ENGR203: Engineering Statistics

Effective Prompts, R Coding, Statistical Analysis

Reflection on Instructional Change:

The practice I implemented from the ACUE Generative AI course was “Writing Effective Prompts: Discussion and Reflection.” For some time, I’ve been exploring ways to integrate ChatGPT into my teaching, particularly in a way that aligns with my students’ learning objectives. I decided to introduce it in my Engineering Statistics class, specifically during a session where I taught R coding. During the session, I demonstrated a basic example and then challenged the students to expand on it. I designed an assignment where students used ChatGPT to create R code for plotting a scatterplot from a given dataset. Their task included creating various scatterplot styles and adding a heatmap overlay. This approach not only engaged them in learning R but also demonstrated how AI tools can enhance problem-solving in engineering and statistics.

This experience was an exciting step in bridging AI with teaching, showing students how effective prompt design can lead to powerful results in their work. I recorded a video of my class experiment and shared it on my LinkedIn account, where it received a lot of positive feedback from the audience. One of my students even reposted it and added the following comment: "Enjoying my Graduate Engineering Statistics class and the opportunities it brings! This session took me back to my math undergrad days, but with a twist — now we’re using ChatGPT for tasks like generating R code for scatterplots and heatmaps. It’s fascinating to see how technology has leapt forward since I first studied math, making learning, coding, and mathematics more dynamic and accessible. Big thanks to Masoud Ghodrat Abadi for introducing this modern tool into our learning process and his very modern teaching style. Definitely an exciting time to be a student in engineering!"

I enjoyed all the ACUE modules, but the one I found most engaging was Writing Effective Prompts. One of the most impactful quotes highlighted in this course was by Einstein: “If I had only one hour to solve a problem on which my life depended, I would spend 55 minutes defining the problem and 5 minutes solving it.” This concept resonated deeply with me, as it underscores the critical role of problem definition in effective solutions. A modern application of this principle is the use of artificial intelligence for problem-solving, where well-defined prompts lead to extraordinary results. To demonstrate its practical use, I showed how ChatGPT could assist with generating simple data visualizations in R. I emphasized the importance of the four pillars of effective prompts, as covered in the ACUE course: Command, Format, Tone, and Context.

During the “Observe and Analyze” session, I received incredibly constructive feedback from my colleagues, which was both encouraging and thought-provoking. One comment, in particular, has stayed with me: "How can you ensure that students aren’t misusing generative AI, such as for homework assignments or class projects?" This is a challenging question, and I admit there isn’t a straightforward answer. While I can’t guarantee that every student will always act with integrity, I firmly believe the benefits of teaching them how to use AI effectively—particularly for tasks like R coding—outweigh the potential risks of misuse. Ethical concerns surrounding AI, such as copyright issues and academic honesty, are very real and require ongoing discussion. As educators, we need to remain aware, vigilant, and proactive in addressing these challenges. At the same time, we must embrace this transformative technology rather than shy away from it, ensuring we prepare students for a future where AI will play a critical role in their fields.

Evidence of Instructional Change

evidence of instructional change
Explaining ChatGPT Input/Output	Sample of Student's Work	ACUE Badges

Practice and Reflect Teaching and Learning with AI:

Incorporating ChatGPT into my teaching was a significant step outside my comfort zone. As educators, we often develop teaching practices that work well, and then a groundbreaking technology emerges, poised to reshape every aspect of education. While students may naturally gravitate toward using AI to maximize results with minimal effort, it is our responsibility as teachers to guide them in understanding this technology—teaching them how to use it ethically and effectively while avoiding misuse.

This semester, I experimented with ChatGPT for R coding in my graduate engineering statistics class. The positive feedback I received, coupled with the new opportunities it opened up, has inspired me to explore integrating AI tools into other courses in the future. There’s still much work to do, but I’m excited about the possibilities and the impact this can have on teaching and learning.

Course Syllabus

ENGR203-F24-Syllabus.pdf

Faculty Bio

faculty bio
	I am a teacher-scholar. I am committed to delivering the utmost quality of education to my students through advanced teaching methodologies and the most up-to-date materials, while fostering meaningful connections with them. Specializing in Civil Engineering, I teach undergraduate and graduate courses covering topics such as traffic and highway engineering, engineering statistics, and transportation planning.

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity 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.