Abstract
This article presents a model for developing case studies, or labs, for use in undergraduate mathematical statistics courses. The model proposed here is to design labs that are more in-depth than most examples in statistical texts by providing rich background material, investigations and analyses in the context of a scientific problem, and detailed theoretical development within the lab. An important goal of this approach is to encourage and develop statistical thinking. It is also advocated that the labs be made the centerpiece of the theoretical course. As a result, the curriculum, lectures, and assignments are significantly restructured. For example, the course work includes written assignments based on open-ended data analyses, and the lectures include group work and discussions of the case-studies.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
