Students had mixed feelings about the lectures, but most found the TA sessions very helpful for going over the material and asking specific questions. Some said the professor’s lectures were not always well prepared, and that the TAs did not communicate enough with the professor. Many found the final exam much harder than expected because it was partly written by another professor. Suggestions included providing solutions to problem sets, past exams, or assigning additional problem sets so that students could practice more for exams. Students should be prepared to attend class, read the textbook, and spend a significant amount of time on homework for this course.

Students thought that the best aspect of this course was the professor. He taught the lectures in such a way that students found that they understood the concepts as well as the math behind the materials. Many students thought the homework problems were long and tedious, and that the information they went over in class did not fol ow the textbook or end up on the exams. Students recommended lessening the amount of homework and spending more time in class going through problems from the book, from step one to the solution. Prospective students wil need to read the textbook to review 11 materials covered in class. They will also need to attend every lecture so that they can ask questions about the materials, because most of the content on the exams come from the lectures.

Students appreciated the entertaining and engaging teaching style of the instructor for this course. They thought the course’s biggest weakness was the homework assignments which many thought were too lengthy. Students also thought that the pace of teaching sometimes moved too quickly, and that the course could be improved with a more deliberate pace in lectures. Students felt it was useful for others considering taking this course that they don’t need previous experience with statistics to succeed in this course.

The best aspects of this course included the manageable workload, the helpful supplemental textbook, the case studies presented in class, and the instructor’s lecturing style that held students’ attention. Some students felt the lectures didn’t properly prepare them for exams. One suggestion included having the lectures fol ow the exam content more closely. Suggestions also included having the instructor focus less on theoretical concepts and more on concrete ideas; also, incorporating more interactive activities into the class and spreading out the material evenly through the semester. Prospective students should know that the course is not overly math-intensive and that some independent self-teaching from the textbook is required.

The instructor for this course was excellent at presenting introductory statistics in a way that people with a wide range of math skills could understand and retain, and he made himself available to the students for help. The exams were straightforward and homework had a clear correlation to the material on exams. The worst aspects of the course were the TAs, homework that got progressively longer over the semester, and for many the class seemed too easy. Some suggestions for improving the course included giving better examples during class, better TAs for the sections, and getting homework back prior to exams for use as study material. Prospective students should know there are three exams but the lowest grade can be dropped, you are al owed a note card for the exams, and the homework takes a fair amount of time to complete.

The best aspects of the course were the enthusiastic, passionate professor who explained concepts well and the resources available to study for and use during exams. The workload was manageable and exams were straightforward and reasonable. Many students felt that the TA led sections were not helpful and that lectures were confusing and boring at times. Suggestions for improvement included having organized sections that reflected lecture objectives, shorter but more frequent homework, standard grading across sections, lecture notes available online, and more availability for help outside of class. Prospective students of any discipline will find that this course is a good introduction to statistics. Students should attend lectures, practice outside of class, and use the textbook in order to do well.