What are effective ways to teach statistics to non-math majors?

Through sports! Even low-interest fans have at least some exposure to statistics in sports (or know that there is a sport called xyz and can quickly learn about a stat in it). Sports fans use their knowledge/passion to scaffold that information very quickly

Incorporate examples that are relevant to the students' fields of study. This makes the subject matter more relatable and shows the practical application of statistics. For instance, for psychology students, use examples from psychological research to illustrate statistical concepts.

Don't think you have to be an expert in all background areas to apply it to a wide variety of background areas! Getting the students to generate a list of measurable ideas in their fields/careers (that you can then use as variables) can give you a wealth of potential examples and increase buy-in when they see how these statistical concepts matter for them.

Break down complex concepts into simpler terms and use visual aids to explain them. For instance, use graphs to explain the concept of a bell curve. This makes the subject matter more accessible and less intimidating.

Even better, use simple interactive graphs, so students can get a feel for concepts such as variability by experimenting with interactive features

Pulling in some great examples of data visualization from journalism for lay readers can also help them understand some of the concepts themselves. (As a starting point, the New York Times has some incredible examples!) Just discussing what they are looking at, why the metrics selected are useful, and how those relate to statistical concepts can help them to make meaning of the abstract concepts.

One of the ways is to use example datasets available to demonstrate concepts sequentially. There are example datasets almost to demonstrate any concept online. These are well-crafted and ideal situation for a new learner to learn.

Engage students in active learning. Use games or simulations that allow students to apply statistical concepts to real or hypothetical data sets. This makes learning interactive and fun, and helps students understand the practical application of the concepts.

The logic and purpose should always be the aim of what they walk away with, as the formulas and other rules are just a toolbox. Anyone can use a formula or statistical software to come up with a number/result; the skill lies in understanding where that result came from and what it does (and doesn't) imply.

Focus on the underlying principles and the big picture of statistical analysis, rather than getting bogged down in the details. Explain the purpose and implications of statistical results, making the subject more relevant and valuable to the students.

Purpose is the most important message. For example when applying statistics in clinical trials, statistics is crucial for making decisions that could benefit or harm patients.

Offer extra help and resources to students who may struggle with statistics. Praise their efforts and progress, and motivate them to keep learning. This makes the subject more manageable and enjoyable, and builds confidence in the students.

Remember, the goal is not just to teach statistics, but to make it interesting and relevant for non-math majors. Show them how statistics can be used in their fields of interest, and how it can help them in their future careers. This will make the subject more appealing and meaningful to them.

The value of your knowledge lies not in what you know, but in how much you care and connect with others. It can be a challenging lesson for those who have dedicated years to mastering complex subjects like abstract algebra and topology, only to communicate with individuals who grasp business math. However, consider the potential value your knowledge holds for others and the organization. Apply it in a meaningful way that enables growth and fosters connection.

Según mi dilatada experiencia en la docencia en materia de Estadística (comencé en 1994 a dar clases de Estadística y de Investigación operativa en la Universidad de Zaragoza y todavía sigo ejerciendo la docencia en otras instituciones) la clave es NO ASUSTAR A LOS ALUMNOS con fórmulas llenas de letras griegas y vocablos en inglés. Hay que explicarles de forma sencilla como calculamos las probabilidades, las volatilidades ....con ejemplos que entiendan. Yo en mi primer día de clase pregunto cuantos fuman en la clase o cuantos tienen novia y a partir de ahí dibujamos histogramas.