A case study of storytelling as an (inclusive) pedagogical strategy in undergraduate statistics teaching

Traditional statistics teaching often emphasizes theoretical exposition and technical application; these approaches can limit engagement and accessibility, particularly given the pace and predominantly technological manner at which students consume information. To address this, a novel, student-centered intervention was implemented in a senior undergraduate statistics course: students voluntarily created fictional narratives in which statistical concepts became characters in original short stories. Twenty-three contributions were edited and published as an illustrated, open-access anthology. Observations based on a pilot implementation demonstrate the potential of inclusive strategies that value diverse modes of knowledge-making and expression within a traditionally hierarchical discipline. Results suggest that integrating creative storytelling into the statistics curriculum can complement conventional instruction, support inclusive, peer-led learning, and provide multiple entry points into advanced statistical thinking. The approach is practical, scalable, and transferable to other disciplines, offering a replicable model for curriculum innovation that promotes equity, autonomy, and imaginative engagement in higher education.