Introduction

While in the past statistics courses may have emphasized formulae and summarizing data, the focus today is more on the importance of statistics in answering researchers' queries by obtaining essential information. As a result, today's students see statistics as an aid to the research process. For example, statistical methods associated with the field of bioinformatics have come into prominence over the past decade to provide biomedical researchers with the statistical tools necessary to detect patterns in very large genetic data sets similar to those resulting from the U.S. Human Genome Project. Modern statistics courses stress both the practical applications of statistical methods and the active participation of students in the learning process. Undergraduate and graduate programs in statistics, such as the ones recently revised at Loyola University Chicago, typically emphasize both the statistical applications in coursework and the involvement of students in the statistical consulting activities of faculty members. One tangible result has been the development of a sense of confidence on the part of students when tackling methodological challenges that go beyond the classical course in introductory statistics.

Like many U.S. universities, faculty at Loyola are involved in teaching an array of courses in theoretical and applied statistics. These include introductory courses for less technically oriented students and more mainstream undergraduate courses for statistics and biostatistics majors and minors. Many of these courses require student participation through projects, papers and/or class presentations.