Modern Interdisciplinary University Statistics Education Proceedings of a Symposium (1994) / Chapter Skim
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Respondent What is Interdisciplinary Research?
Respondent What is Interdisciplinary Research?
Pages 98-109
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From page 98... ...
When I speak about multidisciplinarity, I mean people coming together, representing different disciplines, and somehow trying to work with one another but not necessarily changing their approach or adapting to the knowledge base or techniques of the other disciplines. This is not what I plan to talk about today.
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From page 99... ...
The exciting projects that ~ have been involved with are ones that {eke on that interdisciplinary character and go far beyond even a sustained consulting opportunity. ~ thought that some personal examples from the various speakers at this symposium would help to describe interdisciplinary activities to others and explain why we as statisticians find them exciting.
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From page 100... ...
This was interdisciplinary research, and it involved criminologists, social psychologists, sociologists, and statisticians. We were exploring how to understand victimization patterns in the United States, using data that had been collected as part of the National Crime Survey- a household survey launched in the 1970s under the sponsorship of what was then the Law Enforcement Assistance Administration and implemented by the Bureau of the Census.
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From page 101... ...
Further, we commissioned special background papers to try to draw together research ideas at the interface that would be explored at greater length. Finally, we went to the people at the National Center for Health Statistics who did the National Health Interview Survey, and we asked them if we could use their survey to focus our attention.
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From page 102... ...
~ did not actually plan to tell this story before coming here but ~ Mink it illustrates a number of themes evoked in this symposium, and it is a description of a very different kind of interdisciplinary activity that one does not normally associate with statistical education. ~ want to go back for just a moment to my third example, bilingual education programs, mainly because of the word design.
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From page 103... ...
We actually had two presentations that focused more on the first course In statistics; and indeed, throughout the discussions at this symposium there has been a tension between how to teach the Introductory courses versus where ~ the advanced statistics curriculum there is a place for serious applications. Ed Ro~man described features of the first course developed at the University of Michigan, and Laurie Snell has told us about Chance, his new first-course effort developed at Dartmouth College, but transported elsewhere.
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From page 104... ...
, and he was viewed by the science journalists as a statistician. What we did was to share with them several recent issues of Chance, and we were very fortunate because at that time David Moore had just put together Against All Odds, the wonderful Public Broadcasting System series.
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From page 105... ...
These may be wonderful data analytic ideas innovative, creative, and coming out faster than anybody can possibly keep up with but they do not constitute MIUSE. It is not even dynamic graphics, whether they involve formal analysis or the kind of summary display that Ed Rothman was drawing our attention to a little while ago.
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From page 106... ...
This does not mean that we do not have similar kinds of pressures; they just manifest themselves in a different form. There is another feature about how to do modern interdisciplinary university statistics education that we have addressed only in passing in this symposium, but ~ take the Carnegie Mellon example to illustrate my point.
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From page 107... ...
~ would encourage all of you to read a wonderful paper published in 1949 in Science, called "The Education of a Scientific Generalist." In this paper (Bode et al., 1949) , Hendrik Bode, Fred Mosteller, John Tukey, and Charlie Winsor described a curriculum that we today might label as the education of a statistical generalist, the student who is a problem solver and can move into new areas, learn the substance, work on difficult problems, and then move on, taking the lessons learned and putting them to work on fresh problems.
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From page 108... ...
People have asked me why, if a topic such as cognitive aspects of survey methodology is so terrific, we have not introduced it in our graduate curriculum at Carnegie Mellon. ~ must confess that even we at CMU have to work on developing modern interdisciplinary statistics education.
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From page 109... ...
1992. Assessing Evaluation Studies: The Case of Bilingual Education Strategies.
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