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Instructors of statistics who teach non-statistics majors possess variedacademic backgrounds, and hence it is reasonable to expect variability in theircontent knowledge, and pedagogical approach. The aim of this study was todetermine the specific course(s) that contributed mostly to instructors'understanding of statistics. Courses reported were described as advanced orgraduate level, and classified as application-based, math, multivariate,probability, and research. The majority, 9 (56%) attributed their understandingof statistics to either an application-based or research course, and of those,7 (44%) reported negative feelings about their introductory courses. Thesefindings underscore the importance of authentic activities, and constructivistpedagogy toward facilitating statistical literacy. Research is needed todetermine the effect of instructors' academic preparation on their knowledge,attitudes, and practices.

Reflection on Training, Experience, and Introductory Statistics: A Mini-Survey of Tertiary Level Statistics Instructors