Teaching Programming vs. Training Programmers: Where the Means Justify the Means

Contributing author Jonathan Duggins is a Teaching Assistant Professor in the Department of Statistics at North Carolina State University.

Introduction

Most of us statistics (and data science!) educators understand that knowing how to use statistical software is integral to student successes, both in their coursework and in their careers, for our statistics and data science majors. However, in many degree programs, software usage is seen as a means to an end – getting an analysis – rather than an end goal in its own right. How did this come about, why does it matter, and what can we do to change our software-related instruction? These are the questions I discuss below, first by looking at some history of programming in these contexts, then by presenting two current philosophies on how to incorporate programming.

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