What can social science teachers do? Perhaps the fist priority is to disabuse students of the idea that statistics is all about numbers. It certainly uses them, but QM is more about the logic of evidence handling than fancy maths.
For several years now, there has been a desire to rescue QM from the ‘methods’ course silo and embed or integrate QM into substantive courses. This is easier said than successfully done. Teachers of non-methods courses have to be persuaded of the benefits of ceding some of their class time to methods issues. Assessment has to be changed to accommodate the new material. ... Perhaps the major challenge here is to persuade colleagues of the virtue of paying more attention to the way in which empirical evidence is treated...
There is one final resource that is perhaps the most important of all: the enthusiasm of teachers. There is nothing like excitement to stimulate students’ efforts to learn. When they grasp the formidable analytic power that even an elementary grasp of statistics can give them, and when they discover they can master skills they may have assumed were beyond them, students can come to share this excitement.
John MacInnes: (2014) Teaching Quantitative Methods. Enhancing Learning in the Social Sciences 6(2), 1-5. doi: 10.11120/elss.2014.00038