Modern Interdisciplinary University Statistics Education Proceedings of a Symposium (1994) / Chapter Skim
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Modernizing Graduate Programs in Statistics-Case Study
Modernizing Graduate Programs in Statistics-Case Study
Pages 91-97
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From page 91... ...
All want individuals who have strong theoretical knowledge in statistics and probability; who have strong statistical computing and simulation skills; who know how to model substantive complex problems; and who are adept at using a wide spectrum of the methods in the ever-growing data analytic tool box in statistics; who have strong communication skills; who are nimble problem solvers; who are able to formulate real problems in interdisciplinary projects and not lose sight of those problems; who are well trained in the art and science of consulting; and many more things. We are talking about producing a student today who knows everything about everything, and that is not easy to do.
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From page 92... ...
The need for change is equally true for undergraduate education, and not only for graduate education. Changes are also needed in undergraduate service education, but it is much easier to reinvent or redesign service courses partly because there is little vested interest in the existing service courses.
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From page 93... ...
in so doing, we have made substantive changes over the last four years in the Ohio State statistics PhD program. First, many graduate students are needed to teach in their very first quarter at OSU because the new resources recently obtained from the university for teaching the general-curriculum statistics courses require a large number of teaching assistants.
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From page 94... ...
The idea is that once they have taken this course in year one, and have also gone through the mathematical statistics sequence in year one and have taken the probability sequence in year two, they will start taking some of the advanced topics courses in year two and year three in which they can choose, if they want, to learn multivariate or linear models or design of 94
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From page 95... ...
First, first-year graduate students often want everything to be very structured, perhaps partly because it is such a big transition from an undergraduate program. They want to know what the course is going to cover and how grades will be determined.
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From page 96... ...
1noustry must also ne a full partner in the process, because otherwise it will not be possible to implement these interdisciplinary facets. Before ~ close, ~ must acknowledge that some problems exist in the basic statistics educational curriculum at Ohio State.
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From page 97... ...
At Ohio State faculty are informed that those who help in the consulting projects have something in it for them. Those projects are usually funded ones, and when the money comes to the consulting service it basically is money that can be used for whatever educational purposes we want.
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