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Abstract:
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We will discuss potential programs for training PhD students in statistics to be effective classroom teachers. Participants in departments both with and without such programs are invited to share examples and needs, respectively. Studies agree that ensuring student success in STEM courses requires teaching by well-prepared and highly effective teachers. Students taught by a GTA in their first course in a subject are less likely to take additional classes in that subject. In statistics departments at PhD-granting institutions, GTAs teach 24% of the sections of introductory statistics-more than any faculty category. Moreover, the GTAs who go on to be faculty members in a mathematics department or at a non-PhD-granting institution are even more likely to teach introductory statistics. There are, however, relatively few instructor training programs for GTAs in the U.S. There is evidence, however, that GTAs want this training. If there is interest, a discussion of training programs for early career and/or established faculty will also be discussed.
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