{"id":677832,"date":"2025-11-10T14:06:50","date_gmt":"2025-11-10T19:06:50","guid":{"rendered":"https:\/\/www.rochester.edu\/newscenter\/?p=677832"},"modified":"2025-11-11T07:56:26","modified_gmt":"2025-11-11T12:56:26","slug":"katherine-grzesik-crunching-numbers-sparking-curiosity-677832","status":"publish","type":"post","link":"https:\/\/www.rochester.edu\/newscenter\/katherine-grzesik-crunching-numbers-sparking-curiosity-677832\/","title":{"rendered":"Katherine Grzesik: Crunching numbers and sparking curiosity"},"content":{"rendered":"

The innovative statistics professor and Goergen Award winner focuses on the student experience at URochester.<\/h2>\n

Katherine Grzesik<\/a> \u201917 (PhD) has been a professor at the University of Rochester<\/a> for seven years, but she has never forgotten what it\u2019s like to be on the other side of the classroom.<\/p>\n

\u201cTo be a great educator, it\u2019s important to remain a curious student,\u201d she says. \u201cTeachers can forget what it\u2019s like to see material with fresh eyes and assume students understand the material. When we fall into these traps, we risk losing our students.\u201d<\/p>\n

An associate professor in the Statistics Program<\/a>, Grzesik (pronounced GRES-sick) is a recent recipient of the University\u2019s Goergen Award for Excellence in Undergraduate Teaching<\/a>. Students say she\u2019s innovative and open-minded, willing to change her curriculum based on student feedback.<\/p>\n

\u201cI took a course with Dr. G my first year and had a great experience,\u201d says Suchi Mehta \u201925, who majored in statistics. \u201cIn my senior year, a friend took the same course, and it didn\u2019t even sound like the same class. Dr. G is constantly implementing new ideas to improve the student experience.\u201d<\/p>\n

Discovering a passion for teaching<\/h3>\n

The Utica, New York, native knew little about statistics when she enrolled at the State University of New York at Oswego as a public relations and marketing major. During her sophomore year, she took an introductory statistics class and offered to tutor a classmate who was struggling with memory loss from a car accident.<\/p>\n

\u201cI started working with him, and he got a B in the course,\u201d Grzesik says. \u201cThat inspired me and drew me into education.\u201d<\/p>\n

She switched her majors to adolescent education and mathematics and became interested in statistics after taking part in an REU (Research Experiences for Undergraduates) at Eastern Tennessee State University. \u201cThere was one problem about how often you\u2019ll get called on if you pick a certain seat in a classroom,\u201d she says. \u201cIt was super interesting and opened my eyes to this new world. It was math, but very relatable to the world around us. And the job prospects were excellent.\u201d<\/p>\n

She enrolled in graduate school at URochester in 2011 and earned her doctorate six years later.<\/p>\n

Innovative ways of teaching statistics<\/h3>\n
\"Outdoor
Katherine Grzesik (University of Rochester photo \/ J. Adam Fenster)<\/figcaption><\/figure>\n

Statistics is a notoriously challenging subject, and Grzesik knows she\u2019s teaching students who may be taking a required course as well as those who want to make it their career, so she adjusts accordingly.<\/p>\n

\u201cMy introductory classes are more lecture-based,\u201d she says, \u201cwhile the upper-level classes are more interactive.\u201d<\/p>\n

Grzesik frequently works with staff at the University\u2019s Teaching Center to consider both minor and substantial course updates. She is always looking for innovative ways to improve her classes.<\/p>\n

In one class, students take an exam on their own, then again two days later in groups of three. The first test counts for 75 percent of the grade.<\/p>\n

\u201cStudents spend two days thinking about whether they felt they understood the question without knowing if it was right or wrong,\u201d Grzesik explains. \u201cThen, they meet in small groups and discuss their answers. If they struggled, they get to hear an explanation from peers who perhaps understood it well. They get another chance at learning that concept.\u201d<\/p>\n

She records her lectures but has limited their availability to one week for introductory courses after discovering that making them available all semester led to many students \u201cbinging\u201d the recordings the day homework was due\u2014and often missing class that day.<\/p>\n

\u201cLearning is a workout for the brain,\u201d she says. \u201cYou can\u2019t just do heavy lifting one day only and expect to make long-term gains.\u201d<\/p>\n

This “workout routine” is a mindset she encourages her students to bring to learning.<\/p>\n

\u201cLift (learning something) on Mondays and Wednesdays, stretch (practice) on Tuesdays and Thursdays to prevent soreness, and challenge yourself (office hours) on Fridays,\u201d she says. \u201cThen use those well-trained brain muscles to perform the homework.\u201d<\/p>\n

Keeping a \u2018student mindset\u2019<\/h3>\n

Joseph Ciminelli<\/a>, an associate professor of statistics and director of the statistics program, says no two semesters with Grzesik are ever the same.<\/p>\n

\u201cShe\u2019s always thinking about how she can refine her pedagogical initiatives and provide the best educational experience possible,\u201d he says. \u201cEach semester, she thinks about what is working well and what can be improved, adapting to the unique setting of that particular group of students.\u201d<\/p>\n

When Grzesik joined the URochester faculty in 2017, 18 students majored in statistics. In the eight years since, Ciminelli says that number has grown to 45. Nine new courses have been introduced, with Grzesik taking the lead on four. In addition to developing upper-level statistics courses, she has refined established ones.<\/p>\n

\u201cIt keeps me in the student mindset,\u201d she says.<\/p>\n

Ciminelli says Grzesik is a wonderful researcher who could have taken her career in a more research-focused direction. Instead, he says, \u201cshe pursued her passion for teaching, and the University and our students are all the better because of it.\u201d<\/p>\n

What URochester students say about Katherine Grzesik<\/strong><\/h3>\n

\u201cI\u2019ve never met a professor who does as much experimentation with her courses and really takes time and considers feedback to assess those innovations and works on making the course even better the next time. <\/em>Dr. G is constantly implementing new ideas. While the content of introductory statistics is essentially the same, her course design keeps adapting to improve.\u201d
\n\u2014Suchi Mehta \u201925, statistics major<\/strong><\/em><\/p>\n

\u201cIt only took a few lectures for me to fall completely in love with Dr. G\u2019s style of teaching and see the passion with which she lectured. I never thought I\u2019d be able to comprehend statistics in the way I did, let alone TA for the coding lab, but she provided every resource necessary for anyone to be able to learn. Working under Dr. G has been one of the best experiences of my college career, and her unwavering love for statistics has never failed to impress me.\u201d
\n\u2014Atreyee Ghosh \u201925, biochemistry major<\/strong><\/em><\/p>\n

\u201cI took Dr. G\u2019s introduction to statistics class and have worked with her for four semesters as a teaching assistant. I\u2019ve seen the countless hours she has dedicated to ensuring that students understand not only the content but also that the students who take her course always succeed. No question was considered \u2018silly\u2019 or met with judgment. I\u2019ve noticed her passion, not only in sharing her knowledge of statistics but in the love she has for this subject.\u201d
\n\u2014Poushali Ray \u201925, psychology major<\/strong><\/em><\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

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