Semester.ly

Johns Hopkins University | EN.550.630

Statistical Theory

4.0

credits

Average Course Rating

(4.36)

The fundamentals of mathematical statistics will be covered. Topics include: distribution theory for statistics of normal samples, exponential statistical models, the sufficiency principle, least squares estimation, maximum likelihood estimation, uniform minimum variance unbiased estimation, hypothesis testing, the Neyman-Pearson lemma, likelihood ratio procedures, the general linear model, the Gauss-Markov theorem, simultaneous inference, decision theory, Bayes and minimax procedures, chi-square methods, goodness-of-fit tests, and nonparametric and robust methods.

Fall 2012

(4.67)

Fall 2013

(4.31)

Fall 2014

(4.11)

Fall 2012

Professor: Carey Priebe

(4.67)

Students said the course gave them a good understanding of statistical theory. They also enjoyed the professor’s enthusiasm. Negative aspects of the course were the heavy workload and the textbook. Some students said the professor did not go into enough detail for some of the concepts. You should have a solid background in probability and statistics before taking this course and students recommended reading the textbook before class.

Fall 2013

Professor: Carey Priebe

(4.31)

Students praised this course for its interesting subject matter and enthusiastic instructor who “genuinely cared that students learned.” Issues with the course varied, but some students found the coursework hard to understand. Suggestions for improvement included having the instructor go over more concepts and details during the lectures. Prospective students should know that the course was difficult and that the professor seemed to expect students to have some background in statistics.

Fall 2014

Professor: Carey Priebe

(4.11)

Students praised this course for having a passionate instructor who covered fundamental issues in this course. Students had various issues with the course. Multiple students found the course lacked structure which made it hard for beginners to understand. In addition, students complained of a lack of useful feedback on assignments. Suggestions to improve the course varied. Multiple students wanted the instructor to offer more feedback to students on exams and homework. Other students wanted the instructor to change his teaching style so that the course would be more accessible. Prospective students should know that students taking the course found it useful to have a good background in probability and math.