…Selain itu, keduanya juga mempertimbangkan faktor internal siswa, seperti kepercayaan diri atau self-concept, dalam mempengaruhi hasil belajar matematika. Kemudian penelitian Laura A. Hildreth berfokus pada peningkatan kemampuan komunikasi tertulis pada mahasiswa statistik, ada kesamaan dalam hal pentingnya komunikasi dalam bidang akademik (Hildreth et al, 2022). Kedua penelitian menekankan bagaimana pendidikan dan pelatihan yang tepat dapat meningkatkan kemampuan komunikasi siswa, baik itu dalam matematika atau statistik.…”

unclassified

Membangun Kemampuan Komunikasi Matematis: Strategi Integrasi Self-Concept dan Brainstorming dalam Model Problem Based Learning

Afifah,

Waluya,

Dewi

2023

Cendekia

View full text Add to dashboard Cite

Ketidakmampuan siswa dalam menjelaskan masalah matematika dapat disebabkan oleh siswa tidak memahami jawaban yang diberikan, sehingga tidak dapat mengartikulasikannya. Kemudian merasa kesulitan dalam menjelaskan jawaban meskipun mereka benar-benar memahaminya. Sehingga tujuan penelitian ini untuk menguji efektivitas model tersebut dalam meningkatkan kemampuan komunikasi matematis dan menganalisis dampak self-concept terhadap kemampuan komunikasi matematis peserta didik. Penelitian ini memadukan dua pendekatan, yaitu kuantitatif dan kualitatif, yang dikenal dengan pendekatan kombinasi atau "Mixed research". Teknik pengumpulan data, penelitian ini menggunakan observasi, tes, angket, wawancara dan dokumentasi. Analisis data terdiri dari analisis data kuantitatif, dan analisis data kualitatif. Sehingga dalam penelitian ini, penggunaan Model Problem Based Learning (PBL) dengan metode Brainstorming terbukti meningkatkan kemampuan komunikasi matematis peserta didik. Kelas eksperimen yang menerapkan kombinasi kedua metode ini menunjukkan hasil yang lebih baik dibandingkan kelas kontrol yang hanya menggunakan PBL. Interaksi, diskusi, dan kolaborasi yang terjadi dalam proses pembelajaran dengan kombinasi metode tersebut memfasilitasi peningkatan kemampuan komunikasi matematis. Selain itu, self-concept memiliki peran krusial dalam proses ini. Peserta didik dengan self-concept yang positif cenderung memiliki kemampuan komunikasi matematis yang lebih baik. Hal ini menegaskan bahwa model pembelajaran yang tepat, dikombinasikan dengan self-concept yang positif, dapat mengoptimalkan potensi peserta didik dalam memahami dan mengkomunikasikan konsep matematika. Dengan demikian hasil dari penelitian ini diharapkan dapat menjadi referensi bagi pendidik dan praktisi pendidikan dalam merancang strategi pembelajaran yang lebih efektif.

show abstract

Writing Workshops to Foster Written Communication Skills in Statistics Graduate Students

Cited by 4 publications

References 18 publications

Embedding Digital Data Storytelling in Introductory Data Science Course

Embedding Digital Data Storytelling in Introductory Data Science Course

The Center for Reproducible Science at the University of Zurich

Membangun Kemampuan Komunikasi Matematis: Strategi Integrasi Self-Concept dan Brainstorming dalam Model Problem Based Learning

Contact Info

Product

Resources

About