Facilitating Authentic Practice for Early Undergraduate Statistics Students

Abstract

In current curricula, authentic statistical practice generally only occurs in capstone projects undertaken by advanced undergraduate and Master’s students. We argue that deferring practice is a mistake: undergraduate students should achieve experience via repeated practice from their first years onward, to achieve heightened levels of confidence and competence prior to graduation. However, statistical practice is not a “one size fits all” enterprise: for instance, elements of a capstone experience, such as extensive data preprocessing, may be out of place in earlier practice settings due to less-experienced students’ relative lack of coding skill. We describe a course we have implemented at Carnegie Mellon University, currently open to second-year students, that provides a circumscribed opportunity for statistical practice that limits coding breadth, uses fully curated data, treats statistical learning models as “gray boxes” to be understood qualitatively, and provides open-ended semester-long projects that students pursue outside of class. We show how pre- and post-course assessment tests and retrospective surveys indicate clear gains in the students’ knowledge of, and attitudes toward, statistical practice. Given its clear benefits, we feel that statistics and data science programs should offer a course like the one we describe to all undergraduate students pursuing statistics and data science degrees.