*By Johanna Hardin, Pomona College, and Nicholas J. Horton, Amherst College*

As statisticians in mathematics departments, we have both spent many department meetings, departmental reviews, and water-cooler conversations discussing the merits of various different curricular decisions with respect to the calculus sequence (“Why not take linear algebra before calculus III??”), upper division electives (“But those classes are needed for graduate school!”), and number and order of courses required for the mathematics major/minor. Recently, more of those discussions have related to critical components of the statistics curriculum, and how courses from mathematics ensure that statistics students have a solid quantitative foundation. These kinds of conversations reinforce the fact that there are strong connections between mathematics and statistics, and these connections can and do affect decisions about undergraduate curricula.

More generally, this is an exciting time to be in a quantitative field. The amount of data available is staggering and there is no end to the need for models that harness the deluge of information presented to us every day. Mathematicians, Statisticians, Data Scientists, and Computer Scientists will all play substantial roles in moving quantitative ideas forward in a new data driven age. To be clear, there are challenges as well as opportunities in what lies ahead, and how we move forward – particularly with respect to training the next generation of mathematical, statistical, and computational scientists – requires deep and careful thought.

The goal of this blog post is to share some of the recent pedagogical ideas in statistics with our mathematician colleagues with whom we – as statisticians – are intimately engaged in building curricula. We hope that the description of the recent developments will open up larger conversations about modernizing both statistics and mathematics curricula. Many of the ideas below on engaging students in and out of the classroom, connecting courses in sequence or in parallel, and assessing new programs are relevant to all of us as we work to better our own classrooms.

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