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Abstract
In recent years the focus of research in survey sampling has changed to include a number of nontraditional topics such as nonsampling errors. In addition, the availability of data from large-scale sample surveys, along with computers and software to analyze the data, have changed the tools needed by survey sampling statisticians. It has also resulted in a diverse group of secondary data users who wish to learn how to analyze data from a complex survey. Thus it is time to reassess what we should be teaching students about survey sampling. This article brings together a panel of experts on survey sampling and teaching to discuss their views on what should be taught in survey sampling classes and how it should be taught.