He has supervised more than 2,000 student research field-based projects. Dr. Herrington has co-authored numerous articles with students in the area of education. He believes that everyone uses statistical thinking and inductive reasoning in everyday life. Making students aware of their existing skills and knowledge in these areas provides them with a sense that, in many ways, statistical reasoning and scientific processes are familiar. The value of a statistics course comes from the development of the specialized vocabulary, participative data gathering methods, and data analysis techniques that can enhance or leverage existing conceptual frameworks that students bring into the learning process.