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STAT 191: Community Service Learning in Statistics

Belongingness, Community Engagement, Real World Experiences

Reflection on Instructional Change:

The ACUE technique I implemented was "Building relationships and fostering a sense of belonging to support lifelong learning". I utilized student interest and background surveys, adapted from the ACUE Sample Student Survey. This practice was inspired by the module’s emphasis on building relationships and fostering a sense of belonging to support lifelong learning. I selected this practice because I wanted to learn about students’ motivations, prior experiences, and aspirations in order to create a more inclusive and responsive classroom environment. To implement it, I distributed the survey during the first week of class through Canvas and encouraged students to take time to respond meaningfully. I read each response carefully, categorized common themes, and used that data to shape my course framing, examples, and policies.

The survey significantly impacted both student engagement and my teaching. Students were more open in office hours, and several remarked that they felt like “real people” to me because of the survey. I also noticed fewer blank stares when discussing real-world applications. I believe this positive impact occurred because the practice signaled from day one that student perspectives matter, and that their identities are welcome in the learning space.

I also provided Students with Structured Real-World Experiences. We partnered with a 6th grade class at a local elementary school this semester! This is a chance for my students to apply their statistical and mathematical knowledge in a real-world, community-focused way, while also inspiring younger students.

Students felt that through this community engagement, they not only applied statistical concepts in meaningful contexts but also developed empathy, communication skills, and a sense of social responsibility. Working with younger learners allowed them to see statistics as a tool for connection and empowerment, rather than just calculation.

**Evidence of Instructional Change**
Screenshot of my Canvas course showing student surveys I utilized to build relationships and foster a sense of belonging.	My students doing the field work at our partner elementary school.	. ACUE badges I earned through this FLC.

Changes in Course Syllabus and Schedules:

STAT191 Syllabus_FALL25.pdf

**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.

**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 STEM4Teaching& Learning 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.