By Nicholas Mandarano (The Ohio State University)
Information
Introductory statistics courses often present concepts as discrete units, yet these ideas are deeply interconnected. This presentation introduces a teaching approach that emphasizes the sequential nature of statistical concepts, framing each new topic as a natural evolution of prior knowledge rather than a standalone concept. By weaving content together through guiding questions and deeper-level thinking, instructors can foster a more cohesive understanding of statistics. This approach has been implemented at a large, public research university in the United States in multiple sections of an introductory statistics course for business students. Faculty observations have noted a noticeably higher rate of student attendance, participation, engagement, and note-taking. Informal feedback from students highlights an appreciation for the storytelling framework and suggests improved conceptual understanding. Participants will receive a visual mind map that outlines the conceptual flow of an introductory statistics course and highlights key relationships between topics. In addition, a structured set of transition questions will be shared to help instructors bridge concepts smoothly and meaningfully. These tools offer practical strategies for restructuring course content, reinforcing conceptual connections, and enhancing student engagement and retention.