Jerry Moreno’s career reflects a lifelong commitment to teaching mathematics and statistics, with a strong focus on inspiring future educators. After earning his bachelor’s degree in mathematics from Lehigh University and a master’s in probability and statistics from Michigan State University, he began teaching at John Carroll University in 1968 and remained for four decades. Throughout his career, he became known for his energetic and creative teaching style, often using engaging examples to help students connect with and enjoy mathematics and statistics. A central part of his teaching was preparing future elementary educators. This is where he undertook the mission of transforming how math is taught in schools and helping his students bring that vision into their own classrooms.
Beyond the classroom, Moreno played a significant role in advancing statistics education at both the university and national levels. He co-chaired university efforts to improve teaching, helped establish centers focused on teaching excellence and STEM education, and was deeply involved in K–12 mathematics reform efforts. He served as editor of the Statistics Teacher Network, launched the ASA Statistics Poster Competition to promote statistical thinking among students, and worked with national organizations such as the ASA and National Council of Teachers of Mathematics to integrate statistics into school curricula. His contributions were widely recognized; he received teaching excellence awards, became a fellow of the American Statistical Association, and earned the ASA Founders Award. He also served his local community on a school board, further extending his impact on education beyond higher education.
We asked him the following questions to find out more about him, his career journey, and his teaching philosophy.
Journey and Inspiration
What initially drew you to teaching? Did anyone inspire you? If so, who?
My dad was a professor of languages at Washington and Jefferson College. So, I suppose if teaching is genetic, the writing was already on the wall. Teaching was in my genes.
There were many teachers and professors whom I admired, but one who especially stands out was my fourth-grade teacher, Mrs. Crites. She had a passion for mathematics that rubbed off on me. Although her homework assignments were more rote than the deep problem-solving tasks we emphasize today, I loved the work she gave us at the time. More importantly, she took a genuine interest in me, which motivated me to work even harder.
You describe your move into statistics as somewhat unexpected. What made you “fall in love” with the subject once you encountered it?
I went to Lehigh University dreaming of becoming the best electrical engineer on Earth. That dream lasted hardly a semester. As I developed a stronger interest in mathematics, I pursued it as my major. But as graduation approached and I prepared to attend Michigan State University, I began questioning whether becoming a mathematician was really the right path for me.
One of my professors at Lehigh, Jerry King, suggested I look up a statistics professor friend of his at Michigan State, Jim Stapleton. I did, and I have been forever thankful for that advice.
What immediately intrigued me about statistics was its relevance in the real world and its application to an enormous range of fields. I think many people are drawn to statistics for those same reasons.
Teaching Philosophy
How would you describe your teaching philosophy? Can you give us one or two principles?
My teaching philosophy in statistics is centered on developing statistical thinking rather than simply teaching formulas and calculations. I believe students learn statistics best when they work with real data, ask meaningful questions, and interpret results in practical contexts. Statistics should help students become thoughtful decision-makers, who can analyze information critically—especially with problems in their chosen fields—and communicate conclusions clearly. As an instructor, I strive to create an engaging and supportive classroom environment where students can gain confidence, appreciate the relevance of statistics in their majors and lives, and understand the reasoning behind their methods.
Two principles guided me throughout my 58 years of classroom experiences: Show enthusiasm for whatever topic was being covered, and care deeply about every student’s learning.
About 50 years ago, I initiated an intermediate statistics course on analysis of variance designs that included repeated measures and multiple regression. Some departments required their majors to earn at least a C- in the course to continue in their programs. Because of that, I spent considerable time helping students who struggled. I did not want statistics to become an obstacle in their chosen fields, but I also wanted them to appreciate the topics I loved.
Course evaluations often reflected that my enthusiasm helped motivate students to learn.
You’ve said you aim to help “make a difference in how students view learning.” What does that look like in practice?
What I meant by that is I wanted students to stop seeing learning as simply memorizing facts for grades and begin seeing it as something meaningful and connected to their disciplines. I tried to help students move from memorization toward genuine understanding.
I often had students work with peers to design experiments related to their own fields, collect and analyze data, and present their findings to the class in a language everyone could understand. Although students sometimes complained during the process, many later said in course evaluations that the project was the most meaningful part of the course, and they were glad they had to do it.
Impact on Statistics Education
What changes have you seen in how statistics is taught in schools since you first began advocating for it?
Oh my, so much has changed since the 1980s in statistics education, both at the school and college levels. In general, instruction and materials have shifted from rote calculation of formulas with little context to a focus on statistical thinking, data visualization, interpretation, and real-world applications.
I will comment mainly on the school level.
A major influence on statistics education in schools was the creation of the ASA/NCTM Joint Committee on Curriculum in Statistics and Probability for Grades K–12 by Fred Mosteller. During the 1980s, its members played a major role in shaping the NCTM Curriculum and Evaluation Standards for School Mathematics (1989), the first widely recognized, comprehensive national standards framework for school mathematics in the modern standards-based era. Thanks to those ASA members and schoolteachers who worked on the document, statistics and probability became one of the curriculum standards for all grades, K–12. This opened the door for many of us to start advocating for statistics in schools.
The joint committee also produced early curriculum materials such as Statistics by Example and Statistics: A Guide to the Unknown. These publications introduced authentic data and practical statistical reasoning to school curriculums. In the early 1990s, the four books of the Quantitative Literacy Project followed, providing classroom-ready materials that many of us used in workshops to help teachers learn what and how to teach statistics.
A decade later, the first edition of the Guidelines for Assessment and Instruction in Statistics Education was published, which emphasized a framework for statistical investigation, data analysis, and statistical thinking across grade levels. Many statistics educators who conducted workshops on modern approaches to teaching statistics also used GAISE to inform curriculum developers at the state level. GAISE II, published in 2020, continues to provide an excellent foundation for statistics instruction in schools.
To encourage students to apply their knowledge of statistics in creative and investigative ways, the joint committee created the ASA Project Competition in 1987 for grades 7–12 and the ASA Poster Competition in 1989 for all grades. To continue influencing lesson plans, classroom activities, professional development resources, and technology tools for teaching statistics, the joint committee created the online journal Statistics Teacher.
Although the joint committee did not create AP Statistics, I must mention that Dick Scheaffer (who served on the joint committee) was one of the major statisticians involved in its creation. He chaired the AP Statistics Task Force established by the College Board to develop the curriculum for the course. He also served as its first chief reader and co-authored important course materials.
I was fortunate to have been a member of the joint committee for many years. Without a doubt, those were the most productive and enjoyable years of my committee life. Overall, the ASA/NCTM joint committee helped transform statistics from a minor mathematics topic based on formulas into a major component of K–12 education centered on real data, investigation, reasoning, and informed decision-making.
Mentorship and Legacy
What advice would you give educators who want to be strong mentors to their students?
To be a strong mentor, you must have a solid understanding of your subject and a desire to continue to learn and improve. And being a mentor requires you to be student-centered. You must listen carefully to students, be willing to understand their struggles, and instill confidence in their ability to succeed. You must also recognize that students learn in different ways and that you need to be willing to adjust your teaching accordingly.
What advice would you give students who want to become educators in mathematics or statistics?
I would encourage them to focus on ideas, not rote procedures. Although it can be tempting to rely on mnemonics to remember certain concepts, especially in mathematics, they should instead strive for genuine understanding, ask good questions, and connect ideas to real life. Don’t be afraid of making mistakes. Mistakes create opportunities for both teaching and learning. I would also encourage them not to let technology replace understanding. And when they become teachers, they should respect every student and recognize that they learn in different ways and at different rates.
Above all, I would encourage them to model the innovative teachers who first inspired them to love learning and teaching mathematics and/or statistics.
Reflections and Advice
If you could improve one aspect of how statistics is taught today, what would it be?
If statistics is still being taught primarily from a formula-driven perspective, it should shift toward engaging students with real-world problems and data.
When formulas are used, it’s important to explain why they work and what they mean conceptually. For example, the mean of a dataset characterizes its central tendency. It’s not simply a calculation; it’s an equalizer because dividing a whole by a number creates equal parts. The mean is also the balance point where totals of positive and negative deviations offset one another. It’s important to show students how these two interpretations are connected and how they can be derived from each other. Understanding ideas like these gives formulas meaning and purpose.
When you reflect on your career, what accomplishments feel most meaningful to you personally?
There are so many. I have been incredibly blessed. Looking back, I thoroughly enjoyed contributing to K–12 statistics through my long-term involvement with the ASA/NCTM Joint Committee on K–12 Education in Statistics and Probability, where statistics education evolved from formula-based instruction toward an emphasis on statistical thinking, data analysis, and real-world applications. Conducting statistics workshops and presentations locally, nationally, and internationally was especially meaningful to me.
Being a co-author or editor of materials that promote the “modern” approach to teaching statistics was also deeply gratifying. These included co-authoring GAISE, Levels of Conceptual Understanding in Statistics, Bridging the Gap, and Engage New York. It also included editing for excellent materials written by outstanding Wisconsin high school teachers Pat Hopfensperger and Henry Kranendonk, with whom I did workshops in Wisconsin, Idaho, and elsewhere. Great times!
Seeing how successful the ASA Poster Competition has become since I helped found it in 1989 has also been very rewarding.
At the college level, introducing applied courses in mathematics and statistics to our offerings at John Carroll University, engaging in many thoughtful interactions with colleagues (especially on teaching), and working with thousands of students in and out of the classroom over my 58 years have made every day an absolute joy.
What an incredible ride it was! Thanks to all who made my career so very enjoyable. Wherever it was meaningful, the credit goes to you.
Toward a statistically literate citizenry.
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