Master’s Notebook
Myriad Questions About Graduate
Education in Statistics, Biostatistics
Keith Crank, ASA Assistant Director for Research and Graduate Education
I
n December, I wrote about the professional sci- matter whether the student is major-
ence master’s degree. This month, I want to dis- ing in statistics or biostatistics?
cuss (or at least raise questions about) regular Of course, a degree in statis-
master’s and PhD programs. In particular, what tics should include courses in
should they look like? Are they changing to meet statistics. Which ones should
the changes in technology? Is there a “one size fits be required of all students, and
all” program, or should different universities which should be optional? How
offer different programs that meet the currcurrent ent ara e the courses being
needs of different sectors of business, offeroffereed? Are master’s stu-
industry, and government? And what is the dents still taught the sameden
difference between a statistics degree and a techniques they wtec ere 30
biostatistics degree? years ago? Or, have the
Let me start on the math side. What mathemat-hemat- courses kept up withc
ics (including probability) should someone with a with a currc ent methodology? If
master’s degree in statistics or biostatistics be be courses havc e been added, have
expected to know? Should more be expect- they been added in an ad hoc th
ed from someone with a PhD? Should the mannerma , or has the entire cur-
requirements be different for a statistics riculum been rriculum econsidered?
degree than for a biostatistics degree? When Many deparany d tments offer
I was working on my PhD, probability and d multiple tracks at themultiple
statistics were still viewed as closely related dis-s- master’s lev le el. What are
ciplines. However, in recent years, these two wo some rsome reasonable tracks?eas
disciplines have grown apart. How muchh How many students doesw man
probability is needed to understand and use a pra program need toogr
statistics? What about other math classes? make multiple tracksmake m
Is knowledge of linear algebra and calculus viable? Hviable? ow many
sufficient? Or, is a high-level analysis course e faculty members arfaculty m e
also necessary? needed to make mul-
Computation plays a big role in doing statistics. tiple tracks viable?
And I think it’s clear that statistics and biostatistics In this column, I
students need to take courses in computing. But, have raised a lot of
how many courses are needed, and what should questions without sug-
those courses look like? Is it necessary to teach the gesting many answers. And I’m
details of all the major statistical packages? (And going to end with a few more. Are the
what are the major statistical packages?) Is it suf- questions I’ve raised relevant? Are sta-
ficient to give a broad overview of these packages, tistics programs keeping up with the times,
but expect students to learn details when they need or are they doing what they have always
them? Do master’s-level students need different done? Are these discussions already going on? If so,
exposure than PhD students? have they happened in the recent past?
Consulting experience is important for master’s- To contact me, send an email to keith@amstat.
level students and is a degree requirement in most org. Questions or comments about this article,
statistics and biostatistics departments. Is it also as well as suggestions for future articles, are
a requirement for a PhD? Should it be? Does it always welcome. ■
MAY 2009 AMSTAT NEWS 27
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