The Complete Statistician -- Modernizing the Undergraduate Curriculum JSM [email protected] The...

The Complete Statistician -- Modernizing the Undergraduate Curriculum

JSM 2013 [email protected]

The Complete Statistician: Modernizing the Undergraduate Curriculum

Chris MaloneWinona State Teachers’ College

Winona, Minn. 55987

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=q3ETmAA9ABe5wM&tbnid=KYVBr3K_Ibo6LM:&ved=0CAUQjRw&url=http://www.rootsweb.ancestry.com/~mnwinbio/ch38.shtml&ei=xWAAUoa9FcecyQGMr4GQCg&bvm=bv.50310824,d.dmg&psig=AFQjCNE2BLOicyeOAz_rwzLqXzBLrEeBmw&ust=1375842879335890



The Complete Statistician: Modernizing the Undergraduate

Curriculum

Chris [email protected]

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=DsZGdyDCo5zK7M&tbnid=Nu4qs4V56TVxEM:&ved=0CAUQjRw&url=https://w3.winona.edu/events/EventList.aspx?view=EventDetails&eventidn=4733&information_id=11744&type=&rss=rss&ei=X20AUpzkF6idyQG72ICACw&bvm=bv.50310824,d.dmg&psig=AFQjCNG76kvvUOzACeLT3gKTkePU1GzBLA&ust=1375845979019895



Intr

o

Changing the font is

woefully insufficient,

i.e. need much more

than cosmetic changes

The Complete Statistician: Modernizing the Undergraduate

Curriculum

Chris [email protected]

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=DsZGdyDCo5zK7M&tbnid=Nu4qs4V56TVxEM:&ved=0CAUQjRw&url=https://w3.winona.edu/events/EventList.aspx?view=EventDetails&eventidn=4733&information_id=11744&type=&rss=rss&ei=X20AUpzkF6idyQG72ICACw&bvm=bv.50310824,d.dmg&psig=AFQjCNG76kvvUOzACeLT3gKTkePU1GzBLA&ust=1375845979019895



Intr

o Updating Computing

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=DAPYjC7UCQ3yVM&tbnid=5NTpUbLhPiCARM:&ved=0CAUQjRw&url=http://www.weinberg.northwestern.edu/alumni/crosscurrents/2009-spring-summer/articles/computers-northwestern-history.html&ei=QnIAUv3ENYamygGVt4D4Dg&bvm=bv.50310824,d.dmg&psig=AFQjCNFHWRcO0GFkAjEneAZTY7Mcfsq-tA&ust=1375847340854869



Intr



https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mqXwPKekHBXQKM&tbnid=d2W6pKmWxcGglM:&ved=0CAUQjRw&url=https://commons.wikimedia.org/wiki/File:Texas_Instruments_TI-30_electronic_calculator.JPG&ei=j2EAUtrVKoqpyAHwhYH4BA&bvm=bv.50310824,d.dmg&psig=AFQjCNF7jMK41rfaiqwRWuQbaqyj9aMGpA&ust=1375843084748189



Intr




http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S5-95xvv4b8NKM&tbnid=q9evg1WyEThB3M:&ved=0CAUQjRw&url=http://www.quicklink.tv/?page_id=452&ei=JnMAUuyiGsiMyQHXw4HYBQ&bvm=bv.50310824,d.dmg&psig=AFQjCNHZO8orAARR1QWSUfnbcm4LHv9myA&ust=1375847520889500



Intr


Updating computing far exceeds

“cutting out the calculations” or

teaching computing in “a class”



http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=S5-95xvv4b8NKM&tbnid=q9evg1WyEThB3M:&ved=0CAUQjRw&url=http://www.quicklink.tv/?page_id=452&ei=JnMAUuyiGsiMyQHXw4HYBQ&bvm=bv.50310824,d.dmg&psig=AFQjCNHZO8orAARR1QWSUfnbcm4LHv9myA&ust=1375847520889500



Obs

tacl

es Blog / Listserv: High school teacher was requesting information regarding undergraduate statistics programs



Blog / Listserv: High school teacher was requesting information regarding undergraduate statistics programs

A response from a colleague who will remain nameless: “I think most statisticians would suggest getting an undergraduate degree in math or some other quantitative field. … An undergraduate degree in statistics is not really optimal for graduate study in stat at most institutions. “

Obs

tacl

es





Obs

tacl

es

Saayyyy whaaaat?





Obs

tacl

es

Do other disciplines that use math say this?

Saayyyy whaaaat?



Mini-meconceptO

bsta

cles



Mini-meconcept

Audience

Obs

tacl

es

Undergraduate vs. Graduate Enrollments, 5:1 ratio



Mini-meconcept

Audience

Obs

tacl

es

Undergraduate vs. Graduate Enrollments, 5:1 ratio



Bachelors Masters PhD

Deg

rees

What about degrees in other fields?




Deg

rees





Deg

rees





Deg

rees





Deg

rees

McKinsey Report estimates a shortage of 140,00 – 190,000 people with deep analytical skills





Deg

rees






Deg

rees






Deg

rees





Exis

ting

Math (20)

Calculus ICalculus IICalculus III

Linear Algebra

Proof

Core (21) Electives (12) Computing (3)Stat I and II

Modeling I and IIProbability

CapstoneMath/Stat I and II

Data ManagementConsulting

Study Design

MultivariateModern Methods

Biostatisticsetc.



Exis

ting

Math (20)


Linear Algebra

Proof





Study Design


Biostatisticsetc.



Stud

y #1

> Study #1: Spring 2011 – Summer 2012

> Survey and personal interviews

> Interviewed over 19 representatives with varying backgrounds from healthcare, manufacturing, retail, and product distribution sectors of industry.

> Survey of individuals (n ≈ 35) from academia and industry ranked a total of 10 program level outcomes separately for employment (E) and graduate school (G)



Statistical methodology in an application

Technical and non-technical

communication

More Important

Less Important

Stud

y #1

Outcomes preferred for employment



Understanding of probability and

statistical inference.

Stud

y #1

Statistical methodology in an application

Technical and non-technical

communication

More Important

Less Important

Outcome preferred for grad schools

Outcomes preferred for employment



Stud

y #2

> Study #2: Fall 2012 – Summer 2013

> Thorough review of n=131 data science/analytics job postings. > Required skills were summarized into three main themes - Content knowledge - Computing skills - Professional skills



Stud

y #2



> Study #2, con’t

> Review of existing data science programs (n=114) - 6 programs offer some level of training for undergraduates - None of these 6 were rooted in statistics - Required number of statistics courses ranged from 1 - 4

Stud

y #2



> Study #2, con’t

> Review of existing data science programs (n=114) - 6 programs offer some level of training for undergraduates - None of these 6 were rooted in statistics - Required number of statistics courses ranged from 1 - 4

Stud

y #2



Statistics ComputerScience

Stud

y #2



Statistics ComputerScience

ComputerScience

Statistics

Stud

y #2

http://www.google.ca/url?sa=i&rct=j&q=ying%20yang&source=images&cd=&cad=rja&docid=iTpxsINkrlPUvM&tbnid=_J20m4tlSfCLkM:&ved=0CAUQjRw&url=http://www.tumblr.com/tagged/yingyang&ei=UoYBUpWnCbjH4APHs4GADw&bvm=bv.50310824,d.dmg&psig=AFQjCNFsY3SBgHb3GpG0nUgTeJrGPhEAXg&ust=1375918005568751





Math (20)


Linear Algebra

Proof





Study Design


Biostatisticsetc.

Dat

a Sc

ienc

e



Math (20)


Linear Algebra

Proof





Study Design


Biostatisticsetc.

Dat

a Sc

ienc

e



Math (20)


Linear Algebra

Proof


Modeling I and II

Capstone


Study Design


Biostatisticsetc.

Dat

a Sc

ienc

e

Probability



Math (20)


Linear Algebra

Proof


Modeling I and II

Capstone


Study Design


Biostatisticsetc.

Dat

a Sc

ienc

e



Math (20)


Linear AlgebraCore (21) Electives (12) Computing (3)

Stat I and IIModeling I and II

Capstone


Study Design


Biostatisticsetc.

Dat

a Sc

ienc

e



Math (20)Linear Algebra


Modeling I and II

Capstone


Study Design


Biostatisticsetc.

Dat

a Sc

ienc

e



Math (6)Linear Algebra

Core (15) Professional (9) Computing (12)Stat I and II

Modeling I and IICapstone / Internship Data Management

Consulting

Dat

a Sc

ienc

e

Algorithms I and IIData Visualization

Research PrepApplied Calculus

Modern Methods

Interdisciplinary Component (12)

Business Computer Science Healthcare Statistics

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=jpaTVzEJdU9YhM&tbnid=FpVR5pSTkf9DHM:&ved=0CAUQjRw&url=http://www.42bis.nl/2013/03/inspector-gadget-wat-is-het-en-wat-is-hot/&ei=Q7z_UeXID6T-4AOfqIGwDg&bvm=bv.50165853,d.dmg&psig=AFQjCNEt-ngBH2weWTNbVbi6YwWMmANrTg&ust=1375800696695007



Fina

l Th

ough

ts

> We must value the undergraduate degree

> The potential to “increase the pipeline” is tremendous; however, history suggests our existing curriculum may in fact hinder our ability to accomplish this goal. e.g. Read the 1950 ASA Presidential Address by Wilks or 1983 paper by Minton



Fina

l Th

ough

ts

> We must value the undergraduate degree

> The potential to “increase the pipeline” is tremendous; however, history suggests our existing curriculum may in fact hinder our ability to accomplish this goal. e.g. Read the 1950 ASA Presidential Address by Wilks or 1983 paper by Minton

> Undergraduate curriculum should serve the masses, not the select few who decide to pursue graduate school

> Admission requirements for graduate programs may need to be more flexible e.g. first criteria often considered is their grade in the math/stat course



Fina

l Th

ough

ts

"Those who say it cannot be done, should not get in the way of those who are doing it." William Wallace

P. S. Winona State is hiring for August 2014. Help pass the word around – or better yet apply.

Thank You!

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The Complete Statistician -- Modernizing the Undergraduate Curriculum JSM [email protected] The...

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