STAT 1: Introduction to Statistics

Innovative, Personalized, Efficient

Reflection on Instructional Change:

One practice I implemented from the ACUE Gen AI course was using AI tools to facilitate formative assessments. I integrated ChatGPT to generate customized practice questions aligned with course topics in my Stat 1 course. The steps included identifying key learning objectives, designing prompts for the AI to create questions at varying difficulty levels, and reviewing the outputs to ensure accuracy and relevance. I then shared these questions with students through Canvas. These steps ensured the questions were rigorous and aligned with course goals, promoting active learning and providing students with a low-stakes environment to gauge their understanding.

Implementing AI-generated practice questions transformed my teaching by allowing me to focus more on in-depth discussions while ensuring students had ample opportunities for practice. Students expressed increased motivation, as they appreciated the immediate a variety of question difficulty. Evidence from student work showed improved performance in subsequent assignments, with clearer articulation of concepts and better problem-solving strategies, highlighting the effectiveness of this AI-driven approach.

My interactions within the FLC activities had the most significant influence on my instruction. These interactions allowed me to see practical demonstrations of AI tools in real-time, followed by reflective discussions on their pedagogical implications. This hands-on approach helped me reimagine how AI could enhance active learning in my courses while addressing potential challenges. The collaborative exchange of ideas provided actionable insights, making it easier to adapt AI practices to meet the diverse needs of my students effectively.

During my "Observe and Analyze Session," an aha moment was realizing the power of integrating AI tools not just for content delivery but as catalysts for student-driven inquiry. Observing how students used AI to pose and refine their own questions revealed that AI could shift the focus from passively consuming information to actively constructing knowledge. This reinforced the importance of framing AI as a partner in learning, fostering curiosity and critical thinking while maintaining academic integrity.

Evidence of Instructional Change


Data Collection Assignment generated by prompting ChatGPT	Sample Student Work	ACUE Badges earned during the FLC

Practice and Reflect Teaching and Learning with AI:

The AI ACUE course has enhanced my teaching by showcasing how AI can personalize learning, streamline tasks, and foster creativity while emphasizing the importance of ethical and equitable use. Integrating ChatGPT into my statistics course, for example, allowed students to refine research hypotheses with immediate feedback, improving their conceptual understanding and writing skills. While this tool enriched learning, I ensured students critically engaged with its suggestions, promoting independent thinking and responsible AI use.

Course Syllabus STAT 1 Syllabus.docx

Faculty Bio

Faculty Bio
	I am an Associate Professor in the Department of Mathematics and Statistics at California State University, Sacramento, where I have been teaching since Fall 2019. I earned my M.S. in Mathematics from Eastern Michigan University, where my love for exploring different kinds of data began. This passion led me to pursue a Ph.D. in Statistics at Auburn University, where I discovered my enthusiasm for teaching, research, and consulting. I am deeply involved in mentoring students and have participated in numerous professional learning communities focused on enhancing equity in STEM education. I always strive to create inclusive and engaging learning experiences for my students. I am also passionate about community building and service-learning projects, where I connect students with real-world applications of statistics. Outside of academia, I love to cook, watch movies, and socialize. I cherish spending time with my two young children- Sifti and Pernam, finding joy in our everyday adventures.

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.