Tinkerplots Available Again

Very exciting news for Tinkerplots users (and for those who should be Tinkerplots users).  Tinkerplots is highly visual dynamic software that lets students design and implement simulation machines, and includes many very cool data analysis tools.

To quote from TP developer Cliff Konold:

Today we are releasing Version 2.2 of TinkerPlots.  This is a special, free version, which will expire in a year  — August 31, 2015.

To start the downloading process

Go to the TinkerPlots home page and click on the Download TinkerPlots link in the right hand panel. You’ll fill out a form. Shortly after submitting it, you’ll get an email with a link for downloading.

Help others find the TinkerPlots Download page

If you have a website, blog, or use a social media site, please help us get the word out so others can find the new TinkerPlots Download page. You could mention that you are using TinkerPlots 2.2 and link to www.srri.umass.edu/tinkerplots.

Why is this an expiring version?

As we explained in this correspondence, until January of 2014, TinkerPlots was published and sold by Key Curriculum, a division of McGraw Hill Education. Their decision to cease publication caught us off guard, and we have yet to come up with an alternative publishing plan. We created this special expiring version to meet the needs of users until we can get a new publishing plan in place.

What will happen after version 2.2 expires?

By August 2015, we will either have a new publisher lined up, or we will create another free version.  What is holding us up right now is our negotiations with the University of Massachusetts Amherst, who currently owns TinkerPlots.  Once they have decided about their future involvement with TinkerPlots, we can complete our discussions with various publishing partners.

If I have versions 2.0 or 2.1 should I delete them?

No, you should keep them. You already paid for these, and they are not substantively different from version 2.2. If and when a new version of TinkerPlots is ready for sale, you may not want to pay for it.  So keep your early version that you’ve already paid for.
Cliff and Craig

Lively R

Next week, the UseR conference comes to UCLA.  And in anticipation, I thought a little foreshadowing would be nice.  Amelia McNamara, UCLA Stats grad student and rising stats ed star, shared with me a new tool that has the potential to do some wonderful things.  LivelyR is a work-in-progress that is, in the words of its creators, a “mashup of R with packages of Rstudio.” The result is a highly interactive.  I was particularly struck by and intrigued by the ‘sweeping’ function, which visually smears graphics across several parameter values.  The demonstration shows how this can help understand the effects of bin-width and off-set changes on a histogram so that a more robust sense of the sample distribution shines through.

R is beginning to become a formidable educational tool, and I’m looking forward to learning more at UseR next week. For those of you in L.A. who can attend, Aron Lunzer will be talking about LivelyR at 4pm on Tuesday, July 1.

Increasing the Numbers of Females in STEM

I just read a wonderful piece written about how the Harvey Mudd increased the ratio of females declaring a major in Computer Science from 10% to 40% since 2006. That is awesome!

One of the things that they attribute this success to is changing the name of their introductory course. They renamed the course from Introduction to programming in Java to Creative Approaches to Problem Solving in Science and Engineering using Python.

Now, clearly, they changed the language they were using (literally) as well,from Java to Python, but it does beg the question, “what’s in a name?” According to Jim Croce and Harvey Mudd, a lot. If you don’t believe that, just ask anyone who has been in a class with the moniker Data Science, or any publisher who has published a book recently entitled [Insert anything here] Using R.

It would be interesting to study the effect of changing a course name. Are there words or phrases that attract more students to the course (e.g., creative, problem solving)?  Are there gender differences? How long does the effect last? Is it a flash-in-the-pan? Or does it continue to attract students after a short time period? (My guess is that the teacher plays a large role in the continued attraction of students to the course.)

Looking at the effects of a name is not new. Stephen Dubner and Steve Levitt of Freakonomics fame have illuminated folks about research about whether a child’s name has an effect on a variety of outcomes such as educational achievement and future income [podcast], and suggest that it isn’t as predictive as some people believe. Perhaps someone could use some of their ideas and methods to examine the effect of course names.

Has anyone tried this with statistics (aside from Data Science)? I know Harvard put in place a course called Real Life Statistics: Your Chance for Happiness (or Misery) which got good numbers of students (and a lot of press). My sense is that this happens much more in liberal arts schools (David Moore’s Concepts and Controversies book springs to mind). What would good course words or phrases for statistics include? Evidence. Uncertainty. Data. Variation. Visualization. Understanding. Although these are words that statisticians use constantly, I have to admit they all sound better than An Introduction to Statistics.


An Open Letter to the TinkerPlots Community

I received the following from Cliff Konold:

We have just release the following to answer questions many have asked us about when TinkerPlots will be available for sale again. Unfortunately, we do not have a list of current users to send this to, so please distribute this to others you think would be interested.

March 21, 2014

As you may have discovered by now, you can no longer purchase TinkerPlots. Many of you who have been using TinkerPlots in courses and workshops have found your way to us asking if and when it will be available for purchase again. We expect soon, by this June.  But to allow you to make informed decisions about future instructional uses of TinkerPlots, we need to provide a little background.

On December 10, 2013, we received a letter from McGraw-Hill Education giving us notice that in 90 days they would be terminating their agreement with us to publish TinkerPlots. For those of you who remember Key Curriculum as our publisher, McGraw-Hill Education acquired Key in August 2012, and as part of that acquisition became the new publisher of The Geometer’s Sketchpad, Fathom, and TinkerPlots.

Though McGraw-Hill Education had informally told us of their plans to terminate sales of both TinkerPlots and Fathom as of December 31, 2013, we were nevertheless surprised when they actually did this. We were assuming this wouldn’t happen until mid March (i.e., 90 days). In any case, since January 1 of this year, no new licenses for TinkerPlots have been sold.

Fortunately, TinkerPlots is actually owned by our University, so we are now free to find another publisher. We are in ongoing discussions with four different organizations who have expressed interest in publishing TinkerPlots. But there are many components of TinkerPlots in addition to the application (data sets, activities, help manual, instructional movies, tutorials, on-line course materials, artwork, the license server/installer, the list of existing users), which McGraw-Hill Education does own that would be hard to do without; to replace them would require a significant undertaking. Fortunately, McGraw-Hill Education has indicated their willingness to transfer most all of these assets to us, and we are very grateful for this because they are not legally bound to do so.  However, we have not yet received any of these resources or written permission that we can use them. Until we do, we cannot realistically build and release another version of the application. We are in regular communication with people at McGraw-Hill Education who have assured us that they will begin very shortly to deliver to us these materials and official permissions for their use.

We have been telling folks that a new version of TinkerPlots will be available by June 2014, and we still think this a reasonable timeframe.  We’d give it about an 85% probability. By August, 98.2%.

In the meantime, if you have unused licenses for TinkerPlots, you will still be able to register new computers on that license number. To see how many licenses you have, go to License Information… under the Help menu. If you have one license, our memory is that you can actually register 3 computers on it — they built in a little leeway. From that same dialog box you can also deregister a computer and in this way free up a currently used license. (We just checked, and when the deregister dialog comes up, it now has the name of Sketchpad where TinkerPlots should be.  But ignore that. It’s just an indication of the publisher slowly phasing the name TinkerPlots out of its system.)

Also, the resource links under the TinkerPlots Help menu still take you to resources such as movies on the publisher’s site. They have told us, however, that after March 2015, they will discontinue hosting these materials on their web site. But by that time, all these should be available on the site of the new publisher.

We are so sorry for the inconvenience this interruption and the lack of communication has caused many of you. McGraw-Hill Education has not notified its existing users, and we don’t know who most of you are.  We have heard of several instances where teachers planning to start a course or workshop in a few days have suddenly learned that their students will not be able to purchase TinkerPlots, and they have had to quickly redesign their course. We understand that because of this ordeal, some of you will decide to jump ship on TinkerPlots. But we certainly hope that most of you will stick with us through this bumpy transition. We have put nearly 15 years of ourselves into the creation of TinkerPlots and the development of its community, and we are committed to keeping both going.

Cliff Konold and Craig Miller
The TinkerPlots Development Team
Scientific Reasoning Research Institute
University of Massachusetts Amherst
Amherst, Massachusetts

Email: konold@srri.umass.edu
Web:   www.umass.edu/srri/serg/

Blog Guilt and a Categorical Data Course

I read a blog post entitled On Not Writing and it felt a little close to home. The author, an academic who is in a non-tenure position, writes,

If you have the luxury to have time to write, do you write scholarship with the hope of forwarding an academic career, or do you write something you might find more fun, and hope to publish it another way?*

The footnote read, “Of course, all of this writing presupposes that the stacks of papers get graded.” Ouch. Too close to home. I sent this on to some of my non-tenure track peers and Rob responded that I had tapped into his blog guilt. My blog guilt had been at an all time high already, and so I vowed that I would immediately post something to Citizen Statistician. Well, that was several weeks ago, but I am finally posting.

Fall semester I taught a PhD seminar on categorical data analysis that I had proposed the previous spring. As with many first-time offerings, the amount of work was staggering and intellectually wonderful. The course notes, assignments, etc. are all available at the course website (which also doubled as the syllabus).

The course, like so many advanced seminars, had very few students actually take the course for a grade, but had quite a few auditors. The course projects were a blast to read and resulted in at least two pre-dissertation papers, a written prelim paper, and so far, two articles that have been submitted to journals!

After some reflection, there are some things I will do differently when I teach this again (likely an every-other-year offering):

  • I would like to spend more time on the classification methods. Although we talked about them a little, the beginning modeling took waaaay more time than I anticipated and I need to re-think that a bit.
  • I would like to cover mixed-effects models for binary outcomes in the future. This wasn’t possible this semester since we only had a regression course as the pre-requisite. Now, there is a new pre-requisite which includes linear mixed-effects models with continuous outcomes, so at least students will have been exposed to those types of models. This course also includes a much more in-depth introduction to likelihood, so that should also open up some time.
  • I will not teach the ordinal models in the future. Yuck. Disaster.
  • I probably won’t use the Agresti book in the future. While it is quite technical and comprehensive, it is expensive and the students did not like it for the course. I don’t know what I will use instead. Agresti will remain on a resources list.
  • The propensity score methods (PSM) were a hit with the students and those will be included again. I will also probably put together an assignment based on those.
  • I would like to add in survival analysis.

There are a ton of other topics that could be cool, but with limited time they probably aren’t feasible. I think in general my thought was to spend the first half of the course on introducing and using the logistic and multinomial models and the second half of the course on advanced applications (PSM, classification, etc.)

If anyone has any great ideas or suggestions, please leave comments. Also, I am always on the lookout for some datasets that were used in journal articles or are particularly relevant.



Data Analysis and Statistical Inference starts tomorrow on Coursera

It has been (and still is) lots of work putting this course together, but I’m incredibly excited about the opportunity to teach (and learn from) the masses! Course starts tomorrow (Feb 17, 2014) at noon EST.


A huge thanks also goes out to my student collaborators who helped develop, review, and revise much of the course materials (and who will be taking the role of Community TAs on the course discussion forums) and to Duke’s Center for Instructional Technology who pretty much runs the show.

This course is also part of the Reasoning, Data Analysis and Writing Specialization, along with Think Again: How to Reason and Argue and English Composition 1: Achieving Expertise. This interdisciplinary specialization is designed to strengthen students’ ability to engage with others’ ideas and communicate productively with them by analyzing their arguments, identifying the inferences they are drawing, and understanding the reasons that inform their beliefs. After taking all three courses, students complete an in-depth capstone project where they choose a controversial topic and write an article-length essay in which they use their analysis of the data to argue for their own position about that topic.

Let’s get this party started!

JMM 2014

Two weeks ago I traveled to Baltimore to the Joint Mathematics Meetings. These meetings are very much like the Joint Statistics Meetings except for mathematicians. “Now, um, usually I don’t do this but uh….Go head’ on and break em off wit a lil’ preview of the remix….” (Kelly, 2003).

The JMM are a great place to educate and work with mathematics teachers at the collegiate level who are teaching introductory statistics courses. One group that is quite active in this community is the Statistics Education Special Interest Group of the Mathematical Association of America (SIGMAA). If you are a member of the MAA, let me put in a plug to join this SIGMAA. Each year they sponsor at least one contributed paper session and often several minicourses.

This year, aside from the perennial Teaching introductory statistics (for instructors new to teaching intro stats minicourse, the SIGMAA also endorsed two minicourses aimed at using randomization/bootstrapping in the introductory course, CATALST: Introductory statistics using randomization and bootstrap methods and Using randomization methods to build conceptual understanding of statistical inference. Both mini courses were well attended and will likely be offered again next January.


Nicola during the CATALST minicourse.

The SIGMAA also sponsored a Contributed Paper Session entitled, Data, Modeling, and Computing in the Introductory Statistics Course. The marathon session, running from 1:00pm–6:00pm, was very well attended and included 15 presentations.


Nick Horton gives the paper, Big Data in the Intro Stats Class: Use of the Airline Delays Dataset to Expose Students to a Real-World, Complex Dataset by himself, Ben Baumer, and Hadley Wickham.

One of my favorite things at JMM is attending the SIGMAA Stat-Ed Business Meeting. This took place immediately following the CPS, so we were able to capitalize on inviting many of the attendees to join us. After eating what might have been the best spread of food I have encountered at one of these meetings, we had our meeting.

The SIGMAA presents two awards during these meetings.

The Dex Whittinghill Award is presented to the first author of the paper that receives the highest evaluations during the CPS session from the previous JMM. This year, it was presented to Kari Lock-Morgan of Duke University (who was unable to be there, but sent her heartfelt thanks via her parents).

The Robert V. Hogg Award for excellence in teaching introductory statistics was presented to Johanna Hardin of Pomona College. Johanna’s colleague, Gizem Karaali, gave a heartwarming talk when presenting Johanna the award.


Scott Albers, SIGMAA chair, congratulates Johanna Hardin on winning the Robert V. Hogg Award


Gizem Karaali reads a heartwarming note from the Johanna’s colleagues.



Kelly, R. (2003). Ignition (remix). On Chocolate factory. Chicago: Jive, Sony.