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Statistics

Departmental Counselor: Per A. Mykland, E 128, 702-8044,
mykland@galton.uchicago.edu
Departmental Secretary: Mitzi L. Nakatsuka, E 106, 702-0368
World Wide Web: http://galton.uchicago.edu/

Program of Study

The modern science of statistics involves the invention, study, and development of principles and methods for modeling uncertainty through mathematical probability; for designing experiments, surveys, and observational programs; and for analyzing and interpreting empirical data. Mathematics plays a major role in all statistical activity, whether of an abstract nature or dealing with specific techniques for analyzing data. Statistics is an excellent field for students with strong mathematical skills and an interest in applying these skills to problems in the natural and social sciences. A program leading to the Bachelor of Arts degree in statistics offers excellent coverage of the principles and methods of statistics in combination with a solid training in mathematics. In addition, there is considerable elective freedom enabling interested students to examine those areas of knowledge in the biological, physical, and social sciences that are often subjected to detailed statistical analysis. The concentration provides a base for graduate study in statistics or in other subjects with strong quantitative components. An honors program is available. Students considering graduate study in statistics or related fields are encouraged to discuss their programs with the departmental counselor at an early stage, whether or not they plan to receive an undergraduate degree in statistics.

Statistics Courses for Students in Other Concentrations. Courses at the 200 level are designed to provide instruction in statistics, probability, and statistical computation for students from all parts of the University. These courses differ in emphasis on theory or methods, on the mathematical level, and in the direction of applications. Most of the introductory courses make serious use of high-speed computers to exemplify and explore statistical concepts and methods. The nature and extent of computer work varies according to the course and instructor. No previous experience with computers is expected for any first course. Statistics courses are not mathematics courses, but the mathematics prerequisites provide a useful guide to the level of a statistics course. In general, students are advised to take the course with the highest prerequisites that they can meet and, when possible, to take a two- or three-quarter sequence rather than a one-quarter course. In particular, students who have taken calculus should not take Statistics 200 but, rather, should take Statistics 220, 242, 244-245, or 251.

Introductory Courses and Sequences. Statistics 220 is the usual first course in statistics, providing a general introduction to statistical concepts, techniques, and applications to data analysis and to problems in the design, analysis, and interpretation of experiments and observational programs. Computers are used throughout the course. One or two sections of Statistics 220 in the autumn, winter, and spring quarters use examples drawn from economics and business and a selection of texts and topics that are more appropriate for concentrators in economics. Statistics 200 is an alternative that has no calculus prerequisite and places less emphasis on exploring statistical techniques. Statistics 242 and 251 are introductory courses in probability; Statistics 251 places more emphasis on rigorous mathematical development of probability theory, whereas Statistics 242 covers considerably more material, including introductions to stochastic processes, and puts greater emphasis on applications.

Statistics 244-245 is recommended for students who want a thorough introduction to statistical theory and methodology. No prior training in statistics or probability is required for Statistics 244-245. However, Statistics 200 or 220 would provide a helpful background; students who have taken one of these are encouraged to take Statistics 244-245 if they want more extensive training in the basis of statistical methods. NOTE: The removal of a statistical and probabilistic prerequisite for Statistics 244 is a change implemented last year, as is the shift of Statistics 244-245 to autumn and winter quarters.

Statistics 244-245 and 251 form the core of the statistics concentration and is recommended as a cognate sequence to concentrators in the quantitative sciences and mathematics. It would be preferable, but not mandatory, to take Statistics 251 after 244-245; accordingly, 251 is now offered in the spring quarter to create a three-quarter sequence.

For students more interested in exploring methods and their applications, Statistics 222, 224, 226, and 227 are recommended. These are complementary second courses that emphasize some class of methods for the analysis of data. They may be taken in any order. Each presumes a previous course in statistics (Statistics 220 or equivalent) and experience using computers in data analysis (as in Statistics 220). The emphasis is on linear models and experimental design in Statistics 222, multiple regression and least squares in Statistics 224, and counted data in Statistics 226.

For students who have completed Statistics 245, many graduate courses in statistics offer opportunities for further study of statistical theory, methods, and applications. The introductory probability courses (Statistics 242 and 251) may be taken separately from any statistics courses. Statistics 251 can be supplemented with more advanced probability courses such as Statistics 312 or 381-382.

Program Requirements

Degree Programs. Students in the statistics program should satisfy the Common Core requirements in the mathematical sciences with courses in calculus. Concentration requirements include four additional prescribed mathematics courses and five prescribed statistics courses; the four mathematics courses should be completed by the end of the third year. Additional requirements include one course in computer science and two more courses in mathematics, statistics, or computer science. The five required statistics courses must include Statistics 244-245 and 251; and either 224 or 343. The fifth required statistics course may be either Statistics 220 or another course such as Statistics 222, 226, 227, 240, 301, 312, or 321. If Statistics 220 is included as part of the program, it should be taken before Statistics 244 is taken. Candidates should be sure their course program has the approval of the departmental counselor. NOTE: Double majors in economics and statistics can replace Math 200-201 and Math 250/255 with Math 195-196 and 203.

Summary of Requirements

General Education Math 131-132, 151-152, or 161-162

Concentration 1 Math 133, 153, or 163

2 Math 200-201, 203-204, or 207-208

1 Math 250 or 255

4 Stat 244, 245, 251, and 224 or 343

1 Stat 220 or other approved statistics course

1 ComSci 105 or 115

2 approved courses in mathematics, statistics, or computer science

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Grading. Subject to College and divisional regulations, and with the consent of the instructor, all students except concentrators in statistics may register for regular letter grades or P/F grades in any 200-level statistics course. A grade of P will be given only for work of C- quality or higher. Incompletes will be allowed only in cases of serious emergency. To meet the concentration requirement in statistics, a grade of at least C- must be earned in each of the twelve courses; a grade of P is not acceptable for meeting these concentration requirements.

Honors. The B.A. with honors is awarded to students who have a grade point average of 3.0 or better overall and 3.25 or better in the twelve required courses in the concentration and who, in addition to these courses, register for Statistics 299 and complete an approved honors paper. Interested students who meet the program requirements should see the departmental counselor before the end of their third year in the College.

Faculty

YALI AMIT, Assistant Professor, Department of Statistics and the College

ERIC D. KOLACZYK, Assistant Professor, Department of Statistics and the College

C. T. AUGUSTINE KONG, Associate Professor, Department of Statistics, Committee on Genetics, and the College

PETER MCCULLAGH, Professor, Department of Statistics and the College; Chairman, Department of Statistics

MARY SARA MCPEEK, Assistant Professor, Department of Statistics, Committee on Genetics, and the College

XIAO-LI MENG, Assistant Professor, Department of Statistics and the College

ALEJANDRO MURUA, Assistant Professor, Department of Statistics and the College

PER A. MYKLAND, Associate Professor, Department of Statistics and the College

MICHAEL L. STEIN, Professor, Department of Statistics and the College

STEPHEN M. STIGLER, Ernest DeWitt Burton Distinguished Service Professor, Department of Statistics, Committee on Conceptual Foundations of Science, and the College

RONALD A. THISTED, Professor, Departments of Statistics and Anesthesia & Critical Care and the College

MICHAEL J. WICHURA, Associate Professor, Department of Statistics and the College

KIRK M. WOLTER, Professor, Department of Statistics

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