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I had no idea other statisticians had used role-playing. (I should have.)

In a statistical consulting practicum, I taught at San Diego State University, I tried to prepare my students for the difficult non-statisticians they would encounter sooner or later. The student played the statistician and I played the antagonist.

Some of the roles I took were the data fudger, the hostile client, the "I just want a t test for my multivariable, multi-group study" character, the "I know the stats I want--you just do the calculations" character, the "I don't care if my assumptions are wrong--the numbers show what I want to show" character, the statistically ignorant client who thinks addition is higher math, and others. It was fun and the students liked it.

For too many years, formal education has forged capable statisticians and then cast them into the real world. They had to learn by themselves how to build the bridge between solid statistics and the porous expectations of non-statistician statistics users. We should be giving them some tools to build that bridge.

Julia Sharp, Emily Griffith, and Megan Higgs have developed a 10 part video series using role-playing as part of a wider curriculum for training collaborative statisticians. 
 
Video series is located at: https://www.youtube.com/watch?v=ueF1oe0ct4s&list=PLCqpxiFnahaBFnIXIWmTE1eYpa2ov5VWL&index=4


Sharp, Julia L., Emily H. Griffith, and Megan D. Higgs. "Setting the Stage: Statistical Collaboration Videos for Training the Next Generation of Applied Statisticians." Journal of Statistics and Data Science Education 29, no. 2 (May 4, 2021): 165–70. https://doi.org/10.1080/26939169.2021.1934202.

I had no idea other statisticians had used role-playing. (I should have.)

In a statistical consulting practicum, I taught at San Diego State University, I tried to prepare my students for the difficult non-statisticians they would encounter sooner or later. The student played the statistician and I played the antagonist.

Some of the roles I took were the data fudger, the hostile client, the "I just want a t test for my multivariable, multi-group study" character, the "I know the stats I want--you just do the calculations" character, the "I don't care if my assumptions are wrong--the numbers show what I want to show" character, the statistically ignorant client who thinks addition is higher math, and others. It was fun and the students liked it.

For too many years, formal education has forged capable statisticians and then cast them into the real world. They had to learn by themselves how to build the bridge between solid statistics and the porous expectations of non-statistician statistics users. We should be giving them some tools to build that bridge.

Thank you.
I believe I attended their presentation at the CSP in San Francisco in January. 
Subsequently I have  invited one of the speakers at the CSP   to attend the upcoming meeting of the Section Elected officers aka "the EC" to discuss those important resources.. We will discuss how best to integrate their efforts and resources with the Section resources for statistical consulting.
I also plan for discussion of role play at the Business meeting in Toronto..  I encourage interested people attend the Section Business meeting. -at a previously announced  offsite location, near the Toronto HQ meeting venue. IN addition to the role play,  there will be other important discussion items at the business meeting. I will post the agenda about a week before the JSM.

Julia Sharp, Emily Griffith, and Megan Higgs have developed a 10 part video series using role-playing as part of a wider curriculum for training collaborative statisticians. 
 
Video series is located at: https://www.youtube.com/watch?v=ueF1oe0ct4s&list=PLCqpxiFnahaBFnIXIWmTE1eYpa2ov5VWL&index=4


Sharp, Julia L., Emily H. Griffith, and Megan D. Higgs. "Setting the Stage: Statistical Collaboration Videos for Training the Next Generation of Applied Statisticians." Journal of Statistics and Data Science Education 29, no. 2 (May 4, 2021): 165–70. https://doi.org/10.1080/26939169.2021.1934202.

I had no idea other statisticians had used role-playing. (I should have.)

In a statistical consulting practicum, I taught at San Diego State University, I tried to prepare my students for the difficult non-statisticians they would encounter sooner or later. The student played the statistician and I played the antagonist.

Some of the roles I took were the data fudger, the hostile client, the "I just want a t test for my multivariable, multi-group study" character, the "I know the stats I want--you just do the calculations" character, the "I don't care if my assumptions are wrong--the numbers show what I want to show" character, the statistically ignorant client who thinks addition is higher math, and others. It was fun and the students liked it.

For too many years, formal education has forged capable statisticians and then cast them into the real world. They had to learn by themselves how to build the bridge between solid statistics and the porous expectations of non-statistician statistics users. We should be giving them some tools to build that bridge.