Newsletter for the Section on Statistical Education
Volume 6, Number 3 (Special Issue, 2000)
This is a special mailing to members of the Section to bring you up to date on outcomes of the Undergraduate Statistics Education Initiative and to solicit your comments on proposed Curriculum Guidelines for Undergraduate Programs in Statistical Science that may be forwarded to the ASA Board of Directors for consideration at their December meeting.
As many of you know, a Symposium on Undergraduate Education preceded JSM this year. The Symposium was well attended and included a thoughtful discussion of several position papers that were developed for the symposium. These papers have now been revised to reflect the discussion of issues raised at the Symposium. These revised papers form the foundation of the enclosed curriculum recommendations.
The Section on Statistical Education has been asked to endorse the enclosed recommendations and forward them to the ASA Board of Directors. At our Section business meeting in Indianapolis, the Executive Committee was authorized to conduct this special mailing, collect responses from the Section membership, and then decide whether or not to forward the curriculum guidelines to the ASA Board of Directors.
Time is of the essence -- should we make the decision to endorse and forward the guidelines, we would like to be able to have it considered at the December Board meeting. Please read the enclosed curriculum guidelines and send your comments and concerns to me by October 23 if you would like to have them considered by the Section Executive Committee when making its decision.
To send a comment or concern, you may send email to me at email@example.com (please put "USEI comment" as the subject line), fax to me at 805-756-1670, or send by mail to Roxy Peck, College of Science and Mathematics, Cal Poly, San Luis Obispo, CA 93407.
I enjoyed seeing many of you at the Stat Ed sessions and meetings at JSM in Indianapolis this year, and look forward to hearing from you on this important issue.
Roxy Peck, Chair
Section on Statistical Education
The supporting papers can be found on the ASA website at www.amstat.org/meetings/jsm/2000/ symposium.html
The American Statistical Association endorses the value of undergraduate programs in statistical science, both for statistical science majors and for students in other majors seeking a minor or concentration. This document provides guidelines for development of curricula for such programs. The ASA Center for Statistical Education can provide more detailed recommendations and examples of existing programs in a variety of institutions.
Undergraduate programs in statistics are intended to equip students with quantitative skills that they can employ and build on in flexible ways. Some students may plan graduate work in statistics or other fields, while others will seek employment after their first degree. Programs should be sufficiently flexible to accommodate varying goals. Undergraduate programs are not intended to train professional statisticians, though some graduates may reach this level through work experience and/or further study.
Institutions vary greatly in the type and intensity of programs they are able to offer. The ASA believes that almost all institutions can provide a level of statistical education that is useful to both students and employers. We encourage flexibility in adapting these guidelines to institutional constraints. In many cases, statistics minors or concentrations for quantitatively oriented students in fields such as biology, business, and behavioral and social science may be more feasible than a full statistics major.
Undergraduate statistics programs should emphasize concepts and tools for working with data and provide experience in designing data collection and in analyzing real data that go beyond the content of a first course in statistical methods. The detailed statistical content may vary, and may be accompanied by varying levels of study in computing, mathematics, and a field of application.
Though statistics requires mathematics for the development of its underlying theory, statistics is distinct from mathematics and uses many non-mathematical skills; thus, the curriculum must be more than a sequence of mathematics courses. It is essential that faculty trained in statistics and experienced in working with data be involved in developing statistics programs and in teaching or supervising courses required by the programs.
Effective statisticians at any level display a combination of skills that are not exclusively mathematical. Programs should provide some background in these areas:
The approach to teaching the following topics should:
Electives -- There are many electives that might be included in a statistics major. Since resources will vary among institutions the identification of what will be offered is left to the discretion of individual units.
Practice -- When possible the undergraduate experience should include an internship or a senior-level "capstone" course or a consulting experience of some kind or a combination of these. These and other opportunities to practice should be included in a variety of venues in an undergraduate program.
The core of a minor or concentration in statistics should consist of:
The number of credit hours for minors or concentrations will depend on the policies set by the academic units involved. Additional topics to complete the required number of credit hours could be chosen from some non-exhaustive list (e.g., mathematical statistics, design of experiments, categorical data analysis, time series, Bayesian methods, probability, database management, a capstone experience). Courses from other departments with significant statistical content might be allowed to count toward a statistics minor or concentration, though the content of such courses must differ substantially from the others.
The ASA's Center for Statistical Education (see http://www.amstat.org) has available more detailed recommendations on statistics programs, along with a list of model programs. These materials have been developed and are maintained by the Section on Statistical Education, in conjunction with other sections and committees of ASA. Those considering new or revised undergraduate statistics programs may contact the Center for Statistical Education for further information.
Comments and suggestions for the improvement of the newsletter are most welcome, and should be sent to a member of the editorial board.
Department of Mathematics & Statistics
Northwest Missouri State University
Maryville, Missouri 64468-6001
Fax: (660) 562-1188
Department of Educational Psychology
University of Minnesota
332 Burton Hall
128 Pillsbury Dr., S.E.
Minneapolis MN 55455
Fax: (612) 624-8241
Department of Mathematics and Computer Science
Grinnell IA 50112
Fax: (515) 269-4984
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