Times are displayed in (UTC-05:00) Eastern Time (US & Canada) Change
Statistical Literacy: Quantitative Rhetoric for the Twenty-First Century
Format: Innovation/Ideation Sessions-—In-Person and Virtual
Trending Topics: Curricular Reform, Integrative Learning, VALUE Rubrics
Track: Disciplinary Courage: Integrating Across Siloes to Enhance the Relevance and Meaning of General Education
Expertise Level Intermediate
Expected Learning Outcomes General education coordinators and statistics educators who are interested in a new course for students in non-quantitative majors that involves critical thinking about arguments involving everyday statistics, This new course doesn't require software or algebra, and it satisfies a mathematics requirement in general education at one college and two universities
Description: General education lacks a course that involves in-depth critical thinking about everyday statistics as evidence in social arguments. Statistical Literacy is such a course. It satisfies a mathematics requirement in general education at Augsburg University, the University of New Mexico, and New College of Florida. Statistical literacy is different: it has less than a 30 percent overlap with traditional statistical inference. It is designed for consumers of everyday statistics: students in non-quantitative majors. It focuses on evaluating the strength of evidence provided by a statistic in an argument. It uses ordinary English in place of algebra. Students learn what it means to take something into account quantitatively by working problems using simple weighted averages. Students see value in this course. Teaching such a course will require intellectual and moral courage by statistical educators. Argument-based statistical literacy is statistics for the twenty-first century. It should be taught at every college.
Professor Emeritus - Augsburg University
Trending Topics: Curricular Reform, Integrative Learning, VALUE Rubrics
Track: Disciplinary Courage: Integrating Across Siloes to Enhance the Relevance and Meaning of General Education
Expertise Level Intermediate
Expected Learning Outcomes General education coordinators and statistics educators who are interested in a new course for students in non-quantitative majors that involves critical thinking about arguments involving everyday statistics, This new course doesn't require software or algebra, and it satisfies a mathematics requirement in general education at one college and two universities
Description: General education lacks a course that involves in-depth critical thinking about everyday statistics as evidence in social arguments. Statistical Literacy is such a course. It satisfies a mathematics requirement in general education at Augsburg University, the University of New Mexico, and New College of Florida. Statistical literacy is different: it has less than a 30 percent overlap with traditional statistical inference. It is designed for consumers of everyday statistics: students in non-quantitative majors. It focuses on evaluating the strength of evidence provided by a statistic in an argument. It uses ordinary English in place of algebra. Students learn what it means to take something into account quantitatively by working problems using simple weighted averages. Students see value in this course. Teaching such a course will require intellectual and moral courage by statistical educators. Argument-based statistical literacy is statistics for the twenty-first century. It should be taught at every college.
Presenter(s)
Primary Presenter:
Milo SchieldProfessor Emeritus - Augsburg University
Statistical Literacy: Quantitative Rhetoric for the Twenty-First Century
Category
Innovation/Ideation Sessions-—In-Person and Virtual
