Abstract
ABSTRACTWhen teaching regression classes real-life examples help emphasize the importance of understanding theoretical concepts related to methodologies. This can be appreciated after a little reflection on the difficulty of constructing novel questions in regression that test on concepts rather than mere calculations. Interdisciplinary collaborations can be fertile contexts for questions of this type. In this article, we offer a case study that students will find: (1) practical with respect to the question being addressed, (2) compelling in the way it shows how a solid understanding of theory helps answer the question, and (3) enlightening in the way it shows how statisticians contribute to problem solving in interdisciplinary environments. Supplementary materials for this article are available online.
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