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Additional info for American Mathematical Monthly, volume 107, number 7, August-September 2000

Example text

Teach statistics well. Consider these data for comparable departments on the percentage of elementary statistics enrollments treated to two "good practices" [19, p. D. D. Stat Depts 29% 46% 42% 61% The performance of the statistics departments is nothing to be proud of, but the gap between mathematics and statistics departments is clear. Statistics is almost the only offering of mathematics departments that is growing. Self-interest alone suggests that it be given greater attention. The ASA/MAA joint committee has taken the lead here; see its report [1].

2000] STATISTICS AND MATHEMATICS 615 time to recognize that mathematics offers statistics intellectual as well as institutional protection. Thus the statisticians who approach our table are to be served humble pie. What do we offer our mathematician colleagues? We urge them to see their culture as others see it, and change. Worse yet, we offer our own field, statistics, as a model for that change. How do others see mathematics? The AMS recently spent seven years interviewing the chairs of research mathematics departments and their deans.

George W. Cobb, Teaching statistics, in L. A. ), Heeding the Call for Change: Suggestions for Curricular Action, Mathematical Association of America, Washington, DC, 1992, pp. 3-43. George W. Cobb and David S. Moore, Mathematics, statistics, and teaching, Amer. Math. Monthly 104 (1997) 801-823. Arthur P. Dempster, Nan M. Laird, and Donald B. Rubin, Maximum likelihood from incomplete data via the EM algorithm (with discussion), 1. Roy. Statist. Soc. B 39 (1997) 1-38. Persi Diaconis and Bernd Sturmfels, Algebraic algorithms for sampling from conditional distributions, Ann.

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