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William Rybolt

Associate Professor

Academic Division: Math & Science
781-239-4242

Bio

Dr. Rybolt has been active in microcomputer applications, cognitive psychology, user/computer interfaces, artificial intelligence, expert systems, and neural networks. He has been a principal in several startups, and consults on applications of emerging technologies to business. His current research includes studying the impact of new Internet technologies on business and education. Areas of expertise include Emerging Technologies, Educational Assessment, and Computer Programming. Dr. Rybolt's articles have appeared in Journal of Management Information Systems, Frontiers of Entrepreneurship Research, Intelligent Systems Review, Advances in Artificial Intelligence in Economics, Finance and Management, Expert Systems with Applications, and other journals.

Academic Degrees

  • Ph D, MIT
  • BS, MIT
  • BS, MIT

Academic Interests

Information Technology; Web Technologies; Math and Sciences; Math Education

Courses

Degree Courses 2015-2016
  • QTM 1010: QM FOR BUSINESS ANALYTICS II
  • QTM 1000: QM FOR BUSINESS ANALYTICS I

Publications

Journal Articles

  • Rybolt, W.H., Recck, G.R. (2012). Conceptual vs. Computational Formulae in Calculus and Statistics Courses . International Journal of Technology, Knowledge and Society, The, 8(2), 1-6.

Conference Proceedings

  • Rybolt, W.H., Pipino, L. (2012). Introducing Data and Information Quality Principles in Today’s College Curriculum via an Introductory Probability and Statistics Course. Proceedings of the 17th International Conference on Information Quality, Chestnut Hill, MA,

Monographs

  • Kopcso, D.P., Pipino, , Rybolt, W.H., Wang, (in press). Developing Measurement Scales for Data Quality Dimensions.

Presentations

  • Motivating Students to Read the Text Using Daily Quizzes
    Recck, G., Rybolt, W. Motivating Students to Read the Text Using Daily Quizzes Joint Statistical Meetings , Seattle, Washington (2015)
  • Teaching Introductory Statistics Using in-Class Activities
    Rybolt, W., Recck, G. Teaching Introductory Statistics Using in-Class Activities Joint Statistical Meetings, Seattle, Washington (2015)
  • Lessons Learned from Ten Years of Dynamic On-Line Quizzes: Recommendations for the Future
    Recck, G., Rybolt, W. Lessons Learned from Ten Years of Dynamic On-Line Quizzes: Recommendations for the Future Maple TA User Summit, Amsterdam, The Netherlands (2014)
  • Information Bias in Surveys: The Impact of Information on Biasing Survey Responses
    Recck, G., Rybolt, W. Information Bias in Surveys: The Impact of Information on Biasing Survey Responses 2014 Joint Statistical Meetings, Boston, MA (2014)
  • Attention to Details: Does it Facilitate or Impede Learning
    Rybolt, W., Recck, G. Attention to Details: Does it Facilitate or Impede Learning ICOTS9: 9th International Conference on Teaching Statistics, Flagstaff, AZ (2014)
  • The Transition from a Lecture Based to an Activity Based Classroom: Lessons Learned and Recommendations
    Rybolt, W., Recck, G., Karst, N. The Transition from a Lecture Based to an Activity Based Classroom: Lessons Learned and Recommendations 26th International Conference on Technology in Collegiate Mathematics, San Antonio, TX (2014)
  • Muddiest Points
    Rybolt, W. Muddiest Points Decision, Sciences, Institute , San Francisco (2012)
  • Introducing Data and Information Quality Principles in Today's College Curriculum via an Introductory Prob. and Stats. course
    Rybolt, W. Introducing Data and Information Quality Principles in Today's College Curriculum via an Introductory Prob. and Stats. course ICIQ, Paris, France (2012)
  • The Influence of Ability, Aptitude, Attitude, Goals, Exams, Homework, Participation, Skill, and Quizzes on Academic Performance
    Rybolt, W. The Influence of Ability, Aptitude, Attitude, Goals, Exams, Homework, Participation, Skill, and Quizzes on Academic Performance 10th Annual Hawaii International conference on Education, Honolulu (2012)
  • Conceptual vs. Computational Formulae in Calculus and Statistics Courses
    Rybolt, W. Conceptual vs. Computational Formulae in Calculus and Statistics Courses 8th International Conference on Technology, Knowledge and Society , Los Angeles, CA (2012)
  • No to Tables and Calculators but Yes to Units
    Rybolt, W. No to Tables and Calculators but Yes to Units DSI, Boston, MA (2011)
  • Using Wolfram Alpha to Produce and Analyze Data in Quantitative Courses: Promise and Reality
    Rybolt, W. Using Wolfram Alpha to Produce and Analyze Data in Quantitative Courses: Promise and Reality 9th Hawaii International Conference on Education, Honolulu, HI (2011)
  • The IMpact of Repitition on Learning Quantitative Material: An Exploratory Investigation
    Rybolt, W. The IMpact of Repitition on Learning Quantitative Material: An Exploratory Investigation DSI, San Diego, CA (2010)
  • The Effects of Multitasking on Academic Performance
    Rybolt, W. The Effects of Multitasking on Academic Performance ICOTS, Ljubljana, Slovenia (2010)
  • Practical Limitations When Using Excel with Large Data Sets
    Rybolt, W. Practical Limitations When Using Excel with Large Data Sets ISBIS, Portorose, Slovenia (2010)
  • Media Habits of College Students and its Implications for Education
    Rybolt, W. Media Habits of College Students and its Implications for Education 8th Annual Hawaii International Conference on Education, Honolulu, HI (2010)
  • Assessing the Impact on Student Learning and Behavior in a First Applied Statistics Course by Innovative Use of Three Delivery Types Including Online Homework: Experimental Design and Implementation
    Rybolt, W., McKenzie, J. Assessing the Impact on Student Learning and Behavior in a First Applied Statistics Course by Innovative Use of Three Delivery Types Including Online Homework: Experimental Design and Implementation Joint Mathematics Meeting, San Francisco, CA (2010)
  • What Excel Files Tell Us about Classroom Laptop Usage
    Rybolt, W. What Excel Files Tell Us about Classroom Laptop Usage DSI, New Orleans, LA (2009)
  • Why We Should Teach Introductory Applied Statistics Courses Backward
    Rybolt, W. Why We Should Teach Introductory Applied Statistics Courses Backward JSM, Washington, D.C. (2009)
  • Using File Uploads to Monitor and Improve the Classroom Laptop Experience
    Rybolt, W. Using File Uploads to Monitor and Improve the Classroom Laptop Experience USCOTS, Columbus, OH (2009)
  • How We Should Teach Introductory Statistics to Buisness Students
    Rybolt, W. How We Should Teach Introductory Statistics to Buisness Students DSI, Baltimore, MD (2008)
  • What Do Students Actually Read and Its Educational Implications
    Rybolt, W. What Do Students Actually Read and Its Educational Implications Math Fest, Madison, WI (2008)
  • DCDC a Simple Game to Give Students First Hand Experience with Data Cost and Data Cleansing, the Forgotten Topics
    Rybolt, W. DCDC a Simple Game to Give Students First Hand Experience with Data Cost and Data Cleansing, the Forgotten Topics New Learning Technology Conference, Orlando, FL (2008)
  • 'Two-Thirds of the Average' a Simple Day One Game to Jamp Start an Introductory Statistics Course
    Rybolt, W. 'Two-Thirds of the Average' a Simple Day One Game to Jamp Start an Introductory Statistics Course Joint Math Meeting, San Diego, CA (2008)
  • Assessing Student Learning in First-Year Quantitative Courses at Babson College: Experimental Design
    McKenzie, J., Rybolt, W. Assessing Student Learning in First-Year Quantitative Courses at Babson College: Experimental Design IASE/ISI Satellite Conference on Assessing Student Learning in Statistics, Guimaraes, Portugal (2007)
  • Experience with Using Electronic Surveys to Meet the Six Recommendations of the GAISE College Report
    Rybolt, W., Aieta, Experience with Using Electronic Surveys to Meet the Six Recommendations of the GAISE College Report 7 th International Conference on Teaching Statistics, Salvador, Bahia (2006)
  • Coin Tossing as a Favorite Exercise What is it Good For?
    Rybolt, W. Coin Tossing as a Favorite Exercise What is it Good For? Joint Mathematics Meeting, San Antonio (2006)

  • Rybolt, W. USCOTS, Columbus, Ohio (2005)
  • The Twilight of Partial Credit and Rebirth of Mastery
    Rybolt, W., Aieta, J. The Twilight of Partial Credit and Rebirth of Mastery 17th International Conference of Technology in Collegiate Mathematics, New Orleans (2004)
  • Promoting and Assessing Successful Learning through Electronic Quizzes
    Rybolt, W., Aieta, J. Promoting and Assessing Successful Learning through Electronic Quizzes Best Practices in College Retention, Rockport, Maine (2004)
  • Technology and Assessment in Quantitative Methods and Calculus at Babson College
    Rybolt, W., Aieta, J. Technology and Assessment in Quantitative Methods and Calculus at Babson College Superintendent Technology Leadership Conference, Cambridge MA (2004)
  • A Comparison of the Learning Impact of Electronic versus Paper Quizzes
    Rybolt, W., Aieta, J. A Comparison of the Learning Impact of Electronic versus Paper Quizzes Tenth International Congress on Mathematics Education, Copenhagen, Denmark (2004)