Engaging and Transforming Statistics Research Postgraduates in Teaching Statistics to Non-Background Students: Challenges and Lessons
Poster Presentation Time: 1225-1400; 1500-1600
Venue: C4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr John Alexander WRIGHT, Senior Lecturer, Department of Statistics, The Chinese University of Hong Kong
– Dr Kin Chi WONG, Research Associate, Centre for Learning Enhancement and Research, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong
– Ms Irene Yuet Shan LEUNG, Research Assistant, Centre for Learning Enhancement and Research, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong
Abstract
The project involves having research postgraduates in statistics (Stat RPgs) teach statistical methods to research postgraduates without a statistical background to support their research studies. During their training, they view our in-house developed videos. These videos include the learning challenges faced by students without a background in statistics. The videos also provide tips for effective statistics teaching, interviews with students without a statistics background, as well as shared experiences from previous Stat RPgs. After this, the RPgs finalize a teaching plan, prepare pre-workshop videos, and ultimately deliver two sections of a 3-hour in-person, hands-on workshop on a specific statistical method. The main challenge to the project’s success is formulating effective training strategies to align Stat RPgs’ expectations with those of students who lack a statistics background. Based on feedback from workshop participants and Stat RPgs, we recommend a bespoke approach to the training. This approach prioritizes learning from personal and shared experiences, as opposed to solely focusing on hard facts, theory, and data. The training includes observing the instant reactions of non-background students to math notations and basic statistics concepts, reviewing past experiences of Stat RPgs, observing how professors conduct workshops for students without a statistics background, facilitating discussions between Stat RPgs and instructors about draft teaching materials, and reflecting on teaching experiences after hands-on workshops. These activities prompt Stat RPgs to adapt their teaching methods to better accommodate students without a statistics background. Stat RPgs have discovered that modifying their teaching styles to suit the students’ needs is more effective than attempting to change the students. We discovered that our training program even enhances the teaching of Stat RPgs for statistics major students. This suggests the potential to develop sustainable, in-house training modules for teaching assistants within the department.