Ten simple rules for teaching data science

In 2005 the American Statistical Association (ASA) endorsed the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report.This report has had a profound impact on the teaching of introductory statistics in two-and four-year institutions, and the six recommendations put forward in the report have stood the test of time.Much has happened within the statistics education community and beyond in the intervening 10 years, making it critical to re-evaluate and update this important report.For readers who are unfamiliar with the original GAISE College Report or who are new to the statistics education community, the full version of the 2005 report can be found at http://www.amstat.org/education/gaise/GaiseCollege_full.pdf and a brief history of statistics education can be found in Appendix A of this new report.The revised GAISE College Report takes into account the many changes in the world of statistics education and statistical practice since 2005 and suggests a direction for the future of introductory statistics courses.Our work has been informed by outreach to the statistics education community and by reference to the statistics education literature.We continue to endorse the six recommendations outlined in the original GAISE College Report.We have simplified the language within some of these recommendations and re-ordered other recommendations so as to focus first on what to teach in introductory courses and then on how to teach those courses.We have also added two new emphases to the first recommendation.The revised recommendations are:1. Teach statistical thinking.Teach statistics as an investigative process of problem-solving and decisionmaking.Give students experience with multivariable thinking.2. Focus on conceptual understanding.3. Integrate real data with a context and purpose.4. Foster active learning.5. Use technology to explore concepts and analyze data.6. Use assessments to improve and evaluate student learning.This report includes an updated list of learning objectives for students in introductory courses, along with suggested topics that might be omitted from or de-emphasized in an introductory course.In response to feedback from statistics educators, we have substantially expanded and updated some appendices.We also created some new appendices to provide details about the evolution of introductory statistics courses; examples involving multivariable thinking; and ideas for implementing the GAISE recommendations in a variety of different learning environments.