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Abstract:
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At a time when bedrock, previously non-controversial ideas like "facts," "evidence," and "objectivity," statistics educators are in a unique position to restore luster to the role of the scientific method in civil discourse. Are we doing enough in our classes to demonstrate why evidence beats anecdotes, why one must vet sources of evidence, and how causation can be reliably investigated? Are we helping students develop the habits of mind to become curious, engaged, and skeptical citizens? Can we create a set of recommendations to help colleagues who want to include "responsible citizenship" in the learning goals for their courses?
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