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STAT 50: Introduction to Probability and Statistics

Problem solving, Critical thinking, Life-long learning

Reflection on Instructional Change:

In my STAT 50: Introduction to Probability and Statistics course, I implemented the “PAS” technique from Module 1 of the ACUE course Inspiring Inquiry and Preparing Lifelong Learners. This technique—an adaptation of the ACUE “DAPPS” method—encourages students to set Personal, Achievable, and Specific goals to improve motivation and long-term learning habits. I introduced this practice through the Commit-to-Study program run by the College of Natural Sciences and Mathematics. Students attended two workshops, “Starting the Semester Off Strong” and “Time Management,” where they learned goal-setting and study efficiency strategies. I integrated these sessions into my course as an extra credit opportunity and asked students to submit a reflection describing how they planned to apply the strategies they learned. These steps ensured that students actively engaged with the PAS technique, allowing them to connect time management and goal-setting principles to their academic and personal growth.

Implementing the PAS technique positively influenced both my teaching and student engagement. By embedding structured goal-setting and reflection into the course, I observed a noticeable improvement in students’ organization and motivation throughout the semester. Students appreciated the practical nature of the workshops and reported taking actionable steps toward self-improvement. One student reflected, “I believe that there are various useful strategies that I can immediately start applying to my life. The first of which is using a planner... With SMART goals, I've listed tangible tasks I can do every week, such as practicing the piano 3x a week and exercising at least 20 minutes a day.” Another student shared, “I will set a SMART goal for my CSC 131 Davis game project: ‘Complete the full stack development and testing on JavaScript and GitHub by the specified deadline.’ I will also start using Google Calendar for scheduling regular breaks and exercising to avoid burnout.” These reflections show that students were internalizing the PAS principles and applying them beyond the classroom.

My participation in the Faculty Learning Community (FLC) activities deepened my understanding of how to motivate students through self-directed learning. The most influential ACUE learning activities for me were the Module on Developing Self-Directed Learners and the Observe and Analyze videos. The module provided concrete frameworks for helping students take ownership of their learning, while the videos demonstrated how faculty effectively scaffolded student autonomy in practice. Observing these examples encouraged me to embed the PAS technique in a more structured and reflective way—connecting it to both time management and long-term career readiness. These FLC activities reinforced the value of explicit goal-setting and reflection as tools to cultivate lifelong learning skills in my students.

**Evidence of Instructional Change**
Extra credit assignment	Student submission	Mid-term Survey on Study Skills

Changes in Course Syllabus and Schedules:

Syllabus and Schedule: Syllabus_Stat_50_01_Fall_2025.docx

**Faculty Bio**
	*Santosh Kandel is an assistant professor in the Department of Mathematics & Statistics. Santosh is interested in learning and incorporating inclusive teaching practices.*

**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.