Statistics and Statistical Programming (Spring 2019)/Final project presentations

Overview & objectives

I have asked you each to present your final projects in a very brief lightning talk format during the final two weeks of the course. The talks should be no more than 7-8 minutes in length (each person will have about ten minutes total including Q&A and transitions between speakers).

Please plan to show us at least one finding. It may be preliminary or descriptive rather than the full set of formal hypothesis tests you plan to provide in the final paper submission and that is okay. I have provided a suggested format for your talk below, but please feel free to deviate from that as you deem appropriate.

Suggested format

There are no specific formatting requirements and you do not need to use slides if you do not want to do so (although some way to show us your result visually would be valuable).

You'll only have 7-8 minutes, so my recommendation is to focus on providing the following information:

• Project context (including research question(s) and hypotheses)
• Data and methods of analysis
• At least one finding

Since some of you will still be working on the analysis, it's fine if this is preliminary/descriptive. If you would like to discuss ideas for this, please contact the teaching team.

• At least one (anticipated, if necessary) takeaway from the analysis.

You might even want to produce 4 fairly simple slides corresponding to that outline!

Schedule

Please sign up below. We'll need at least ten people to sign up to present on Week 9!

Week 9 (May 30)

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• Henry Dambanemuya, Crowdfunding 101: How to be Successful at Crowdfunding
• Erique Zhang, Queer People of Color and Community Connectedness
• Nick Hagar, Source Concentration in Online News Communities
• Hanlin Li, Where Do Yelpers and Googlers Disagree
• Joshua-Paul Miles, Stakeholder Response to Corporate-Nonprofit Partnerships
• Nick Vincent, Exploring the Design Space of Data Dividends
• John Brooks, Metacognition In Narrative Persuasion: The Impact of Narrative Disfluency on Attitude Change
• Fallon Parfaite, The Impact of Education on Inter-Group Attitudes: A Recreation

Week 10 (June 6)

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• Katya Borgos-Rodriguez, Understanding Public Discourse by Parents of Children with Autism on Twitter
• Breniel Lemley, Parent Characteristics and Children's STEM Interests
• Kerstin Kalke, Narrative Persuasion and Political Engagement
• Dongping Zhang, The Impact of Enterprise Social Media to Enterprise Communication Network and Organizational Behavior
• Maitraye Das, Abir Saha, #a11y: Disability Identity and Discussion around Accessibility on Twitter
• Maya Lennon, Children's Coding and Science Interests
• Yixue Wang, Readers’ Perceptions of News Personalization
• Jack Bandy, Comparing Algorithmic and Editorial Logic in Apple News
• Chelsea Salahuddin, Understanding Intersectional Newsgathering Practices
• Julia Fernandez, Instagram Posts By Young Gay and Bisexual Male “Shoutout” Recipients
• Ryan Louie, How Brief, Serendipitous Interactions at a Distance can Support Social Connection

Logistical note

Slides are certainly not required! That said, should you choose to use slides there is a computer in the classroom and you're welcome to use it. Indeed, rather than spend a lot of time connecting/disconnecting everyone's laptops, you may want to put a pdf copy of your slides online somewhere and use the classroom computer to retrieve them before class on the day of your talk.