Teaching Statistical Literacy as a Quantitative Rhetoric Course

• Activity Number: 119
• Type: Topic Contributed
• Date/Time: Monday, August 2, 2010 : 8:30 AM to 10:20 AM
• Sponsor: Section on Statistical Education
• Author(s): John S. Schmit*+
• Companies: Augsburg College
• Keywords: quantitative ; rhetoric ; statistical ; literacy

Abstract

To be understood and retained, knowledge of statistics needs to be situated in clear and relevant contexts. Statistical information must ultimately be interpreted, and so students need to develop the skills to derive specific meaning from statistics. To be without the tools of statistical inquiry and analysis is to be excluded from contemporary public policy debates. To serve this need, Augsburg College's GST 200 Quantitative Reasoning/Statistical Literacy, focuses on statistical literacy rather than the production of statistical information. This paper includes a description of the design and the necessary preparation for a general-studies quantitative-reasoning course focused on quantitative rhetoric and the course content and the pedagogies by which it is delivered. It also includes a summary of course assessment practices and conclusions that might be made from them.