I designed a 6-unit course with no prerequisite that prepares students for transfer-level Statistics. It is intended for students in non-STEM majors (Science, Technology, Engineering and Math) who will take Statistics as their college-level Math class instead of Calculus or College Algebra. Rather than front loading with topics from arithmetic and algebra, the course engages students in statistical reasoning from the very first day. The course has the look and feel of a descriptive statistics course, with “remedial” content addressed on a “just-in-time” basis, as relevant to addressing the statistical task at hand (e.g. converting ratios to percents.). Though I stripped away the vast majority of algebra topics typically taught in the developmental sequence, the course still contains more algebra than is really needed for success in a rigorous Statistics course due to compromises I made to address concerns and values within my department.
5-minute classroom video from the first 3 weeks of the course: students working on a data analysis project (videographer: student co-inquirer Jose Reynoso)
5-minute classroom video from the 5-6th week of the course: students debating a problem from a national statistics exam (videographer: student co-inquirer Jose Reynoso)