Modern Interdisciplinary University Statistics Education Proceedings of a Symposium (1994) / Chapter Skim
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Pages 117-130
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From page 117... ...
that we have to move upstream, look at our mathematical statistics courses at the undergraduate level, and use some of the methods that have been discussed here, for example, ask people to work in teams so that they can expect more of that when they get to graduate school. Of course, the other problem is that the faculty are not trained this way either, and so it is a tremendous job to change their thinking.
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From page 118... ...
ANTONTAK: Having taught for many years, ~ have to agree. In a parallel field, how do medical schools prepare doctors to recognize that they might possibly make the wrong diagnosis, or make the right diagnosis and provide the wrong treatment, and that in both cases, the patient will die?
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From page 119... ...
If you think what we say here is right, make some changes. SOLOMON: ~ declined John Tucker's earlier invitation to talk about the statistics department at North Carolina State University, but instead ~ am going to do a little marketing for the Journal of Statistics Education.
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From page 120... ...
There are some brochures outside at the registration table, and there is going to be a poster session at the Joint Statistical Meetings in which the Journal of Statistics Education managing editor and the editor will actually demonstrate with a computer how to access the journal and let you see what it looks like on-line. I would be happy to tale privately to anybody who is interested in more information.
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From page 121... ...
Other people have taught it; for example, Tom Moore has taught it at Grinnell and Bill Peterson has taught it at Middlebury, and they have followed a somewhat less crazy route by picking three or four topics, such as quality control or streaks in sports, so that to some extent they can prepare that material ahead of time. On the other hand, their courses were actually part of a writing curriculum course that, they said, was really murder; to try to do two things like this at once is just astronomically difficult.
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From page 122... ...
So it is not clear that the first year is the best time to do it; in that ~ agree with you. SOLOMON: We at North Carolina State University have added the requirement; we have had for some time a second course in methods.
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From page 123... ...
The only problem is that students do not necessarily understand all the details, and so we tell them, "If you can understand the first ten minutes, you are doing fine; do not worry about it." SOLOMON: We at NCSU are large enough that we can afford to offer quite a variety of courses, and at the graduate level we have introduced over the years a number of courses called Applied X, for example, applied time series, applied whatever, with the target audience being graduate students from other disciplines. But who is taking those courses?
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From page 124... ...
But if you go out and do a real project, it comes up all the time in disguise. The notion of social values defining how fields structure their language and their investigations, and how public policy making is structured is something that nobody talks about in statistics journals and professional meetings, let alone with statistics students.
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From page 125... ...
There are no issues with them. We spend a lot of time talking about cutting corners, which ~ fee} is a much more serious threat to the progress of science, and about how to identify the lesser sins: mainly, not telling people about all the things that went wrong in your experiments, or about how much you are leaving out that might reflect badly on the initial design, or when in the course of the work you the statistician or you the investigator actually came up with the hypothesis that you present with a P-value.
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From page 126... ...
BAlLAR: We at McGill spend an hour, sometimes two hours, talking about sharing data, during which ~ always cite the National Research Council's nice report Sharing Research Data (NRC, 19851. lAIME GRABINSKY: Many times when we are teaching civil engineers, mechanical engineers, or physicists, we do not present the problems that really are of concern to them.
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From page 127... ...
~ do all of my current teaching win somebody who is now regarded as so brilliant Mat everybody would give him tenure, no problem, but he had a lot of trouble getting into graduate school because he really was interested In ideas and not specific facts. Beferences Miller, J
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From page 129... ...
Appendices
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Key Terms
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