Nonparametric statistics are often difficult to teach in introduction to statistics courses because of the lack of real-world examples. This study demonstrated how teachers can use differences in the rankings and ratings of undergraduate and graduate values to discuss: (1) ipsative and normative scaling; (2) uses of the Mann-Whitney U-test; and (3) the importance of statistical significance, protected t-tests, and effect sizes. Participants were 32 junior and senior undergraduates in a research methodology course and 29 first and second year doctoral students in an introduction to statistics course. They received an e-mail workbook that contained 20 instrumental values and were asked to rate them using a 5-point Likert-type scale. They also rated the importance of the values in their own lives and then returned the completed spreadsheets to the professor, who prepared the data for students to use in class to analyze the results of normative and ipsative data. Students were exposed to ordinal, ipsative scaling and the theoretical reasoning for its appropriateness. Students also saw how a combined data file is assembled. (Contains 1 table and 10 references.) (SLD)