This paper is from Session 3I: Practicum learning to teach statistics: perspectives from young staff
which comes under Topic 3: Learning to teach statistics
(Friday 16th, 11:00-12:30)
Testing, testees, and tested: practical lessons from the first years at a small teaching-focused university
Presenter
Abstract
Changes in rank, responsibility, and duties make the first few years as a University professor substantially different from graduate student life. The shift comes with several stumbling blocks. This paper describes issues encountered at a small teaching-focused university in the United States. The shift to full responsibility for multiple courses, including syllabus and test design, involves skills acquirable through training and study. Less bookish, yet no less important, is learning about the students; their motivations and styles differ from those of graduate students and professional scholars. Then, dealing with academics through University politics has potential pitfalls. Also discussed are topics particular to small schools, such as the wide variety of requests for general statistics advice.
