  This article discusses how to make statistical graphics a more prominent
element of the undergraduate statistics curricula. The focus is on several
different types of assignments that exemplify how to incorporate graphics into
a course in a pedagogically meaningful way. These assignments include having
students deconstruct and reconstruct plots, copy masterful graphs, create
one-minute visual revelations, convert tables into `pictures', and develop
interactive visualizations with, e.g., the virtual earth as a plotting canvas.
In addition to describing the goals and details of each assignment, we also
discuss the broader topic of graphics and key concepts that we think warrant
inclusion in the statistics curricula. We advocate that more attention needs to
be paid to this fundamental field of statistics at all levels, from
introductory undergraduate through graduate level courses. With the rapid rise
of tools to visualize data, e.g., Google trends, GapMinder, ManyEyes, and
Tableau, and the increased use of graphics in the media, understanding the
principles of good statistical graphics, and having the ability to create
informative visualizations is an ever more important aspect of statistics
education.

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