2012 Course Pages

From Computational Statistics (CSE383M and CS395T)
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This is just a convenient place to put obsolete links that were used in the Spring, 2012, course.

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Problem Set Due Wed Feb 22

In-Class Activity Scratch Space

"Fictionary" Feb 29

Find the Volcano Mar 5

Write Your Own Prelims Exam Mar 19

Sets 24 and 25 Concepts Review Mar 26

Quiz Mar 26 and Histogram of Scores

Hubble Constant Apr 2

EM and Model Selection Apr 9

MCMC Apr 23

Term Projects

A term project is required. Please read Term Project Assignment for complete information and calendar of events.

Student Term Project Pages

Sign Up Now for Final Oral Exams (Interviews)

Sign up now for your final oral interview (equivalent of final oral exam). The interview will be 20 minutes in length. If you sign up early, you'll get a better time slot! The sign-up page is here.

Here is the Concepts Study Page and random term generator.
All oral interviews are in ACES 3.258.

Link to Study Sheet from Last Year

Study Sheet Random term generator

Click image to see a legible version.

The Experiment: Active Learning in a Graduate Course?

While the material covered is nearly the same as in previous years, the structure of the course this year is completely different. Much research shows that lecture courses, where students listen passively as the instructor talks, are inefficient ways to learn. What works is so-called active learning, a broad term that, for us, basically means that class time is too valuable to waste on lectures. (See image at right.)

Over the 2011-2012 holiday vacation, Bill converted all the lectures into webcasts and posted them on YouTube under the series title, Opinionated Lessons in Statistics (also see links below). Webcasts are not active learning. However, they will be your main "linear" introduction to the material. You must watch the assigned webcasts before the class for which they are scheduled; maybe watch them more than once if there are parts that you don't easily understand. Then, you will be ready for the active learning that we do in class. The class activities will not "cover the material". Rather, class is supposed to be for "aha moments" and for "fixing" the material in your learning memory.

What are the class activities? Will this work? We will answer those questions by all inventing together. The traditional lecture course is so ... yesterday! What should a mathematics-rich graduate level course for today and tomorrow actually be?

In-class exercise: 10 minute group writing assignments

Marginalization

Dirac Delta Function

Continuous Probability Distribution versus Discrete Probability Distribution

Parameters