I pose seven questions concerning the undergraduate curriculum in statistics. I offer some observations, and perhaps some data, on the current state of these issues. I also identify some recent efforts to address these questions, cite some challenges that could impede progress, and propose some recommendations.

The questions are:

1. How does quantitative literacy fit in?
2. Do we really need umpteen flavors of introductory courses?
3. Should we re-center the Stat 101 universe?
4. How do we deal with success in Stat 101?
5. Have we forgotten about math and stat majors?
6. How should we prepare future teachers?
7. What do we want statistics majors/minors/concentrators to know?

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Allan J. Rossman is a Professor in the Department of Statistics at Cal Poly in San Luis Obispo. His work has focused on developing curricular materials to support active learning approaches to teaching introductory statistics. With Beth Chance, he is co-author of the Workshop Statistics series of coursebooks and also of Investigating Statistical Concepts, Applications, and Methods. He and Dr. Chance have also co-edited STATS magazine and the Proceedings of the Seventh International Conference on Teaching Statistics. Dr. Rossman has chaired the ASA's Section on Statistical Education and the ASA/MAA Joint Committee on Undergraduate Statistics. He is currently President-Elect of the International Association for Statistical Education and is the 2007 Program Chair for the Joint Statistical Meetings. Dr. Rossman was selected as a Fellow of the ASA in 2001.