This project was funded by the Grants Subcommittee of the Senate Committee on Teaching. The only impediment to the next step is my own imagination.
Science is extraordinarily information-rich.
Such courses can be filled with examples, case studies, illustrative anecdotes. Yet, in university-level courses, information per se is less critical than the paths by which it is obtained. Ideally, one would like to show university students how science is actually done, not just its results. To do this, one must begin by asking questions, formulating hypotheses, and then go on to test those hypotheses. The tests, of course, involve data.