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Not the What of Quantitative Training But the Who

Not the What of Quantitative Training But the Who. Leona S. Aiken Arizona State University Teaching Statistics and Quantitative Methods into the 21 st Century Vanderbilt University, March 24, 2017. Goals of My Presentation.

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Not the What of Quantitative Training But the Who

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  1. Not the What of Quantitative Training But the Who Leona S. Aiken Arizona State University Teaching Statistics and Quantitative Methods into the 21st Century Vanderbilt University, March 24, 2017

  2. Goals of My Presentation • Explore aspects of the magnitude of the task of improving training • Number of Psychology Departments in U.S. • Quantitative courses and requirements at the undergraduate level • Explore labor force for teaching statistics and quantitative methods • Who is hired to teach statistics and quantitative methods • Production of quantitative psychologists • Touch upon training resources • to enhance quantitative knowledge • for innovation in quantitative instruction • Open a discussion of how our field can enliven and improve teaching of statistics and quantitative methods Leona Aiken, Arizona State University

  3. Goals of My Presentation • Explore aspects of the magnitude of the task of improving training • Number of undergraduate and Ph.D. institutions • Quantitative courses and requirements at the undergraduate level • Explore labor force for teaching statistics and quantitative methods • Who is hired to teach statistics and quantitative methods • Production of quantitative psychologists • Touch upon training resources • to enhance quantitative knowledge • for innovation in quantitative instruction • Open a discussion of how our field can enliven and improve teaching of statistics and quantitative methods Leona Aiken, Arizona State University

  4. Goals of My Presentation • Explore aspects of the magnitude of the task of improving training • Number of undergraduate and Ph.D. institutions • Quantitative courses and requirements at the undergraduate level • Explore labor force for teaching statistics and quantitative methods • Who is hired to teach statistics and quantitative methods • Production of quantitative psychologists • Touch upon training resources for innovation in quantitative instruction • Open a discussion of how our field can enliven and improve teaching of statistics and quantitative methods Leona Aiken, Arizona State University

  5. Goals of My Presentation • Explore aspects of the magnitude of the task of improving training • Number of undergraduate and Ph.D. institutions • Quantitative courses and requirements at the undergraduate level • Explore labor force for teaching statistics and quantitative methods • Who is hired to teach statistics and quantitative methods • Production of quantitative psychologists • Touch upon training resources for innovation in quantitative instruction • Open a dialog addressing how our field can enliven and improve teaching of statistics and quantitative methods Leona Aiken, Arizona State University

  6. A Day of Teaching Innovation • Undergraduate versus graduate teaching (Joe Rodgers) • Innovations in the teaching of statistics and quantitative methods analysis of real data (Charles Reichardt) analysis of simulated data (William Revelle) data visualization (Robert Terry) student response systems in teaching (Shane Hutton) appropriate level of technology (David Rindskopf) reverse classroom strategy (Pascal Deboeck) Leona Aiken, Arizona State University

  7. A Day of Teaching Innovation • Teaching qualitative methods (Scott Churchill, Linda McMullen, and Heidi Levitt) • Interplay of philosophy with teaching methods About assumptions (Rachel Fouladi) About philosophy of science (Mike Edwards) About psychological science and quantitative methods (Jolynn Pek with Jessica Flake and Ian Davidson); (Eric Youngstrom and Mian-Li Ong) • Causal inference/research methods—a missing piece (Stephen West) Leona Aiken, Arizona State University

  8. My Personal Observation about our Conference Organizer Joe Rodgers and Today’s Participants • Presenters are scholars in methodology e.g., Journal Editors and Past Editors Journal of Educational and Behavioral Statistics (Rindskopf); Psychological Methods (Steve West) Multivariate Behavioral Research (Joe Rodgers, Steve West) The Humanist Psychologist (Scott Churchill) • Presenters are not typical teachers of methods who populate our Ph.D. programs • Presenters are certainly not representative of individuals who teach undergraduate statistics in Departments of Psychology Leona Aiken, Arizona State University

  9. Sedona, Arizona Aiken, ASU

  10. Goal 1: Explore aspects of the magnitude of the task of improving statistics and quantitative training Number of psychology departments Quantitative course offerings Leona Aiken, Arizona State University

  11. How Many Departments of Psychology Are There? Norcross, J.C., Hailstorks, R. Aiken, L.S. , Pfund, R. A. , Stamm, K. E., & Christidis, P. (2016). Undergraduate study in psychology: Curriculum and Assessment. American Psychologist, 71(2), 89-101. Data presented here are taken from Table 1 of Norcross et al., (2016) Data from Carnegie Foundation for the Advancement of Teaching (2010) data base. Program coding based on two Carnegie variables: 2010 Basic Classification and 2010 Undergraduate Instructional Program Classification of accredited colleges and universities Leona Aiken, Arizona State University

  12. What Methods Courses are Offeredin Baccalaureate Programs? Typically experimental psychology and APA style Data are taken from Tables 2 and 3 of Norcross et al (2016), American Psychologist, 71(2), 89-101. For example, 100% of all schools teach research methods; 65% of all schools teach research methods with a research lab; the 65% is part of the 100% Leona Aiken, Arizona State University

  13. What Methods Courses are Required versus Elective in Baccalaureate Programs? Data are taken from Tables 2 and 3 of Norcross et al (2016), American Psychologist, 71(2), 89-101. Leona Aiken, Arizona State University

  14. What Methods Courses are Required versus Elective in Baccalaureate Programs? Data are taken from Tables 2 and 3 of Norcross et al (2016), American Psychologist, 71(2), 89-101. Leona Aiken, Arizona State University

  15. Desert Blooms near ASU Aiken, ASU

  16. Goal 2: Explore labor force for teaching statistics and quantitative methods Part a: Who is hired to teach statistics and quantitative methods? Aiken, ASU

  17. Who is hired to teach undergraduate statistics? Excerpts from all job postings by Association for Psychological Science from September 1, 2016 through March 16, 2017 APS Employment Network Acknowledgement to APS for sharing a complete data base of all position advertisements in an easily searchable format Acknowledgement to Christina Garneski Director of Marketing and Communications, APS https://www.psychologicalscience.org/employment http://aps.psychologicalscience.org/jobs/aps_JobsSearchResult-new.cfm?all=yes&search=basic Leona Aiken, Arizona State University

  18. Caveat: I present portions of job advertisements in what follows but I do not identify the individual Institutions, with two exceptions. . Leona Aiken, Arizona State University

  19. Prevailing Model in Undergraduate Statistics Instruction Faculty member in a substantive discipline who is also expected to teach statistics FULL TIME TENURE TRACK: Bachelors Institutions Cognitive Psychology / Cognitive Neuroscience: teach courses in Memory & Thinking, Sensation & Perception, and Behavioral Statistics (#3). Experimental Analysis of Behavior: teach Learning, specialty courses in Behavioral Psychology, and courses in our Statistics and Research Methods (6 courses/year) (#4) Health Psychology (mechanisms, biomarkers): introductory Health Psychology, an advanced research methods in Health Psychology, Analysis of Psychological Data (statistics) (#8) Industrial-Organizational: with demonstrated excellence in teaching undergraduate research methods and statistics courses (6 courses/year) (#9). Sensory-Perception: S&P plus teach introductory and advanced courses in Statistics, as well …Research Methods…willingness to engage in statistical consulting for constituents across the campus and in the community (#10) Leona Aiken, Arizona State University

  20. Prevailing Model in UndergraduateStatistics Instruction Faculty member in a substantive discipline who is also expected to teach statistics FULL TIME TENURE TRACK: Bachelors + Masters Clinical, counseling, or school psychology: teachintroductory and advanced clinical, counseling, or school psychology and contribute to the department’s core courses of … statistics, or research methods, a demonstrated interest or experience in the teaching of statistics is preferred (4 courses per year) (#7). Clinical or counseling psychology: teachundergraduate and graduate clinical psychology courses and supervise undergraduate internships, teach statistics, research methodology. Experience working with graduate students and licensure or license-eligibility (#27) Leona Aiken, Arizona State University

  21. Prevailing Model in Statistics Instruction, Ph.D. Institutions Individual Hired to Teach Advanced Quantitative Courses beyond the First Year Course Department require person to have quantitative research program 2% Department prefer person to have quantitative research program 4% Department have no preference re. substantive versus quantitative 19% Department prefer person to have substantive research program 32% Department require person to have substantive research program 43% Aiken, L. S., West, S. G., & Millsap, R. E. (2008). Doctoral Training in Statistics, Measurement, and Methodology in Psychology: Replication and Extension of the Aiken, West, Sechrest, and Reno (1990) Survey of Ph.D. programs in North America. American Psychologist. 63(1), 32-50. Leona Aiken, Arizona State University

  22. Common Model in Quantitative Methods Hiring in Ph.D. InstitutionsBack to the APS Jobs Data Base Quantitative Methods (assistant prof) : significant expertise in state-of-the-art statistical methods and engage in research that develops and applies such methods…. contribute to our existing areas of strength (#1) Quantitative Methods (open rank): Bayesian methods, categorical and latent class models, methods for high-dimensional data, machine learning, and/or robust statistics; affiliations with the doctoral programs in I/O; Social/Health; Developmental, Cognitive, Behavioral Neuroscience; Clinical (#5) Quantitative Psychology (assistant prof): We prefer applicants whose specific research interests complement those of our current faculty members, many of whom have expertise in Human Factors, Industrial-Organizational, and/or Health Psychology. (#15) and the familiar reverse Industrial/Organizational Psychology (open rank): PhD in I/O or closely related field required. Individuals with a strong quantitative background are particularly encouraged to apply (#31). Leona Aiken, Arizona State University

  23. Sonoran Desert, Arizona Aiken, ASU

  24. The assistant professorquantitative position Sonoran Desert, Arizona Aiken, ASU

  25. Abstraction of Job Ad for a Quantitative Ph.D. Program hire Expectations for an assistant professor: Publish quantitative methods research Make significant contributions to other substantive areas Teach required undergraduate and graduate methods Teach elective quantitative methods courses Consult with and advise both faculty and graduate students (a) in psychology and (b) in other departments Even for a well trained quantitative psychologist hired into a research department, where is the time to develop teaching innovations for required undergraduate classes? Leona Aiken, Arizona State University

  26. A real concern for newly hired assistant professors, particularly “solo quant” position • Pent up demand for statistical support when the individual is hired • No mentor (and protector) in the quantitative area • Heavy demands for curriculum innovation—new courses • Heavy demands for consulting with faculty and students • Same expectation for level of scholarly productivity as for others • at the same rank Leona Aiken, Arizona State University

  27. A real concern for newly hired assistant professors, particularly “solo quant” position A war story: graduating Ph.D. student , “twofer” with quantitative and substantive expertise –offer letter: (a) build research lab in substantive area (b) innovate substantive and quantitative curriculum (c) produce scholarships equal to his peers in other areas, and (d) contribute 10 additional hours per week to statistical consulting We directed him to ask the chair whether all assistant professors gave 10 hours per week to the good of the commons—(e.g. programming for other faculty, cleaning cages, whatever would benefit the commons) - end of 10 hours consulting requirement Leona Aiken, Arizona State University

  28. A real concern for newly hired assistant professors, particularly “solo quant” position Other examples from the field: New assistant professor asked to develop 5 new quantitative courses pre-tenure New assistant professor told that his/her extensive consulting time could be taken out of “research”—no teaching reduction, no reduction in expectation for research productivity “He/she was a great teacher, but really did not get his/her research program going—often trailing author on colleagues’ publications” Leona Aiken, Arizona State University

  29. Concern as we think about teaching innovation Our young hires are in a position to innovate in teaching But, we can’t put the burden of teaching innovation on our assistant professors without easing up somewhere else Is there a way to address this matter? Leona Aiken, Arizona State University

  30. Two New Models in Quantitative Hiring in PhD programs • Teaching faculty • Cluster hiring with joint appointment in a Statistics Department or a Quantitative Methods Cluster/Institute Leona Aiken, Arizona State University

  31. Teaching Faculty Model A lecturer hired to teach the undergraduate quantitative curriculum coordinate undergraduate statistics instruction have expertise in a range of quantitative areas, statistics, psychometrics In the main, this is not a tenure-track or tenured position Leona Aiken, Arizona State University

  32. Teaching Faculty Model “Master Teacher” of Introduction to Applied Statistics….tenured or tenurable faculty member, Associate Professor level; special focus on introductory statistics; lead and coordinate introductory undergraduate statistics instruction (6 courses per year). University of Oklahoma, Psychology, Robert Terry, search chair (#2) Continuing Lecturer in Research Methods: teaching and research expertise in behavioral statistics, psychometrics, and/or multiple research methods, a strong record of methodological/statistical consultation. Simon Fraser University, Psychology, Rachel Fouladi, search chair Assistant Professor of Practice, non-tenure track: primary focus on undergraduate instruction; teacher-scholar, Ph.D. in Psychology, who can contribute to a wide range of undergraduate instructional needs, including research methods and statistics (#24) Lecturer…Teaching Professor, non-tenure track, renewable: a long-term, key role in the department’s educational mission through the design and teaching of the research methods and statistics curriculum, Ph.D. in Psychology Cognitive Science, Neuroscience, or related discipline (#28) (not a quantitative focus…., posted March 16, 2017) Leona Aiken, Arizona State University

  33. Cluster hiring with joint appointment in a Statistics Department or a Quantitative Methods Cluster Quantitative Research Institute and Department: Assistant professor, joint hire between Institute and a social science department that will be the candidate’s tenure track home. Teaching load distributed between Institute and the Department. (In this case, the Institute had the first say in who would be hired, not the Department). (#32) Social science faculty developing and applying techniques at the research frontier of statistics and data science; associate or full professor; those with applications to anthropology, economics, linguistics, political science, psychology, or sociology sought; half of teaching cross-listed in statistics. (#25) My observation: these joint appointments are very complex positions for new assistant professors; I think they should be reserved for higher ranked faculty Hires must serve two masters. Joint appointments are not for the young. Leona Aiken, Arizona State University

  34. A wrinkle in thinking about improving statistics and quantitative training Both undergraduate and graduate Ph.D. programs farm out the teaching of statistics to other departments Various models at graduate level First year sequence in Psychology, all else out All quantitative teaching farmed out Two Consequences We have no control here over nature of instruction when Instruction is in other departments Statistics is taught without a context in the discipline of Psychology Adjuncts are hired to teach statistics Leona Aiken, Arizona State University

  35. Grand Canyon, AZ, Cliff Dwelling Aiken, ASU

  36. Part b: Production of quantitative psychologists Goal 2. Continued, Explore labor force for teaching statistics and quantitative methods Aiken, ASU

  37. Challenges with counting the number of quantitative psychologists • graduated in any year • 1. Source: Graduate Study in Psychology, American Psychological Association • Some departments that do have a quantitative Ph.D. program do not • check the index terms that identify their quantitative programs, and so • do not appear in the Index. • Joan Freund, Ph.D. Office of Graduate and Postgraduate Education and • Training, APA, August 1, 2006, personal communication • Source: IPEDS (Integrated Postsecondary Education Data System) • “The IPEDS database is flawed because many of these graduates are • placed into a catch-all category called "Psychology, General." • Peggy Christidis, Ph.D. Senior Research Officer, Center for Workforce • Studies, Education Directorate, APA, March 14, 2017, personal communication Leona Aiken, Arizona State University

  38. Number of new PhDs in Quantitative Psychology, 2014-2015 24 total degrees awarded ; 27 newly enrolled students; 176 total enrolled students • Source: Graduate Study in Psychology, 2017, APA Publications. Schools listed were as included in the Index under Quantitative Psychology. Eleven additional schools were listed in the Index but reported no quantitative program in the program narrative. b. Educational Psychology or Education Departments excluded; c. Some obvious omissions: McGill U., Simon Fraser U; Leona Aiken, Arizona State University

  39. Arizona Desert Poppies Aiken, ASU

  40. Goal 4: Explore training resources for innovation in quantitative instruction Are there training resources for learning novel approaches to teaching quantitative methods, such as those presented today? Leona Aiken, Arizona State University

  41. American Statistical Association: Focus on Education • “The American Statistical Association has identified education as a strategic goal. The ASA works to provide leadership to improve statistical education at all levels, build a statistically literate society, make the study of statistics and statistical careers more attractive, and enhance the preparation of statisticians for success.” • Statistics education resources are provided for K–12 teachers and teacher educators, undergraduate faculty and department chairs, graduate faculty, statistics students, and statisticians in developing countries. Here, you will find classroom resources, publications in statistics education, guidelines and reports, professional development resources, communities, competitions, programs, and resources for students. • http://www.amstat.org/asa/education/home.aspx?hkey=81d9c142-50f7-4706-b8ce-7a2edcef2da4 Leona Aiken, Arizona State University

  42. American Statistical Association, Example of Education Activity Leona Aiken, Arizona State University

  43. Sources for Teaching Materials Andrew Gellman and Deborah Nolan (2002). Teaching Statistics: A Bag of Tricks. “Teaching Statistics is an excellent resource to help instructors create more interactive introductory statistics classrooms. The book is organized in three parts, with the first devoted to activities for an intro course…. The second part focuses on the nuts and bolts of incorporating demonstrations while keeping the class on track, including a sample syllabus.” http://bokcenter.harvard.edu/blog/teaching-statistics-bag-tricks-andrew-gelman-and-deborah-nolan, accessed March 22, 2017 2nd Ed. Expected, August, 2017 Leona Aiken, Arizona State University

  44. Online Resources Dale Berger, Claremont Graduate School, WISE http://wise.cgu.edu., demonstration applets Examples for use in class “538”, Nate Silver, examples from sports, politics science, economics, culture Leona Aiken, Arizona State University

  45. So there are resources for enhancing statistics instruction However, they are many and varied and not organized and not evaluated This puts a substantial burden on the new instructor of statistics-- to integrate new methods into statistics instruction Leona Aiken, Arizona State University

  46. I am asking the diffusion of innovation question —how creative methods for teaching statistics, developed by quantitative experts, get out into the world? I add a second question: Do faculty members with expertise in various substantive areas of Psychology have (1) the interest, (2) the time, (3) the energy, and (4) the financial resources to acquire these new methods. In closing, I add a third question: Leona Aiken, Arizona State University

  47. How do we educate our students of quantitative methods in Psychology, our doctoral students, about how to teach statistics and quantitative methods in Psychology? This is the “next step” discussion I hope we have as we close today. Leona Aiken, Arizona State University

  48. Thank you Arizona State Flower Sugaro Cactus Blossom Arizona State Bird Cactus Wren Aiken, ASU

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