This article presents a model for developing case studies, or labs, for use
in undergraduate mathematical statistics courses. The model proposed here
is to design labs that are more in-depth than most examples in statistical
texts by providing rich background material, investigations and analyses in
the context of a scientific problem, and detailed theoretical development
within the lab. An important goal of this approach is to encourage and deve
lop statistical thinking. It is also advocated that the labs be made the ce
nterpiece of the theoretical course. As a result, the curriculum, lectures,
and assignments are significantly restructured. For example, the course wo
rk includes written assignments based on open-ended data analyses, and the
lectures include group work and discussions of the case-studies.