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Statistics in 2014: Reflections on the Occasion of the 175th anniversary of the American Statistical Association. Ronald L. Wasserstein, Executive Director, ASA. In this brief time together, I hope to. Convince you that it is a GREAT time to be a statistician
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Statistics in 2014: Reflections on the Occasion of the 175th anniversary of the American Statistical Association Ronald L. Wasserstein, Executive Director, ASA
In this brief time together, I hope to • Convince you that it is a GREAT time to be a statistician • That you should be very proud of what you do • Illustrate that there are many challenges for our profession, and that we are addressing them in a rich variety of ways • Inspire you with at least one thing you can do to join in addressing the challenges
Two themes drive ASA activities • Fully developing the ASA’s role as “The Big Tent for Statistics” • Increasing the visibility of the profession http://www.amstat.org/about/strategicplan.cfm
From these, three overlapping areas of focus emerged for 175th anniversary activities • Education • Impact • Growth
Education-related activities National PR Campaign Statistical Education of Teachers (SET) Qualifications for teaching the intro course in statistics Curriculum for undergraduate statistics majors Big data Professional development
Statisticians talking about their jobs • Here are two samples • Genevera Allen (https://www.youtube.com/watch?v=3IyNQmL0kRo) • Roger Peng • (https://www.youtube.com/watch?v=bpyoPqzrwfY)
You can help! • Be aware of the campaign and follow its progress • Share what you know about the PR campaign website with students, colleagues, professional networks, via social media, etc. • Use the materials in your classes • More opportunities to be involved coming in 2015 • Make it an INTERNATIONAL campaign • Contact the ASA’s PR Coordinator, Jeff Myers (jeffrey@amstat.org)
The Statistical Education of Teachers (SET) • Preparing pre-service teachers to effectively teach statistics • Writers: • Chris Franklin • AnnaBargagliotti • Tim Jacobbe • Gary Kader • RichardSchaeffer • DeniseSpangler
Preliminary content of SET (sneak preview!) • Teachers of all grade levels need to understand the “statistical process” • Preparation in statistics should be connected through the grade bands • Content at each grade band should progress teachers through the statistical investigative process
Preliminary recommendations of SET • SET recommends that elementary teachers take • A special section of an intro course, OR • An entire course in statistics content for teachers, OR • A reconfiguration of an existing content course for teachers to include at least 6 weeks of study of statistics and related ideas in probability
Preliminary recommendations of SET • SET recommends that middle school teachers take • A special section of an intro course, AND • A course focused on the statistical content they will be teaching using the GAISE framework as a model.
Preliminary recommendations of SET • SET recommends that high school teachers take • An introductory course that emphasizes modern data analysis, simulation approaches to inference using the appropriate technologies • A second course including randomization and classical procedures for inference • A statistical modeling course based on multiple regression
You can help! • Write to Chris Franklin at the University of Georgia if you have suggestions • Consider how to implement these ideas in your setting • Evaluate your institution’s connections with the teacher education program
ASA/MAA Joint Statement on the Qualifications for Teaching an Introductory Statistics Course http://www.amstat.org/education/pdfs/TeachingIntroStats-Qualifications.pdf
In the US, most undergraduate statistics courses are taught in departments other than departments of statistics • http://www.amstat.org/education/pdfs/TeachingIntroStats-Qualifications.pdf
The statement… • Encourages qualified instruction of the modern intro course • Describes what the modern intro course is • Describes what teachers of such courses need to know • Describes the minimum educational requirements
Ideally, a department considering hiring or selecting someone to teach an introductory statistics course should require a candidate to have at least a master’s degree with a strong concentration in statistics.
But because this is often not possible, the individual should have at a minimum at least the equivalent of • Two statistical methods courses, and • experience with data analysis beyond material taught in the introductory class
You can help! • Give the statement a good read • http://www.amstat.org/education/pdfs/TeachingIntroStats-Qualifications.pdf • Spread the word • Help others
The working group • Beth Chance (Cal Poly San Luis Obispo) • Stephen H. Cohen (National Science Foundation) • Scott Grimshaw (Brigham Young University) • Johanna Hardin (Pomona College) • Tim Hesterberg (Google) • Roger Hoerl (Union College) • Nicholas Horton (Amherst College, chair) • Chris Malone (Winona State University) • Rebecca Nichols (American Statistical Association) • Deborah Nolan (University of California, Berkeley)
Time for an update • Increasing importance of statistics • Growing number of bachelors level statistics graduates • Growing demand for undergraduate programs in statistics • A lot has changed since the current guidelines were developed
Preliminary recommendations • Not just a collection of unrelated tools • Tools for and experience with working with complex data • Work with data, ask good questions, communicate results well • Develop data, computing, and visualization skills
Preliminary recommendations • Effective statisticians at any level display an integrated combination of skills that are built upon statisticaltheory, mathematics, statistical application, computation, data manipulation, and communication.
Key skills • Statistical • Computational • Technological • Mathematical • Communicational
You can help! • Review the draft proposed guidelines, and send feedback to nhorton@amherst.edu • Review your current guidelines for minor and majors and consider changes to your curricula, and/or • prepare a submission for the special issue of the American Statistician on the undergraduate statistics curriculum http://www.amstat.org/news/2014TASspecialissue.cfm
ASA’s big data/data science initiative • Engagement with stakeholders • Curriculum development • Continuing professional development
Common professional development theme • The well-trained statistician needs to know how to “make it to the middle.”
This has led to a new direction for professional development in the ASA
Components of the PSD program • Communication: Speaking, presentation, consulting, listening, and writing • Collaboration: Team building, teamwork, and understanding personality types • Career Planning: Finding a challenging and rewarding position, goal setting, career advancement, negotiation, and strategic planning • Leadership: Influence, conflict resolution, and creative problem solving
For example, at JSM 2014 • “Preparing Statisticians for Leadership: How to See the Big Picture and Have More Influence” • “Effective Presentations for Statisticians” • “Strategic Career Management” • “Learning and Improving Skills to Become a More Effective Statistical Collaborator” • “From Idea to Publication: How to Get that Book Written” • “Career Development: Challenges and Opportunities for Statistical Innovation and Impact”
You can help! • Do your best to stay current on methods, applications, and pedagogy in your areas of expertise • Model professional development for your students • Remember that the non-technical skills you teach will be critical to students as well
Impact-related activities White papers Future of the Statistical Sciences Workshop International Prize in Statistics
White papers help drive research funding • Aimed at major research funders, addressing their priorities • Tell the story • Statisticians are vital partners in advancing science with their expertise in experimental design, inference, and quantifying uncertainty • Articulate the essential expertise statisticians can provide to help tackle our nation’s critical research priorities.
White papers • Discovery with Data: Leveraging Statistics with Computer Science to Transform Science and Society • Statistical Research and Training Under the BRAIN Initiative • Statistical Science: Contributions to the Administration’s Research Priority on Climate Change
You can help! • Volunteer to be on the writing team for future whitepapers. • Share the whitepapers (and read them – they are interesting and useful, and have classroom application)
Future of the Statistical Sciences http://bit.ly/londonreport
Aimed at non-statistical audiences • A great resource for statistical educators • Section 1: Case studies • Randomized controlled trials • The Bayesian paradigm and image processing • MCMC revolution • Statistics in court • Statistics, Genomics, and Cancer • After the Gold Rush: Kriging and Geostatistics • ‘Analytics’ in Sports and Politics
Section 2: Current Trends and Future Challenges in Statistics: Big Data • Section 3: Current Trends and Future Challenges in Statistics: Other Topics • Reproducibility crisis • Climate change • Updating the RCT • Statistics versus conventional wisdom • Section 4: Conclusion
You can help! • Share the link • Share the report with appropriate entities • Post a short note about the report with its link to your website • Send a copy to the statistics departments at universities in your country http://bit.ly/londonreport
An International Prize in Statistics http://statprize.org/
The prize will • Recognize major achievement in the field of statistics • Raise media and public awareness of the importance of statistics • Identify and support valuable insights and advancements
The International Prize Foundation • Susan Ellenberg, University of Pennsylvania (ASA) • David Madigan, Columbia University (IMS) • NeilsKeiding, University of Copenhagen (IBS) • Richard Laux, UK Statistics Authority (RSS) • Xuming He, University of Michigan (ISI) • Ron Wasserstein (ASA) – interim Secretary
The International Prize will (eventually) • Be a $1M prize • Awarded annually at one of the major statistics meetings • Be a big deal in the media