Reimagining Biostatistics: Integrating Generative AI as a Learning Companion in H220: Introduction to Health Data Analysis

Proposal for H220 Redesign Associate Professor John Molitor College of Public Health and Human Sciences Oregon State University Project Title Reimagining Biostatistics: Integrating Generative AI as a Learning Companion in H220: Introduction to Health Data Analysis Project Overview and Goals The rapid advancement of generative AI presents both a challenge and an opportunity in higher education—especially for teaching foundational quantitative content. As Wharton’s Associate Professor Ethan Mollick notes, “The Homework Apocalypse puts a lot of good, helpful kinds of assignments at risk… We will have to pivot pretty fast to save what we are at risk of losing.” Simultaneously, Executive Order 14110 urges educational institutions to foster the “safe, responsible, and effective” use of AI in teaching and learning. In response, this proposal seeks to redesign H220: Introduction to Health Data Analysis, a core undergraduate course in Oregon State’s MPH curriculum, by integrating generative AI—specifically, Co-Pilot—as a formal pedagogical partner. Project Plan The redesigned course will leverage generative AI tools to support students in: - Exploring and interpreting core statistical concepts - Generating, editing, and critiquing Excel-based analyses - Communicating findings in a clear, data-informed manner These activities will be conducted within a clearly defined academic integrity framework, ensuring responsible and ethical AI use. Where appropriate, we will explore collaboration with Dr. Jonah Lipsitt and his team at Oasium (https://oasium.ai/), who are pioneering similar work in AI-integrated pedagogy. Evaluation and Outcomes The project will be evaluated through a mixed-methods approach: - Pre-/Post-course surveys to measure shifts in student confidence, AI literacy, and attitudes toward quantitative material - Assignment analysis to assess how AI-enhanced work differs from traditional approaches - Comparative evaluation of course feedback, drawing on past years’ evaluations for benchmarking These outcomes align with OSU’s Quality Teaching Framework, and support the university’s “Prosperity Widely Shared” strategic goal—especially in advancing innovation, digital competency, and inclusive education. NOTE: Please ignore accidentally incomplete version of this proposal submitted recently.