Teaching Statistics to Biology students at Abertay: would an integrative teaching approach help or hinder their learning?

Statistical skills are becoming more important for graduates in the STEM sector. However, in many courses in these fields, statistics is not integrated in the rest of the curriculum, even though such an approach can be very beneficial for acquiring such skills. Integrating statistics in the rest of the curriculum can facilitate so called deep learning to enhance a relational and abstract understanding of statistics with the rest of their learning. This paper discusses some of the few available studies that tested the effect of integrating statistics in biology undergraduate classes. It consequently discusses how such an approach would align with the Abertay Graduate attributes and the Abertay Employability Strategy.