Incorporating Statistical Consulting Case Studies in Introductory Time Series Courses

Davit Khachatryan

The American Statistician, 2015, vol. 69, issue 4, 387-396

Abstract: Established as a rigorous pedagogical device at Harvard University, the case method has grown into an indispensable mode of instruction at many business schools. Its effectiveness has been praised for increasing student participation during in-class discussions, providing hands-on engagement in real-world business problems, and increasing long-term retention rates. This article illustrates how novel case studies that mimic real-life statistical consulting engagements can be incorporated in the curriculum of an undergraduate, introductory time series course. The assessment of learning objectives as well as pedagogical implications when teaching using statistical consulting case studies is elucidated. The article also lays out guidelines for adopting statistical consulting case studies should the readers choose to incorporate the case method into the curricula of courses that they teach. A sample case study which the author has successfully used in his classroom instruction is provided in this article.Received July 2014. Revised January 2015

Date: 2015
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DOI: 10.1080/00031305.2015.1026611

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