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Focuses on the origins, concepts and pedagogy of statistics as a separate academic discipline. Definitions of statistics; Discussions of disciplinary boundaries; Educational reform views on inclusion of statistics topics in school mathematics in 20th century; Impact of curricular and pedagogic factors on uniformity of discipline.

The following three articles are the results of papers presented and discussed at a symposium entitled "Improving the Workforce of the Future: Opportunities in Undergraduate Education," held August 12-13, 2000, in Indianapolis, IN. This symposium was sponsored by the American Statistical Association through its Undergraduate Statistics Education Initiative. The first article was the keynote address at the symposium. The latter two articles are position papers that were developed in part through discussions among representatives from liberal arts colleges, research universities, industry, and government at a May 1999 meeting at the ASA Headquarters and a subsequent April 2000 workshop in Alexandria, VA. This workshop was partially supported by the National Science Foundation. Other position papers based on symposium discussions are being developed and are scheduled to appear in the Journal of Statistical Education. [ABSTRACT FROM AUTHOR]

Focuses on the criteria in thesis writing for graduate students of statistics from universities in the United States. Tabulation of thesis requirements for Masters Degree in Statistics; Programs adopted by various universities; Lists of universities employing thesis and non-thesis program.

The article comments on Allen Wallis's account of the Statistical Research Group. Undoubtedly that group had a powerful and valuable influence on its members, and information about it is important for historical understanding. In some ways the subject of statistics is flourishing. It is one of the few academic disciplines in which there still seems to be a market for people with graduate training and a doctor's or master's degree. There seems to be no need to discourage people from entering the field. The total membership of the statistical societies continues to grow. Yet many people thinks that not everything is right with the subject of statistics. One of the contributory causes of all the confusion is the usual practice that persons who obtain a degree immediately go into teaching. There they are expected to be excellent teachers and to be highly productive in research, but one thing is not expected in the academic world, namely, that the research should be relevant to anything that would violate academic freedom.

Focuses on the importance of teaching statistics in universities. Indication of reorientation of statistical instruction; Importance of interactive computing on the instructional mix of the subject; Limitation in the infusion of statistical ideas into a typical curricula.