Dr. Angela Crumer currently teaches mathematics and statistics at Washburn University in Topeka, KS. Her focus is in quantitative reasoning and statistics courses. She has been involved in several efforts to make math more accessible for students, particularly underserved and underrepresented populations. Her current focus is finding ways to create a more equitable mathematics classroom and combat systems that perpetuate discrimination in education.

Angela received her Doctor of Philosophy in Psychology at Kansas State University. There she studied the effects of different statistical techniques on analyzing reaction time data. She also received her Masters of Science in Statistics at Kansas State University where she compared the Weibull model to the Cox Proportional Hazard model. She received a Bachelor of Science in Applied Mathematics and Statistics and a Bachelor of Science in Secondary Math Education from Southeast Missouri State University.

Dr. Michael Mosier is a professor in the department of Mathematics and Statistics at Washburn University, in Topeka, KS, where he has taught for over 20 years.  He has been very interested and involved in statistics education, and has published papers and given presentations nationally and internationally on the topic.  Dr. Mosier is also co-founder and Director of Biostatistics for EMB Statistical Solutions, LLC, a data management and statistical contract resource organization (CRO) in the pharmaceutical industry. He believes his statistical consulting work in industry has benefited his teaching, both through a better understanding of what methods are common in practice, and by seeing firsthand which statistical topics are the most difficult for non-statisticians to grasp and retain. 

Mike earned his BS in Mathematics Education and his MS in Mathematics from Emporia State University, and his PhD in Statistics from Colorado State University.

Together, Angela and Mike embarked on this task of creating an introductory statistics textbook, with the hope it would present all of the topics necessary in an introductory course without trying to do too much.  The focus is more on the interpretation of results, and less on the gritty details of the computations.  Formulas are provided, but reliance on software and graphing calculators is demonstrated and encouraged.  Realizing that students today are less likely to read a textbook word for word, explanations are intended to get quickly to the point, without sacrificing the root understanding.

Angela and Mike would like to acknowledge the work and assistance of Samer Almughamsi and Hadeel Sabbagh who assisted with the project. Their efforts helped both the authors and publisher continue to build and refine the textbook.