Undergraduate statistics curriculum: A large, unstructured, complex problem

Connie M. Borror, Roger L. Berger, Sue Lafond, Melanie Stull

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

In this article, we present an approach used to develop an undergraduate statistics curriculum. With the continually evolving workplace, graduates with statistics degrees are being called upon to fill many new and diverse roles in every type of enterprise. As a result, the undergraduate statistics curriculum must also evolve and equip new graduates with tools, methods, and problemsolving skills to meet new challenges in business, industry, nonprofit organizations, and government agencies. In our approach, we viewed curriculum development and implementation as a large, unstructured, and complex problem, the type of problem that is well suited to the use of statistical engineering for its solution. The development of this 4-year degree program is a work in progress, but an integral part of the program includes courses and opportunities for students to develop statistical engineering skills. Examples and recommendations are provided.

Original languageEnglish (US)
Pages (from-to)201-214
Number of pages14
JournalQuality Engineering
Volume24
Issue number2
DOIs
StatePublished - Apr 1 2012

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Curricula
Statistics
Industry
Students

Keywords

  • statistical engineering
  • use-inspired curriculum

ASJC Scopus subject areas

  • Safety, Risk, Reliability and Quality
  • Industrial and Manufacturing Engineering

Cite this

Undergraduate statistics curriculum : A large, unstructured, complex problem. / Borror, Connie M.; Berger, Roger L.; Lafond, Sue; Stull, Melanie.

In: Quality Engineering, Vol. 24, No. 2, 01.04.2012, p. 201-214.

Research output: Contribution to journalArticle

Borror, Connie M. ; Berger, Roger L. ; Lafond, Sue ; Stull, Melanie. / Undergraduate statistics curriculum : A large, unstructured, complex problem. In: Quality Engineering. 2012 ; Vol. 24, No. 2. pp. 201-214.
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