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The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science.

The Explorations in Statistics Research workshop is a one-week NSF-funded summer program that introduces undergraduate students to current research problems in applied statistics. The goal of the workshop is to expose students to exciting, modern applied statistical research and practice, with the ultimate aim of interesting them in seeking more training in statistics at the undergraduate and graduate levels. The program is explicitly designed to engage students in the connections between authentic domain problems and the statistical ideas and approaches needed to address these problems, which is an important aspect of statistical thinking that is difficult to teach and sometimes lacking in our methodological courses and programs. Over the past nine years, we ran the workshop six times and a similar program in the sciences two times. We describe the program, summarize feedback from participants, and identify the key features to its success. We abstract these features and provide a set of recommendations for how faculty can incorporate important elements into their regular courses.

This article discusses how to make statistical graphics a more prominent element of the undergraduate statistics curricula. The focus is on several different types of assignments that exemplify how to incorporate graphics into a course in a pedagogically meaningful way. These assignments include having students deconstruct and reconstruct plots, copy masterful graphs, create one-minute visual revelations, convert tables into `pictures', and develop interactive visualizations with, e.g., the virtual earth as a plotting canvas. In addition to describing the goals and details of each assignment, we also discuss the broader topic of graphics and key concepts that we think warrant inclusion in the statistics curricula. We advocate that more attention needs to be paid to this fundamental field of statistics at all levels, from introductory undergraduate through graduate level courses. With the rapid rise of tools to visualize data, e.g., Google trends, GapMinder, ManyEyes, and Tableau, and the increased use of graphics in the media, understanding the principles of good statistical graphics, and having the ability to create informative visualizations is an ever more important aspect of statistics education.

A growing number of students are completing undergraduate degrees in statistics and entering the workforce as data analysts. In these positions, they are expected to understand how to utilize databases and other data warehouses, scrape data from Internet sources, program solutions to complex problems in multiple languages, and think algorithmically as well as statistically. These data science topics have not traditionally been a major component of undergraduate programs in statistics. Consequently, a curricular shift is needed to address additional learning outcomes. The goal of this paper is to motivate the importance of data science proficiency and to provide examples and resources for instructors to implement data science in their own statistics curricula. We provide case studies from seven institutions. These varied approaches to teaching data science demonstrate curricular innovations to address new needs. Also included here are examples of assignments designed for courses that foster engagement of undergraduates with data and data science.

Putting data into the public domain is not the same thing as making those data accessible for intelligent analysis. A distinguished group of editors and experts who were already engaged in one way or another with the issues inherent in making research data public came together with statisticians to initiate a dialogue about policies and practicalities of requiring published research to be accompanied by publication of the research data. This dialogue carried beyond the broad issues of the advisability, the intellectual integrity, the scientific exigencies to the relevance of these issues to statistics as a discipline and the relevance of statistics, from inference to modeling to data exploration, to science and social science policies on these issues., Comment: Published in at http://dx.doi.org/10.1214/10-STS320 the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org)

This volume is our tribute to David A. Freedman, whom we regard as one of the great statisticians of our time. He received his B.Sc. degree from McGill University and his Ph.D. from Princeton, and joined the Department of Statistics of the University of California, Berkeley, in 1962, where, apart from sabbaticals, he has been ever since. In a career of over 45 years, David has made many fine contributions to probability and statistical theory, and to the application of statistics. His early research was on Markov chains and martingales, and two topics with which he has had a lifelong fascination: exchangeability and De Finetti's theorem, and the consistency of Bayes estimates. His asymptotic theory for the bootstrap was also highly influential. David was elected to the American Academy of Arts and Sciences in 1991, and in 2003 he received the John J. Carty Award for the Advancement of Science from the U.S. National Academy of Sciences. In addition to his purely academic research, David has extensive experience as a consultant, including working for the Carnegie Commission, the City of San Francisco, and the Federal Reserve, as well as several Departments of the U.S. Government--Energy, Treasury, Justice, and Commerce. He has testified as an expert witness on statistics in a number of law cases, including Piva v. Xerox (employment discrimination), Garza v. County of Los Angeles (voting rights), and New York v. Department of Commerce (census adjustment). Lastly, he is an exceptionally good writer and teacher, and his many books and review articles are arguably his most important contribution to our subject., Comment: Published in the IMS Collections (http://www.imstat.org/publications/imscollections.htm) by the Institute of Mathematical Statistics (http://www.imstat.org)