IN PURSUIT OF CAMPUS-WIDE DATA LITERACY: A GUIDE TO DEVELOPING A STATISTICS COURSE FOR STUDENTS IN NON-QUANTITATIVE FIELDS

Abstract

Data literacy for students in non-quantitative fields is important as statistics become the grammar of research and how the world’s decisions are made. Statistics courses are typically offered by mathematics or statistics departments or by social and natural sciences such as economics, political science, psychology, and biology. Here we discuss how to construct a statistics course for students in non-quantitative fields, with a goal of integrating statistical material with students' substantive interests, using student-focused teaching methods and technology to increase student involvement. We demonstrate this kind of hybrid course with the example of an introductory applied statistics class, taught at both the University of Toronto's Anne Tanenbaum Centre for Jewish Studies and the United States Naval Academy.