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STAT10A: Introductory Statistics with Developmental Math | Collobrative Learning• Equity • Community

Reflection on Instructional Change:

Analyzing my previous instructional approach, I noticed gaps in student engagement and participation. Some students consistently dominated discussions, while others contributed minimally or not at all. These patterns were mirrored in assessment data, which revealed uneven understanding of course material. Recognizing that these trends could hinder equitable learning, I implemented group work as an instructional change to foster collaboration, equity, and a sense of community among students.

The decision to use group work was grounded in my desire to enhance student engagement and cultural competency. Forming diverse groups encouraged the exchange of perspectives and enriched discussions, enabling students to learn from one another’s experiences. Assigning roles within these groups ensured active participation, accountability, and a balance of contributions, addressing the uneven engagement I observed in previous terms. Clear objectives tied to course outcomes allowed students to see the relevance of their collaborative work, which motivated them further.

The implementation process involved several strategic steps. I formed groups that reflected the diversity of the class, intentionally mixing skill levels and backgrounds. Roles such as facilitator, note-taker, and presenter were assigned to promote structure and equal involvement. I also provided detailed guidelines and resources, facilitated discussions to keep groups on track, and conducted regular check-ins to monitor progress and address challenges. These steps created an inclusive and dynamic learning environment that encouraged participation and communication.

Reflecting on this instructional change, I noticed an immediate improvement in student engagement and collaboration. However, feedback suggested incorporating structured role rotation and self-assessment components to sustain engagement over time. Moving forward, I plan to refine these practices, incorporating reflective exercises that allow students to evaluate their contributions and further develop their collaborative and communication skills. This process has underscored the value of intentional, equity-focused instructional design.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
Observe and Analyze session	Assignment

Course Syllabus

Stat10ASyllabus.pdf

Faculty Bio
	I currently serve as a Lecturer of Mathematics and Statistics at Sacramento State. My main area of research is Study of Cosmological Models in the presence of Electromagnetic Field.

Program Sponsors
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity 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 the National Science Foundation or the US Department of Education.