The professor’s lectures were clear and engaging, but since he does not use a textbook it is important to attend class. The workload was manageable and the exams were very fair. Some students felt that he did not ful y explain examples in class. Students suggested that some kind of textbook or more practice materials would be helpful. A good grasp of Stats I is necessary, and the material can be difficult, but students who make an effort and do the homework will do well.

The best aspects of this course included the helpful professor and the very straightforward way he taught the materials. Students believed that they understood the concepts and formulas behind the materials and that the grading system was forgiving. Some students felt the lectures were a bit dry, and others thought the homework load was a bit excessive. Suggestions for improvement included providing more study materials for the exams as well as adding more interactive aspects to the lectures to liven them up. Prospective students should stay on top of the homework and read the textbook to keep up with the materials. Attendance to lectures is important, and students should have a background in statistics before enrolling.

Students liked the clear engaging teaching of the instructor for this course. They also appreciated being able to bring a notecard with formulas to the final exams. Students thought that the greatest weakness of the class was that the homework assignments seemed less challenging than the exams, making them feel as though they were not well prepared for the tests. Students believed that the course could be improved with the addition of review sessions or review sheets offered by the instructor prior to exams. Students thought it was useful for potential participants in this class to know that the grades for the course’s exams were not curved.

The best aspects of this course included the applicable methods taught for effective independent research, the optional final exam, and the frequent problems sets that provided students with the opportunity to gauge their understanding and progress. Some students felt that the lectures were often confusing, that the work done in class did not appear in the textbook, and that the instructor seemed disorganized. One suggestion was to allow students partial credit on both homework and exam questions. Another suggestion was for the instructor to make certain he’s teaching linearly; not starting at one place, stopping and then restarting in a new spot. Prospective students should know this is a math-intensive course and it’s a wise idea to brush up on statistical knowledge; also, it’s important to start work on the problem sets as soon as possible. 11

The best aspects of this course were the instructor, the TAs, and the relevant information presented. Many students thought the instructor was an effective teacher, and her lectures were clear and well organized. The TAs were available for help and made challenging concepts clearer. Some of the more negative aspects of the course were the repetitive lectures, the lengthy homework, having to memorize formulas rather than having a cheat sheet, and lectures often ran over time. Some suggestions for improving the course included giving heavier weight to the homework, having more relevant practice in section (rather than going over theory), and al owing a note card or equation sheet for exams. Students interested in this course should know that the homework should be started early as it takes time to complete, and the course is not as difficult as you may expect provided you keep up with the work. 11

The best aspect of the course was the engaging professor who clearly identified important information during lectures. Help was readily available and the course was well taught and organized. Students felt that homework assignments were long and grading was harsh with unclear expectations. The instructor went over some material too quickly and students felt that there was not enough time to finish exams. Suggestions for improvement included allowing calculators and formula sheets during exams and having less time dedicated to R programming. Students also suggested using section time to review homework and practice more problem sets. Prospective students should also start assignments early and be open to col aboration with other students to better understand concepts.