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STAT 1: Introduction to Statistics

Inclusive Assessments, Inclusive Syllabus, Project Based Learning

Reflection on Instructional Change for Equity-Minded Instruction:

I implemented an ongoing statistical project in the course, providing students with a hands-on opportunity to apply statistical concepts to real-world data analysis. I selected this practice with the goal of equity-minded instruction in mind, aiming to create an inclusive learning environment where all students have the opportunity to engage meaningfully with the material. By incorporating a project-based assessment, I hoped to offer students a more equitable pathway to success, recognizing that traditional assessment methods might not capture the diverse skills and strengths of all learners equally.

To implement this change, I revised the course syllabus to include detailed information about the ongoing statistical project, outlining its objectives, components, and submission requirements. I also updated grading rubrics to align with the project's assessment criteria, emphasizing not only the quality of statistical analysis but also the clarity of communication and critical thinking skills demonstrated in project presentations or reports. Additionally, I provided students with resources and support materials to guide them through each step of the project, including examples of survey questions, data analysis tutorials, and guidelines for effective presentation.

Overall, student response to the ongoing statistical project has been positive. Many students reported feeling more engaged and motivated by the project-based format, which allowed them to take ownership of their learning and pursue topics of personal interest. Additionally, quantitative data on student performance suggests that the project has been effective in assessing student mastery of course objectives, with the majority of students demonstrating proficiency in data analysis and interpretation.

In my opinion, this project has contributed significantly to overall student success in STEM by providing a scaffolded pathway for students to develop essential skills in statistical analysis, critical thinking, and communication. By engaging in authentic research practices, students not only deepen their understanding of statistical concepts but also gain valuable experience that prepares them for future academic and professional pursuits in STEM fields

Furthermore, incorporating an inclusive late work policy and refining success criteria in the syllabus signify a commitment to equity and inclusivity. These changes recognize diverse student circumstances, fostering an environment where all feel valued. It sets a tone of respect and support, promoting a holistic approach to student success.

**Evidence of Instructional Change**
PROJECT BASED LEARNING	INCLUSIVE SYLLABUS
Ongoing Statistical Project	Inclusive statement on how to be successful in this course

Changes in Course Syllabus and Schedules:

Pre Minigrant - Syllabus and Schedule

Post Minigrant - Syllabus and Schedule

Minigrant Impact Data:

Pre Minigrant - DFW rate, Equity gap data

Post Minigrant - DFW rate, Equity gap data (*To be completed for FINAL report)

**Faculty Bio**
Faculty Picture	Bio
Jas Pannu	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 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. 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.

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*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.