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Abstract:
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Many statistics/biostatistics PhD programs emphasize training in research, but fail to emphasize training in pedagogy. Oftentimes, pedagogical training is restricted to graduate students participating as teachers' assistants or graders. In addition, graduate students are sometimes asked to teach a course with little to no guidance. This limited training puts graduate students at a disadvantage in the job market. Training graduate students to teach provides them with skills in public speaking and communication, people management, and time management. For faculty, there are many questions regarding how to incorporate pedagogical education into doctoral students' training. Should all doctoral students be required to participate, or only those who are interested in teaching? What type of activities should be involved in this training (developing teaching strategies, learning how to develop course curriculum, etc.)? Should we teach students how to teach in nontraditional classrooms (online format, flipped classrooms, etc.)? In this roundtable, we will discuss these questions and others, as well as share our ideas and experiences in teaching doctoral students how to teach.
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