Colleges and universities, caught in the middle, are only now beginning to replace the classical formalism with a more vibrant approach. The weight is on exploring, planning and informal inference, with probability actually playing a rather minor role. This runs counter to the outline for most introductory courses, and therein lies a problem. The ABS Project will present a structure for introductory statistics that is more in line with statistical practice, and provide modules for students to learn basic concepts while engaged in directed activities. The statistical concepts and tools are introduced as needed to solve a problem, not simply as a list of things to be learned.
Statistics is thought of as problem solving in a broad sense.
Drafts of many of the activities envisioned for the final product have been field tested in statistics classrooms, but more field testers are needed. Anyone interested in field testing activities should contact Richard Scheaffer.