The course offers a good overview of basic probability and statistics, but is not as in-depth as separate probability and statistics courses. Students said the professor was enthusiastic and gave interesting lectures. The textbook is optional, but many students said that the lack of a textbook made the course more difficult. Students said they wanted more practical examples in class and wished that the TA sessions were better structured. While not as difficult as higher-level math courses, students should expect to work hard on homework. Having some experience with probability, statistics, or calculus is helpful.

The professor was the best aspect of the course, as students found that he went out of his way to make the materials and concepts easy to understand. Students found the lectures easy to fol ow and very useful in learning the materials. Students felt that the textbook did not provide much in the way of explanations or examples, and that it was sometimes disorganized. Suggestions for improvement included adding in more examples for students to practice as well as choosing a different textbook. Prospective students should have some mathematical background but should be able to stay with the materials if they attend each class and complete the homework on time.

12Students liked the engaging teaching style and clarity of the instructor of this course. Students also appreciated the usefulness of online lecture notes provided by the instructor. They thought that the weakest aspect of the course was that the material covered in lectures could sometimes be abstract and difficult to fol ow. Students also thought the instructor could improve the course by offering more concrete examples in lectures. It is important for people considering taking the class to know that grades for exams and the final were not curved, students said.

The best aspects of this course included the informative lectures and thorough class notes. The tests were straightforward and applicable to what was taught in class and the material was interesting. Some students felt the required textbook was not useful and that the tests were so difficult that one could only “ace or fail.” One suggestion was for the instructor to slow down. Another suggestion included incorporating practice exams. Prospective students should have a firm grasp of basic calculus.

The best aspects of this course were the thorough notes available online, the overview of the topics, and the moderate workload. Many students appreciated the correlation between the homework, lectures, and exams. Some students took exception with the lack of a curve for the grade, and found the lectures dry and uninspired. Suggested improvements included grading on a curve, providing homework solutions, and more time for regression and probability. Prospective students should know the material starts out easy but gets progressively more difficult. Attend lecture, read the notes, and study to stay on top of the workload.

The best aspects of the class included the professor’s enthusiasm, his thorough and wel organized lectures, the comprehensive class notes that are regularly posted to Blackboard, and the ample availability for help outside of class. Students reported that lectures and homework are proof-heavy, and many would have preferred more application-based work. The grading system emphasized exams, and did not include a curve. Many students suggested that more feedback on the long and difficult homework assignments would have been beneficial. Prospective students should have a strong background in calculus through Calc II, and should be prepared to stay on top of a demanding work load.