There is a growing feeling in the statistical community that significant changes must be made in statistical education. Statistical education has traditionally focused on developing knowledge and skills and assumed that students would create value for the subject in the process. This approach hasn't worked. It is argued that we can help students better learn statistical thinking and methods and create value for its use by focusing both the content and delivery of statistical education on how people use statistical thinking and methods to learn, solve problems, and improve processes. Learning from your experiences, by using statistical thinking in real-life situations, is an effective way to create value for a subject and build knowledge and skills at both the graduate and undergraduate levels. The learnings from psychology and behavioral science are also shown to be helpful in improving the delivery of statistical education.

What's Missing in Statistical Education?

• Robotics is currently an $8 billion industry globally, comprised mainly of industrial robots for welding, painting and assembly line tasks. According to The United Nations Economic Commission for Europe (UNECE) World Robotics survey, the worldwide demand for robots increased by 25 percent in 2003. The UNECE report predicts that the biggest growth over the next three years will be in domestic rather than industrial robots.

Industry, Statistics in

Engineers perform experiments and analyze data as an integral part of their job regardless of whether they have learned statistics. But those that have are likely to be more effective engineers. The fact that many engineers have only recently “discovered” statistics suggests that we need to reconsider our approach to teaching this important science. I report on our experience teaching engineers using an approach that integrates statistics into engineering practice. Examples of course structure and curricula for both university and professional industrial courses are discussed. Special teaching methods are presented that help engineers understand that statistics can help them solve their problems.

Teaching Statistics to Engineers

The future of statistics in business and industry has been widely discussed in the literature recently. This article narrows the focus to the future of statistics as it applies specifically to quality improvement. The authors contend that the field of s..

Statistical Thinking and Methods in Quality Improvement: A Look to the Future

Education in statistics is preparing for statistical analysis but not necessarily for statistical consulting. The objective of this paper is to explore the phases that precede and follow statistical analysis. Specifically these include: problem elicitation, data collection and, following statistical data analysis, formulation of findings, and presentation of findings, and recommendations. Some insights derived from a literature review and real-life case studies are provided. Areas for joint research by statisticians and cognitive scientists are outlined.

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Aspects of statistical consulting not taught by academia

Preparing Statisticians for Careers in Industry: Report of the ASA Section on Statistical Education Committee on Training of Statisticians for Industry

Ronald R. Hocking

Papers

Preparing Statisticians for Careers in Industry: Report of the ASA Section on Statistical Education Committee on Training of Statisticians for Industry