After graduating with my Ed.D. in 2000, I began teaching statistics and research courses for graduate students. Once again, I found students were more likely than not to feel uncertain about research, and most specifically about analyzing and interpreting data. This led to my line of research (see recent publications listed below) about students’ statistics anxiety. The things I have learned about students and their discomfort with statistics remind me somewhat of my dissertation research, which centered on the quality of the relationship between students and their advisors. Among other things, that research revealed that there were many students who needed more attention and assistance with their research projects, mostly with their data analysis, than their advisors had time to give them. This is where I can be of assistance to both students and academics alike.
During my time as an instructor at Texas Tech University, I have heard this problem discussed among students and faculty members as well. Faculty functioning as advisors typically have more students to advise than they can comfortably handle, which leaves them short on time for both the students and for their own work. Figuring into this is the fact that faculty members, short on time, also need their data analyzed for their own research projects. Adding to this, students all too frequently want and need help with research-related activities such as developing an appropriate hypothesis and getting their data analyzed after they have collected that data. My research endeavors, as well as my direct experience with students in and out of the classroom, have given me a unique perspective on the needs of both students and faculty when it comes to data analysis and all the “little tasks” that accompany data analysis.
With 14 years experience conducting research, teaching statistics and research courses, serving on dissertation committees as methodologist/statistician, and often informally pointing students in the right direction concerning their research and data analysis plans during “hallway” conversations, I am confident that I can be a valuable asset to those needing the assistance of a statistical consultant whether on the student level or the professional level.
Williams, A.S. (2015). Statistics anxiety and worry: The role of worry beliefs, negative problem orientation, and cognitive avoidance. Statistics Education Research Journal 14(2), 53-75.http://iase-web.org/documents/SERJ/SERJ14(2)_Williams.pdf
Williams, A.S. (2014). An exploration of preference for numerical information in relation to math self-concept and statistics anxiety in a graduate statistics course. Journal of Statistics Education 22(1), 1-16.http://www.amstat.org/publications/jse/v22n1/williams.pdf
Williams, A.S. (2013). Worry, intolerance of uncertainty, and statistics anxiety. Statistics Education Research Journal 12(1), 48-59.http://iase-web.org/documents/SERJ/SERJ12(1)_Williams.pdf
Williams, A.S. (2012). Online homework vs. traditional homework: Statistics anxiety and self-efficacy in an educational statistics course. Technology Innovations in Statistics Education 6(1), 1-19.http://escholarship.org/uc/item/32j2998k
Williams, A.S. (2010). Statistics anxiety and instructor immediacy. Journal of Statistics Education 18(2), 1-18.http://www.amstat.org/publications/jse/v18n2/williams.pdf