Integrating Statistical Software Into a Fisheries Course Joshua K. Raabe Teaching Partners – Pedagogy Project WATR 353/553 – Fish Population Dynamics • Use math & statistics to analyze fisheries data • Inform management, research questions, make predictions • Common analyses • T-test, ANOVA, linear regression • Fisheries specific analyses • Non-linear regression Microsoft Excel + Previously used in this course, capable of most analyses + Students familiar, widely available, “user” friendly + Students “see” steps in the analyses – Not overly powerful / made for complex analyses – Slower process – Mistakes common FAMS: Fisheries Analysis & Modeling Simulator + User friendly, made for fisheries applications + Fast, accurate process + Great for entering & organizing data – $150 for an individual license – “Black box” – students do not see steps in analyses – Only does certain analyses Program R + Free + Very powerful, fast process (after initial efforts) + Capable of all analyses, some fisheries packages available – Not user friendly, requires coding, steep learning curve – Errors can occur when coding – Increasing use by researchers, but fewer biologists Fall Semester • Microsoft Excel used in all labs • Step-by-step instructions, reduced as semester went on • FAMS used in two labs • One to confirm results, one to do more complicated analysis • Step-by-step instructions • Program R used in two different labs • One to confirm results, one to do more complicated analysis • Provided code, step-by-step instructions Microsoft Excel • Skill levels increased • Reduce instructions Percent Responents • Preferred for common analyses 60 Before After 50 40 30 20 10 0 0 • Numerous errors occurred, some caught during lab, others not 1 2 3 Self-Identified Skill Level 4 FAMS: Fisheries Analysis & Modeling Simulator • Preferred for complex analyses • Few errors occurred Percent Responents • Skill levels increased 100 90 80 70 60 50 40 30 20 10 0 Before 0 After 1 2 3 Self-Identified Skill Level 4 Program R • Preferred by a few • Use more, or not at all • Few errors occurred, but code provided Percent Responents • Skill levels increased 100 90 80 70 60 50 40 30 20 10 0 Before 0 After 1 2 3 Self-Identified Skill Level 4 Moving Forward • Microsoft Excel: continue using • FAMS: more labs to confirm Excel results • Program R: continue “introduction”, incorporate into senior level course or separate course