'No More Pointy-Clicking, Numbers Stuff: Building Staff Quantitative Skills.'

在社会科学，特别是社会学领域，人们越来越意识到，本科生缺乏数字技能和对数据进行统计分析的能力。造成这种情况的原因有很多，包括：全国各级数学教学存在的问题;全国数学水平低;社会学专业的学生将他们的学科视为“艺术”和“人”，而不是“科学”和“数字”;统计分析教学不佳;经常令人困惑的术语;以及缺乏“真实的世界”的应用。虽然这一问题已开始得到解决，但很少有人注意到教这些学生的工作人员的统计和数字技能水平越来越低。通常情况下，学生被教授统计分析的工作人员只有基本的技能，在这个主题;这通常会导致低水平的学生（和工作人员）对这些课程的满意度。这产生了连锁反应，使学生远离这些主题和技能;这意味着更少的毕业生将继续使用这些技能或实际上将其教授给他人。因此，解决工作人员的技能水平是至关重要的解决问题，在社会科学，在本科生中的技能差的数字。该项目旨在解决这一问题，方法是对工作人员培训和支助采取综合办法，这种办法得到部门和机构的支持，并将在项目供资周期结束后继续提供支持。为此，开发计划署开发和开办了两个量化方法培训课程，其中一个课程将针对只具备基本知识的工作人员的需要，另一个课程旨在培养一些受过统计培训的工作人员的专业技能。工作人员将获得该课程的学分，这可以用来获得教学资格。除了支持核心技能的发展，该项目还将培训和支持工作人员，特别是在定量和“数字”工作所带来的教学挑战方面。将举办年度讲习班，重点是“什么有效”和工作人员之间分享最佳做法。本集团将建立同侪辅导制度，让教职员在教学过程中互相支持及发展。通过教学研讨会，将鼓励工作人员在非定量课程中嵌入“数字工作”的空间。该项目旨在展示如何实现人员培训和支持的综合方法，该项目的研究结果将对参与定量和统计方法教学的所有高等教育工作人员有用，为其他人提供在线人员支持材料，它将影响教学和学习理论与实践，特别是社会学，更广泛地涉及其他社会科学学科。

There is a growing awareness in the social sciences, particularly sociology, that undergraduate students lack numbers-skills and the ability to conduct statistical analysis of data. There are a variety of reasons for this relating to a national problem with maths teaching at all levels; national low levels of numeracy; sociology students seeing their subject as 'arts' and 'people' rather than 'science' and 'numbers'; poor teaching of statistical analysis; often baffling jargon; and a lack of 'real world' application. Although this issue is beginning to be addressed, little attention has been given to the increasingly low levels of statistical and numbers skills among the staff who teach those students. More often than not students are being taught statistical analysis by staff with only rudimentary skills in this topic; this typically leads to low levels of student (and staff) satisfaction with such courses. This has the knock-on effect of turning students away from such topics and skills; meaning fewer graduates will go on to careers using these skills or indeed teaching them to others. Thus, addressing staff skills levels is crucial to addressing the issue, within the social sciences, of poor numbers skills among undergraduates. This project aims to this issue by producing an integrated approach to staff training and support that has departmental and institutional support that will continue beyond the project's funding cycle. It seeks to do this by developing and running two quantitative methods training courses, one of which will be tailored to the needs of staff who have only a basic level of knowledge, and the other seeks to develop specialist skills in some staff who have prior statistical training. Staff will receive academic credit for the course and this could be used to achieve a teaching qualification. As well as supporting the development of core skills; the project will also train and support staff specifically in relation to the teaching challenges presented by quantitative and 'numbers' work. An annual workshop will be run that will focus on 'what works' and the sharing of best practice between staff. A peer-coaching system will be established for staff to provide mutual support and development during teaching. Staff will be encouraged, through the teaching workshop sessions, to embed space for 'numbers work' in non-quantitative courses. The project seeks to demonstrate how an integrated approach to staff training and support can be achieved.The findings of this project will be useful for all HE staff involved in teaching quantitative and statistical methods, providing online staff support materials for others to use and it will influence teaching and learning theory and practice as it relates, specifically to sociology, and more generally to other social science subjects.