Teaching to Transform: AI Simulations for Just, Reflective Practice in Statistics Consulting Courses

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Abstract

This study explores the integration of an AI-driven simulation into a graduate-level statistical consulting course. The simulation engages students in realistic, multi-stage client interactions designed to strengthen communication, problem-framing, and negotiation skills. Students interact with a custom-trained AI client that challenges assumptions and encourages iterative refinement of statistical proposals. Analysis of student reflections and session transcripts reveals improvements in both technical proficiency and professional readiness, while also surfacing challenges, such as communicating complex ideas and negotiating project terms. Ethical concerns and feedback on client realism informed recommendations for future iterations. This work demonstrates how generative AI can enhance experiential learning and better prepare students for the demands of real-world consulting.

Authors

• Matheus Guerrero, California State University - Fullerton

• Sunny Nguyet Le, California State University - Fullerton