Teaching the Next Generation of Statistics Students to “Think With Data”: Special Issue on Statistics and the Undergraduate Curriculum

American Statistician

Volumn 69, Issue 4, 2015, Pages 259-265

  Horton, Nicholas J ^a   Hardin, Johanna S ^b  

^a AMHERST COLLEGE   (United States)

^b POMONA COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84952782348     PISSN: 00031305     EISSN: 15372731     Source Type: Journal    
DOI: 10.1080/00031305.2015.1094283     Document Type: Editorial

References (107)

1. J.Albert,, and M.Glickman, (2015), “Attracting Undergraduates to Statistics Through Data Science,” online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
2. ASA (2005), “Guidelines for Assessment and Instruction in Statistics Education College Report,” available at http://www.amstat.org/education/gaise.
3. ——— (2014), “2014 Curriculum Guidelines for Undergraduate Programs in Statistical Science,” available at http://www.amstat.org/education/curriculumguidelines.cfm.
4. ——— (2015), “The Statistical Education of Teachers,” available at http://www.amstat.org/education/SET.
5. J.Bailer,, R.Hoerl,, D.Madigan,, J.Montaquila,, and T.Wright, (2012), “Report on the ASA Workgroup on Master's Degrees,” available at http://magazine.amstat.org/blog/2013/02/01/mastersworkgrou.
6. B.Baumer, (2015), “A Data Science Course for Undergraduates: Thinking With Data,” The American Statistician, 69, this issue.
7. R.Biehler, (1997), “Software for Learning and for Doing Statistics,” International Statistical Review, 65, 167–189.
8. N.Blades,, G.Schaalje,, and W.Christensen, (2015), “The Second Course in Statistics: Design and Analysis of Experiments?” The American Statistician, 69, this issue.
9. R.Blair,, E.E.Kirkman,, and J.W.Maxwell, (2010), “Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States: Fall 2010 CBMS survey,” available at http://www.ams.org/profession/data/cbms-survey/cbms2010-Report.pdf.
10. L.Breiman, (2001), “Statistical Modeling: The Two Cultures,” Statistical Science, 16, 199–231.
11. E.N.Brown,, and R.E.Kass, (2009), “What is Statistics?” The American Statistician, 63, 105–110.
12. G.Bryce,, R.Gould,, W.Notz,, and R.Peck, (2000), “Curriculum Guidelines for Bachelor of Science Degrees in Statistical Science,” available at http://www.amstat.org/education/pdfs/BS-curriculum.pdf.
13. G.R.Bryce, (2005), “Developing Tomorrow's Statisticians,” Journal of Statistics Education, 13. Available at http://www.amstat.org/publications/jse/v13n1/bryce.html.
14. A.Cannon,, B.Hartlaub,, R.Lock,, W.Notz,, and M.Parker, (2002), “Guidelines for Undergraduate Minors and Concentrations in Statistical Science,” Journal of Statistics Education, 10.Available at http://www.amstat.org/publications/jse/v10n2/cannon.html
15. CATS (1994), “Modern Interdisciplinary University Statistics Education,” Committee on Applied and Theoretical Statistics Proceedings of a Symposium.Available at http://www.nap.edu/catalog/2355/modern-interdisciplinary-university-statistics-education-proceedings-of-a-symposium.
16. M.Çetinkaya Rundel,, and D.Stangl, (2013), “A Celebration of Data,” CHANCE, 26, 43–46.
17. N.Chamandy,, O.Muralidharan,, and S.Wager, (2015), “Teaching Statistics at Google Scale,” The American Statistician, 69, this issue.
18. B.Chance,, and R.Peck, (2015), “From Curriculum Guidelines to Learning Outcomes: Assessment at the Program Level,” The American Statistician, 69, this issue.
19. L.M.Chihara,, and T.C.Hesterberg, (2011), Mathematical Statistics With Resampling and R, Hoboken, NJ: Wiley.
20. W.S.Cleveland, (2001), “Data Science: An Action Plan for Expanding the Technical Areas of the Field of Statistics,” International Statistical Review, 69, 21–26.
21. G.W.Cobb, (2007), “The Introductory Statistics Course: A Ptolemaic Curriculum?” Technology Innovations in Statistics Education, 1, 1–15.
22. ——— (2011), “Teaching Statistics: Some Important Tensions,” Chilean Journal of Statistics, 2, 31–62.
23. ——— (2015a), “Mere Renovation is Too Little Too Late: We Need to Rethink the Undergraduate Curriculum From the Ground Up,” The American Statistician, 69, this issue.
24. —— (2015b), “Rejoinder to Discussion of `Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up’,” online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
25. S.Cohen, (2014), “Ethics for Undergraduates,” available at http://www.amstat.org/education/pdfs/EthicsUndergraduates.pdf.
26. COPE (1999), “Committee on Professional Ethics Ethical Guidelines for Statistical Practice,” available at http://www.amstat.org/about/ethicalguidelines.cfm.
27. R.DeVeaux,, and P.Velleman, (2008), “Math is Music: Statistics is Literature,” Amstat News 375, p. 54.
28. ——- (2015), “Teaching Statistics Algorithmically or Stochastically Misses the Point: Why not Teach Holistically?,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 6, this issue.
29. R.S.Fecso,, W.D.Kalsbeek,, S.L.Lohr,, R.L.Scheaffer,, F.J.Scheuren,, and E.A.Stasny, (1996), “Teaching Survey Sampling,” The American Statistician, 50, 328–340.
30. C.D.Fi,, and K.M.Degner, (2012), “Teaching Through Problem Solving,” Mathematics Teacher, 105, 455–459.
31. W.Finzer, (2013), “The Data Science Education Dilemma,” Technology Innovations in Statistical Education, 7, 1–9.
32. T.J.Fisher,, and A.J.Bailer, (2015), “Who, What, When and How: Changing the Undergraduate Statistics Curriculum,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
33. C.Franklin, (2015), “We Need to Rethink the Way We Teach Statistics at K–12,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
34. M.Friendly, (2008), “The Golden Age of Statistical Graphics,” Statistical Science, 23, 502–535.
35. J.B.Garfield, (1994), “Beyond Testing and Grading: Using Assessment to Improve Student Learning,” Journal of Statistics Education, 2, 2–2.
36. J.B.Garfield,, A.Zieffler,, D.Kaplan,, G.W.Cobb,, B.L.Chance,, and J.P.Holcomb, (2011), “Rethinking Assessment of Student Learning in Statistics Courses,” The American Statistician, 65, 1–10.
37. A.Gelman,, and E.Loken, (2015), “Moving Forward in Statistics Education While Avoiding Overconfidence,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
38. J.Green,, and E.Blankenship, (2015), “Fostering Conceptual Understanding in Mathematical Statistics,” The American Statistician, 69, this issue.
39. R.Gould, (2010), “Statistics and the Modern Student,” International Statistical Review, 78, 297–315.
40. —— (2015), “Augmenting the Vocabulary Used to Describe Data,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
41. S.Grimshaw, (2015), “A Framework for Infusing Authentic Data Experiences Within Statistics Courses,” The American Statistician, 69, this issue.
42. G.Grolemund,, and H.Wickham, (2014), “A Cognitive Interpretation of Data Analysis,” International Statistical Review, 82, 184–204.
43. J.Hardin,, R.Hoerl,, N.J.Horton,, and D.Nolan, (2015), “Data Science in Statistics Curricula: Preparing Students to ‘Think With Data’,” The American Statistician, 69, this issue.
44. D.A.Harville, (2014), “The Need for More Emphasis on Prediction: A ‘Nondenominational’ Model-Based Approach” (with discussion), The American Statistician, 68, 71–92.
45. T.Hesterberg, (2015), “What Teachers Should Know About the Bootstrap: Resampling in the Undergraduate Statistics Curriculum,” The American Statistician, 69, this issue.
46. J.J.Higgins, (1999), “Nonmathematical Statistics: A New Direction for the Undergraduate Discipline,” The American Statistician, 53, 1–6.
47. R.V.Hogg, (1999), “Let's Use CQI in Our Statistics Programs” (with discussion), The American Statistician, 53, 7–28.
48. J.P.Holcomb,, L.Quinn,, and T.Short (2015), “Seeking the Niche for Traditional Mathematics within Undergraduate Statistics and Data Science Curricula,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
49. J.P.Holdren,, and E.Lander, (2012), “Engage to Excel: Producing one Million Additional College Graduates With Degrees in Science, Technology, Engineering, and Mathematics,” available at https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-en~gage-to-excel-final_2-25-12.pdf.
50. N.J.Horton, (2013), “I Hear, I Forget. I Do, I Understand: A Modified Moore-method Mathematical Statistics Course,” The American Statistician, 67, 219–228.
51. N.J.Horton, (2015), “Challenges and Opportunities for Statistics and Statistical Education: Looking Back, Looking Forward,” The American Statistician, 69, 138–145.
52. N.J.Horton,, B.Baumer,, and H.Wickham, (2015), “Setting the Stage for Data Science: Integration of Data Management Skills in Introductory and Second Courses in Statistics,” CHANCE, 28, 40–50.
53. N.J.Horton,, E.R.Brown,, and L.Qian, (2004), “Use of R as a Toolbox for Mathematical Statistics Exploration,” The American Statistician, 58, 343–357.
54. I.Johnstone, (2014), Where Are the Majors?, Chapter Past, Present and Future of Statistical Science, Boca Raton, FL: Chapman and Hall/CRC.
55. R.E.Kass, (2015), “The Gap Between Statistics Education and Statistical Practice,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
56. D.Khachatryan, (2015), “Incorporating Statistical Consulting Case Studies in Introductory Time Series Courses,” The American Statistician, 69, this issue.
57. E.C.King, (2015), “Training the Next Generation of Statistical Scientists,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
58. S.Kuiper,, and R.Sturdivant, (2015), “Using Online Game-Based Simulations to Strengthen Students’ Understanding of Practical Statistical Issues in Real-World Data Analysis,” The American Statistician, 69, this issue.
59. S.Kolenikov, (2015), “Training for the Modern Survey Statistician,” Survey Practice, 7, 1–13.
60. S.J.Lane-Getaz, (2015), “Stirring the Curricular Pot Once Again,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
61. N.A.Lazar,, J.Reeves,, and C.Franklin, (2011), “A Capstone Course for Undergraduate Statistics Majors,” The American Statistician, 65, 183–189.
62. S.Leman,, L.House,, and A.Hoegh, (2015), “Developing a New Interdisciplinary Computational Analytics Undergraduate Program: A Qualitative-Quantitative-Qualitative Approach,” The American Statistician, 69, this issue.
63. D.Madigan,, and R.Wasserstein, (2014), “Statistics and Science: A Report of the London Workshop on the Future of the Statistical Sciences,” available at http://www.worldofstatistics.org/wos/pdfs/Statistics&Science-TheLondonWorkshopReport.pdf.
64. J.Manyika,, M.Chui,, B.Brown,, J.Bughin,, R.Dobbs,, C.Roxburgh,, and A.H.Byers, (2011), “Big Data: The Next Frontier for Innovation, Competition, and Productivity,” available at http://www.mckinsey.com/insights/business_technology/big_data_the_next_frontier_for_innovation.
65. M.McNutt, (2014), “Raising the Bar,” Science, 345, 9.
66. A.Moore,, and J.Kaplan, (2015), “Program Assessment for an Undergraduate Statistics Major,” The American Statistician, 69, this issue.
67. D.Moore, (2001), “Undergraduate Programs and the Future of Academic Statistics,” The American Statistician, 55, 1–6.
68. D.S.Moore,, G.W.Cobb,, J.Garfield,, and W.Q.Meeker, (1995), “Statistics Education Fin de siècle,” The American Statistician, 49, 250–260.
69. F.Mosteller,, and J.W.Tukey, (1977), Data Analysis and Regression: A Second Course, Boston, MA: Addison Wesley.
70. D.Nolan,, and J.Perrett, (2015), “Teaching and Learning Data Visualization: Ideas and Assignments,” available at http://arxiv.org/abs/1503.00781.
71. D.Nolan,, and T.Speed, (2000), Stat Labs: Mathematical Statistics Through Applications, New York: Springer.
72. ——— (1999), “Teaching Statistics Theory Through Applications,” The American Statistician, 53, 370–375.
73. D.Nolan,, and D.Temple Lang, (2009), “Approaches to Broadening the Statistics Curricula,” in Quality Research in Literacy and Science Education, eds. M. C. Shelley, L. D. Yore, and B. B. Hand, New York: Springer, pp. 357–381.
74. ——— (2010), “Computing in the Statistics Curriculum,” The American Statistician, 64, 97–107.
75. D.Nolan,, and D.Temple Lang, (2015a), “Explorations in Statistics Research: An Approach to Expose Undergraduates to Authentic Data Analysis,” The American Statistician, 69, this issue.
76. ——— (2015), Data Science in R: A Case Studies Approach to Computational Reasoning and Problem Solving, Boca Raton, FL: CRC Press.
77. W.I.Notz, (2015), “Vision or Bad Dream?,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
78. R.Peck,, B.Chance,, and A.Rossman, (2015), “Response to: `Mere Renovation Is Too Little Too Late: We Need To Rethink Our Undergraduate Curriculum From The Ground Up’,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
79. W.R.Pierie, (1986), “Guidelines for Bachelor Degree Curricula in Statistics: An Interim Report,” Amstat News, 126, pp. 23–26.
80. N.Reid,, B.Efron,, and C.Morris, (2003), “Is the Math Stat Course Obsolete?” available at https://www.amstat.org/sections/educ/MathStatObsolete.pdf.
81. J.Ridgway, (2015a), “Implications of the Data Revolution for Statistics Education,” International Statistical Review, in press.
82. —— (2015b), “Data Cowboys and Statistical Indians,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
83. M.A.Ritter,, R.R.Starbuck,, and R.V.Hogg, (2001), “Advice From Prospective Employers on Training BS Statisticians,” The American Statistician, 55, 14–18.
84. K.Saxe,, L.Braddy,, J.Bailer,, R.Farinelli,, T.Holm,, V.Mesa,, U.Treisman,, and P.Turner, (2015), “A Common Vision for Undergraduate Mathematical Science Programs in 2025,” available at http://www.maa.org/sites/default/files/pdf/ingenious/INGenIOuS-report.pdf.
85. R.L.Scheaffer,, and E.A.Stasny, (2004), “The State of Undergraduate Education in Statistics: A Report From the CBMS 2000,” The American Statistician, 58, 265–271.
86. B.Smucker,, and A.J.Bailer, (2015), “Beyond Normal: Preparing Undergraduates for the Work Force in a Statistical Consulting Capstone,” The American Statistician, 69, this issue.
87. D.J.Spiegelhalter, (2014), “The Future Lies in Uncertainty,” Science, 345, 264–265.
88. D.Starnes, (2015), “The AP Statistics Exam: An Insider's Guide to Its Distinctive Features,” CHANCE, 28, 28–37.
89. V.Stodden, (2015), “Reproducing Statistical Results,” Annual Review of Statistics and Its Applications, 2, 1–19.
90. T.Tarpey,, C.Acuna,, G.Cobb,, and R.DeVeaux, (2000), “Curriculum Guidelines for Bachelor of Arts Degrees in Statistical Science,” available at http://www.amstat.org/education/pdfs/BA-curriculum.pdf.
91. D.Temple Lang, (2015), “Authentic Data Analysis Experience,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
92. N.Tintle,, B.Chance,, G.Cobb,, S.Roy,, T.Swanson,, and J.VanderStoep, (2015), “Combating Anti-Statistical Thinking Using Simulation-Based Methods Throughout the Undergraduate Curriculum,” The American Statistician, 69, this issue.
93. J.Utts, (2015a), “The Many Facets of Statistics Education: 175 Years of Common Themes,” The American Statistician, 69, 100–107.
94. —— (2015b), “Challenges, Changes and Choices in the Undergraduate Statistics Curriculum,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
95. A.Wagaman, (2015), “Meeting Student Needs for Multivariate Data Analysis: A Case Study in Teaching a Multivariate Data Analysis Course With No Pre-Requisites,” available at http://arxiv.org/abs/1310.7141.
96. M.D.Ward, (2015), “Learning Communities and the Undergraduate Statistics Curriculum,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
97. R.Wasserstein, (2015), “Communicating the Power and Impact of Our Profession: A Heads up for the Next Executive Directors of the ASA,” The American Statistician, 69, 96–99.
98. H.Wickham, (2014), “Tidy Data,” Journal of Statistical Software, 59, 1–23, available at http://www.jstatsoft.org/article/view/v059i10
99. —— (2015), “Teaching Safe-Stats, Not Statistical Abstinence,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
100. C.Wild, (2015a), “On Locating Statistics in the World of Finding Out, International Statistical Review, in press.
101. —— (2015b), “Further, Faster, Wider,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
102. C.Wild,, and M.Pfannkuch, (1999), “Statistical Thinking in Empirical Enquiry,” International Statistical Review, 67, 223–248.
103. C.J.Wild,, M.Pfannkuch,, M.Regan,, and R.Parsonage, (2015), “Accessible Conceptions of Statistical Inference: Pulling Ourselves up by the Bootstraps,” International Statistical Review, in press.
104. K.Yamamoto, (2013), “Time to Play Ball,” Science, 340, 1375.
105. Y.Zhu,, L.M.Hernandez,, P.Mueller,, Y.Dong,, and M.R.Forman, (2013), “Data Acquisition and Preprocessing in Studies on Humans: What is Not Taught in Statistics Classes?” The American Statistician, 67, 235–241.
106. A.Zieffler,, and N.Justice, (2015), “Teardowns, Historical Renovation, and Paint-and-Patch: Curricular Changes and Faculty Development,’’ online supplement discussion of “Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up” by G. Cobb, The American Statistician, 69, this issue.
107. P.Zorn,, J.Bailer,, L.Braddy,, J.Carpenter,, W.Jaco,, and P.Turner, (2014), “The INGenIOuS Project: Mathematics, Statistics, and Preparing the 21st Century,” available at http://www.maa.org/sites/default/files/pdf/ingenious/INGenIOuS-report.pdf.