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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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DATA SCIENCE

FOR UNDERGRADUATES

OPPORTUNITIES AND OPTIONS

Committee on Envisioning the Data Science Discipline:
The Undergraduate Perspective

Computer Science and Telecommunications Board
Board on Mathematical Sciences and Analytics
Committee on Applied and Theoretical Statistics
Division on Engineering and Physical Sciences

Board on Science Education
Division of Behavioral and Social Sciences and Education

A Consensus Study Report of

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THE NATIONAL ACADEMIES PRESS
Washington, DC
www.nap.edu

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001

This activity was supported by Award No. 1626983 from the National Science Foundation (Directorate for Computer and Information Science and Engineering; Directorate for Education and Human Resources; Directorate for Mathematical and Physical Sciences/Division of Mathematical Sciences; and Directorate for Social, Behavioral and Economic Sciences). Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

International Standard Book Number-13: 978-0-309-47559-4
International Standard Book Number-10: 0-309-47559-7
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Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. https://doi.org/10.17226/25104.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
×

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The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president.

The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. C. D. Mote, Jr., is president.

The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine.

Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Image

Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task.

Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies.

For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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COMMITTEE ON ENVISIONING THE DATA SCIENCE DISCIPLINE: THE UNDERGRADUATE PERSPECTIVE

LAURA HAAS, NAE,1 University of Massachusetts Amherst, Co-Chair

ALFRED O. HERO III, University of Michigan, Co-Chair

ANI ADHIKARI, University of California, Berkeley

DAVID CULLER, NAE, University of California, Berkeley

DAVID DONOHO, NAS,2 Stanford University

E. THOMAS EWING, Virginia Polytechnic Institute and State University

LOUIS J. GROSS, University of Tennessee, Knoxville

NICHOLAS J. HORTON, Amherst College

JULIA LANE, New York University

ANDREW MCCALLUM, University of Massachusetts Amherst

RICHARD MCCULLOUGH, Harvard University

REBECCA NUGENT, Carnegie Mellon University

LEE RAINIE, Pew Research Center

ROB RUTENBAR, University of Pittsburgh

KRISTIN TOLLE, Microsoft Research

TALITHIA WILLIAMS, Harvey Mudd College

ANDREW ZIEFFLER, University of Minnesota, Minneapolis

Staff

MICHELLE K. SCHWALBE, Director, Board on Mathematical Sciences and Analytics (BMSA), Study Director

JON EISENBERG, Director, Computer Science and Telecommunications Board (CSTB)

BEN WENDER, Director, Committee on Applied and Theoretical Statistics

AMY STEPHENS, Program Officer, Board on Science Education

LINDA CASOLA, BMSA, Associate Program Officer and Editor

RENEE HAWKINS, CSTB, Financial Manager

JANKI PATEL, CSTB, Senior Program Assistant

___________________

1 Member, National Academy of Engineering.

2 Member, National Academy of Sciences.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
×

COMPUTER SCIENCE AND TELECOMMUNICATIONS BOARD

FARNAM JAHANIAN, Carnegie Mellon University, Chair

LUIZ ANDRÉ BARROSO, Google, Inc.

STEVEN M. BELLOVIN, NAE,1 Columbia University

ROBERT F. BRAMMER, Brammer Technology, LLC

DAVID CULLER, NAE, University of California, Berkeley

EDWARD FRANK, Cloud Parity, Inc.

LAURA HAAS, NAE, University of Massachusetts Amherst

MARK HOROWITZ, NAE, Stanford University

ERIC HORVITZ, NAE, Microsoft Corporation

VIJAY KUMAR, NAE, University of Pennsylvania

BETH MYNATT, Georgia Institute of Technology

CRAIG PARTRIDGE, Raytheon BBN Technologies

DANIELA RUS, NAE, Massachusetts Institute of Technology

FRED B. SCHNEIDER, NAE, Cornell University

MARGO SELTZER, Harvard University

MOSHE VARDI, NAS2/NAE, Rice University

Staff

JON EISENBERG, Director

LYNETTE I. MILLETT, Associate Director

EMILY GRUMBLING, Program Officer

KATIRIA ORTIZ, Associate Program Officer

RENEE HAWKINS, Financial and Administrative Manager

JANKI PATEL, Senior Program Assistant

SHENAE BRADLEY, Administrative Assistant

___________________

1 Member, National Academy of Engineering.

2 Member, National Academy of Sciences.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
×

BOARD ON MATHEMATICAL SCIENCES AND ANALYTICS

STEPHEN M. ROBINSON, NAE,1 University of Wisconsin, Madison, Chair

JOHN R. BIRGE, NAE, University of Chicago

W. PETER CHERRY, Independent Consultant

DAVID CHU, Institute for Defense Analyses

RONALD R. COIFMAN, NAS,2 Yale University

JAMES CURRY, University of Colorado Boulder

CHRISTINE FOX, Johns Hopkins Applied Physics Laboratory

MARK L. GREEN, University of California, Los Angeles

PATRICIA A. JACOBS, Naval Postgraduate School

JOSEPH A. LANGSAM, Morgan Stanley (Retired)

SIMON A. LEVIN, NAS, Princeton University

ANDREW W. LO, Massachusetts Institute of Technology

DAVID MAIER, Portland State University

LOIS CURFMAN MCINNES, Argonne National Laboratory

FRED S. ROBERTS, Rutgers, The State University of New Jersey

ELIZABETH A. THOMPSON, NAS, University of Washington

CLAIRE TOMLIN, University of California, Berkeley

LANCE WALLER, Emory University

KAREN WILLCOX, Massachusetts Institute of Technology

DAVID YAO, NAE, Columbia University

Staff

MICHELLE K. SCHWALBE, Director

BEN WENDER, Program Officer

LINDA CASOLA, Associate Program Officer and Editor

BETH DOLAN, Financial Manager

RODNEY N. HOWARD, Administrative Assistant

___________________

1 Member, National Academy of Engineering.

2 Member, National Academy of Sciences.

Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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COMMITTEE ON APPLIED AND THEORETICAL STATISTICS

ALFRED O. HERO III, University of Michigan, Chair

ALICIA CARRIQUIRY, NAM,1 Iowa State University

MICHAEL J. DANIELS, University of Florida

KATHERINE BENNETT ENSOR, Rice University

AMY HERRING, Duke University

NICHOLAS J. HORTON, Amherst College

DAVID MADIGAN, Columbia University

JOSÉ M.F. MOURA, NAE,2 Carnegie Mellon University

NANCY REID, NAS,3 University of Toronto

CYNTHIA RUDIN, Duke University

AARTI SINGH, Carnegie Mellon University

Staff

BEN WENDER, Director

LINDA CASOLA, Associate Program Officer and Editor

BETH DOLAN, Financial Manager

RODNEY N. HOWARD, Administrative Assistant

___________________

1 Member, National Academy of Medicine.

2 Member, National Academy of Engineering.

3 Member, National Academy of Sciences.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
×

BOARD ON SCIENCE EDUCATION

ADAM GAMORAN, William T. Grant Foundation, Chair

SUNITA V. COOKE, MiraCosta College

MELANIE COOPER, Michigan State University

RODOLFO DIRZO, NAS,1 Stanford University

RUSH D. HOLT, American Association for the Advancement of Science

MATTHEW KREHBIEL, Achieve, Inc.

MICHAEL LACH, University of Chicago

LYNN LIBEN, Pennsylvania State University

CATHRYN (CATHY) MANDUCA, Carleton College

JOHN MATHER, NAS, NASA Goddard Space Flight Center

TONYA M. MATTHEWS, Michigan Science Center

BRIAN REISER, Northwestern University

MARSHALL (MIKE) SMITH, Carnegie Foundation for the Advancement of Teaching

ROBERTA TANNER, Thompson School District (Retired)

SUZANNE WILSON, Michigan State University

Staff

HEIDI SCHWEINGRUBER, Director

KERRY BRENNER, Senior Program Officer

MARGARET HILTON, Senior Program Officer

KENNE DIBNER, Program Officer

AMY STEPHENS, Program Officer

MATTHEW LAMMERS, Program Coordinator

LETICIA GARCILAZO GREEN, Senior Program Assistant

MARGARET KELLY, Senior Program Assistant

COREETHA ENTZMINGER, Program Assistant

___________________

1 Member, National Academy of Sciences.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Preface

The National Academies of Sciences, Engineering, and Medicine established the Committee on Envisioning the Data Science Discipline: The Undergraduate Perspective to set forth a vision for the emerging discipline of data science at the undergraduate level (see Box P.1 for the committee’s statement of task).

This study was sponsored by the National Science Foundation. The Committee on Envisioning the Data Science Discipline: The Undergraduate Perspective (see Appendix A for biographical sketches of the committee members) conducted a number of information-gathering activities and engaged a broad community in its conversations to address the statement of task shown in Box P.1 (see Appendix B for a list of the presentations given during these meetings and Appendix C for a list of those who contributed). In December 2016, the committee met to discuss possible future directions based on progress with current data science programs; societal implications of the evolving field of data science; approaches to expand diversity and inclusion in data science among students, staff, and topic areas; and perspectives on envisioning the future of data science for undergraduates. In April 2017, the committee organized a webinar to collect further input from the public on topics of importance for this study.

In May 2017, the committee convened a workshop in which participants discussed educational models to build relevant foundational, translational, and professional skills for data scientists in various roles; the use of high-impact educational practices in the delivery of data science education; and strategies for broad participation in data science educa-

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
×

tion that rely on formal modes of evaluation and assessment. Participants focused on the ways in which students, institutions, and programs could change in the coming decade, as well as how these changes will affect future plans for data science education.

The committee also held nine webinars throughout fall 2017 as another means to engage the public in conversations about various aspects of data science education, which addressed the following topics:

  1. Building data acumen;
  2. Incorporating real-world applications;
  3. Training faculty and developing curriculum;
  4. Enhancing communication and teamwork skills;
  5. Fostering interdepartmental collaboration and institutional organization;
  6. Considering ethics;
  7. Assessing and evaluating data science programs;
  8. Emphasizing diversity, inclusion, and increased participation; and
  9. Exploring 2-year colleges and institutional partnerships.
Page xiii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Although these nine webinars focused specifically on applications to data science programs, many of the discussions highlighted best practices relevant for all types of academic programming. The committee met for a final session in December 2017 to prepare for the writing of this report. During this session, the committee synthesized discussions from the webinar series and results from activities under way in the data science community. This final report, which was preceded by a September 2017 interim report, explores key questions about the future of the field of data science.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Acknowledgments

This Consensus Study Report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published report as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

We thank the following individuals for their review of this report:

Richard (Dick) De Veaux, Williams College,

Natalie M. Evans Harris, BrightHive,

Charles Isbell, Jr., Georgia Institute of Technology,

Iain Johnstone, NAS,1 Stanford University,

Brian Kotz, Montgomery College,

Peter Norvig, Google, Inc.,

Renata Rawlings-Goss, South Big Data Regional Innovation Hub and Georgia Institute of Technology,

Ali Sayed, NAE,2 University of California, Los Angeles,

Margo Seltzer, Harvard University, and

Sharon Wood, NAE, University of Texas, Austin.

___________________

1 Member, National Academy of Sciences.

2 Member, National Academy of Engineering.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2018. Data Science for Undergraduates: Opportunities and Options. Washington, DC: The National Academies Press. doi: 10.17226/25104.
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Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations presented in the report, nor did they see the final draft of the report before its release. The review of this report was overseen by Alicia L. Carriquiry, NAM,3 Iowa State University. She was responsible for making certain that an independent examination of this report was carried out in accordance with the standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the authoring committee and the National Academies.

The committee would like to thank Andy Burnett from Knowinnovation for facilitating the committee’s May 2017 workshop as well as the following staff members from the National Science Foundation for their input, assistance, and support of this study: Stephanie August, Chaitan Baru, Eva Campo, Vandana Janeja, Nandini Kannan, Sara Kiesler, Gabriel Perez-Giz, Earnestine Psalmonds-Easter, and Elena Zheleva. The committee would also like to thank the many individuals who provided input to this study; the full list of these individuals is included in Appendix C.

___________________

3 Member, National Academy of Medicine.

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Data science is emerging as a field that is revolutionizing science and industries alike. Work across nearly all domains is becoming more data driven, affecting both the jobs that are available and the skills that are required. As more data and ways of analyzing them become available, more aspects of the economy, society, and daily life will become dependent on data. It is imperative that educators, administrators, and students begin today to consider how to best prepare for and keep pace with this data-driven era of tomorrow. Undergraduate teaching, in particular, offers a critical link in offering more data science exposure to students and expanding the supply of data science talent.

Data Science for Undergraduates: Opportunities and Options offers a vision for the emerging discipline of data science at the undergraduate level. This report outlines some considerations and approaches for academic institutions and others in the broader data science communities to help guide the ongoing transformation of this field.

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