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STAT 1: Introduction to Statistics

High Context, Inclusive, Equity Index

Reflection on Instructional Change:

In alignment with the ESCALA curriculum, I implemented a flexible late work policy within my course framework. This particular practice underscores ESCALA's commitment to acknowledging the diverse challenges students may encounter and promoting an inclusive learning environment. Opting for a more forgiving approach to late submissions is rooted in the understanding that students may face unforeseen circumstances affecting their ability to meet deadlines. By embracing this policy, my intention is to cultivate an atmosphere that prioritizes student well-being and recognizes the individualized nature of their academic journeys.

The introduction of the late work policy addresses a low-context cultural bias embedded in rigid, deadline-centric assessment approaches. Traditional academic settings often emphasize strict adherence to deadlines, neglecting the varied circumstances students may face. This policy shift transforms the class into a more high-context environment by acknowledging and accommodating the personal challenges students encounter. It communicates a commitment to understanding individual needs and establishes a safety net that helps mitigate the impact of external factors on academic performance.

To implement the late work policy, I made key revisions to the syllabus, clearly outlining the new approach to late submissions. Assignment guidelines were adjusted to specify the process for requesting extensions and the considerations taken into account. Grading policies were also updated to ensure fair and consistent evaluation of late submissions. These changes were communicated to students at the outset of the course, fostering transparency and setting clear expectations for how the late work policy would be applied.

Participating in the FLC has played a pivotal role in shaping my understanding of the necessity for a more flexible late work policy. Collaborative discussions within the FLC provided invaluable insights into the diverse challenges students may face and emphasized the importance of adapting policies to promote equity. The FLC served as a supportive space to share experiences and learn from colleagues who had successfully implemented similar policies. This collaborative learning community has been instrumental in helping me identify areas in need of change and providing valuable strategies for implementing a late work policy that aligns seamlessly with ESCALA's principles of inclusivity and understanding.

**Evidence of Instructional Change**
Use of validating and inclusive language in my syllabus that highlights high context.	Calculating Latinx Equity Index to keep myself informed of the equity gap.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	I am an Assistant Professor in the department of Mathematics and Statistics. I joined Sac State in Fall 2019. Before joining Sac State I worked in Texas from 2015-2019. I graduated from Eastern Michigan University in 2009 with an M.S. in Math. While working on my Masters I discovered my fantasy for different kinds of data, which eventually led to my interest in the field of Statistics and making me earn a Ph.D. in Statistics from Auburn University in 2015. My experience in the doctoral program helped me discover my interest in teaching and research. Consulting is another perk that I enjoy for being a Statistician. In my free time I love to cook, watch movies, do outdoor cycling, socialize, and spend time with my family.

This work was supported by grant funding from:
	STEM4Equity: US Dept. of Education STEMHSI P031C210012 NSF STEMZone: 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.