In the last ten years, the Statistics field has seen a simultaneous explosion in general interest, students taking Advanced Placement Statistics, number of undergraduate majors, media exposure, and industry opportunities. Coupled with the seemingly weekly introduction of new statistical computing/data management tools and Data Science taking front center stage, it's certainly time to stop and self-reflect. As a field, what are we doing? More importantly, what should we be doing? That said, how on earth should we do it?
The National Academies of Science, Engineering, and Medicine recently finished a two-year study on Envisioning the Data Science Discipline: The Undergraduate Perspective and is in the midst of a series of Post Secondary Data Science Education Round Table meetings. Drawing from that work and the recent Guidelines for Assessment and Instruction in Statistics Education recommendations, we'll give an overview of the national landscape in statistics and data science undergraduate education at a curricula/program level. We'll emphasize general challenges for both four-year universities and two-year colleges and highlight some creative solutions for addressing demand, building data acumen, interdisciplinary projects, diverse academic backgrounds, infrastructure constraints, and the recruitment and retainment of underrepresented minorities.