> I was in no way trying to put down college statistics teachers.
I didn't take it that way at all! You and Pat got me to wondering, though, just what methods were being used in the college courses that you observed. Were they using a traditional "calculate it all by hand" text with a good fourth of the course devoted to probability rules? Or, even with a more up-to-date text, was the teacher a dyed-in-the-wool traditionalist?
One very envious advantage that the AP course would have over any college course is the number of contact hours and the soak time! That makes a tremendous difference in what *can* be covered. I relish the opportunities I have in the high school courses I teach to explore interesting problems and to chase rabbits. With the constraints of a college semester schedule, I have to stick to a strictly defined syllabus that allows just enough time to cover the essentials. Using, for example, the guided discovery method in such a setting and with my unperfected ability to keep it under control could easily get a college class disastrously behind. The high school setting is a bit more forgiving in allowing me to learn teaching techniques while the students learn the subject.