IDS 702: Data Modeling and Representation

Duke University

Fall 2025

Course Overview

Meeting times: Tuesdays and Thursdays 3:05-4:20 PM, Gross Hall 270
Instructor: Andrea Lane, PhD, [Link]@[Link]
Office hour: Thurs 4:30-5:30 PM, Gross Hall 270 (if unoccupied after class) or Gross Hall
223
Teaching Assistants:
Kayla Haeussler, [Link]@[Link]
Office hour: Weds 12-1 PM, Gross Hall 230K
Atreya Tadepalli, [Link]@[Link]
Office hour: Fri 1-2 PM, Gross Hall 230M

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Course Objectives

Developing an understanding of statistical modeling is a key component of becoming a data

1. Statistics Fundamentals
2. Linear Regression
3. Generalized Linear Models

But here in the MIDS program, understanding the content is only the beginning. Successful
data scientists are critical thinkers, problem solvers, effective communicators, and
enthusiastic collaborators. With that in mind, this course aims to meet five key learning
objectives:
By the end of the course, students should be able to

1. Fit and interpret statistical models, including linear and generalized linear models.
2. Connect statistical modeling concepts to underlying statistics fundamentals including
probability distributions and estimation.
3. Map a research question and dataset to the appropriate statistical model.
4. Make careful and critical decisions about model building and consider real-world impli-
cations.
5. Communicate (through written and oral communication) model results to a broad audi-
ence.

Course Materials

Textbooks

I will assign readings from a few different textbooks throughout the semester. All of these
books are available for free in electronic format either online or through the Duke Library.
Intuitive Introductory Statistics by Douglas A. Wolfe and Grant Schneider. (Available through
the Duke Library)
An Introduction to Statistical Learning with Applications in R, 2nd edition by James, G.,
Witten, D., Hastie, T., and Tibshirani, R. (Available online)
Introduction to Modern Statistics, Second Edition by Mine Çetinkaya-Rundel and Johanna
Hardin. (Available online)

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Gradescope

You will submit assignments through Gradescope, which you can access through Canvas. You
can use this code to access the course: R53EEW

Slack

Be sure to join the ids702-fa25 channel in the MIDS Slack workspace. I will post announce-
ments on this channel.
A note on communication: If you would like to contact me for any reason, you can reach out
on either Slack or via email. If I do not respond within 48 hours during weekdays, you are
welcome to follow up.

Course Components

Class preparation

Before each class meeting, you will be required to engage with prep materials (reading or
video). The prep materials will primarily cover theoretical concepts. Class meetings will then
review the theory and implementation in R. Preparation assignments will be posted on the
course website by Friday 11:59 PM the week before.
Class preparation connects to the first two learning objectives.

Homework assignments

You will have homework assignments to complete during the semester. The structure of the
assignments will evolve with the course material, starting with a problem set structure and
moving toward written analysis assignments.
You are encouraged to talk to each other about general concepts, and to the instructor/TAs.
However, the write-ups, solutions, and code MUST be entirely your own work. The assign-
ments must be typed up using the provided Quarto templates (unless otherwise noted) and
submitted on Gradescope. Note that you will not be able to make online submissions after
the due date, so be sure to submit before the Gradescope-specified deadline.
Homework assignments connect to all five learning objectives.

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Statistics reflections

Two of the homework assignments will be statistics reflections. I have assigned pieces that cover
various topics related to the interaction between data science and society. You are to write a
written reflection about the material that you select. Questions are provided as prompts, but
you are not required to answer them in your reflection. Grades will be based on completion
and thoughtful engagement.
The chosen articles/videos address topics that may be sensitive and/or uncomfortable, includ-
ing racism, eugenics, and gender identity. It is crucial that you engage in the reflections
thoughtfully and respectfully. I seek to create a classroom environment that not only acknowl-
edges diversity in all forms, but celebrates it. In that endeavor, I would be remiss not to
acknowledge the discriminatory ways statistical science has been used both historically and
currently. In having these important discussions, I want you to critically examine and appre-
ciate the power (good and bad) of statistics as you begin your career as a data scientist. More
information can be found on the statistics reflections page on the course website.
Statistics reflections connect to the fourth course learning objective.

Quizzes and midterm

Quizzes will be given at the end of units 1 and 3. They will not take the entire class period. A
midterm exam will be held on Thursday, October 23rd in class, and cover the first two units
with an emphasis on unit 2. The quizzes and midterm will assess conceptual understanding,
not R programming.
If you benefit from the use of testing accommodations, such as an isolated testing area or extra
time, please connect with the Student Disability Access Office as soon as possible and reach
out to me to discuss logistics.
The assessments connect to the first two learning objectives.

Project

You will work with a team to apply the knowledge and skills learned throughout this course
and analyze a dataset that interests you. The project should be an in-depth statistical analysis
of a particular research question. Your team will select the dataset. Teams will be assigned.
More detailed information will be available on the course website later in the semester. The
project will have the following components:

• Proposal (team)
• Written report (team)
• Recorded elevator pitch (individual)

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 • Team member evaluation

The project connects to all four course learning objectives.

Grade Calculation

Component Percentage
Participation (Wooclap questions, in-class exercises) 10%
Homework assignments, including statistics reflections 45%
Midterm exam, quizzes 20% (15 and 5, respectively)
Project 25%

Letter grade scales may be adjusted at the end of the semester. Cumulative averages ≥ 90%
are guaranteed at least an A-, cumulative averages ≥ 80% are guaranteed at least a B-, and
cumulative averages ≥ 70% are guaranteed at least a C-
Regrade requests can be made on Gradescope within 24 hours of the assignment’s grade release.
Regrade requests for final project reports/presentations must be made within 12 hours of grade
release. Note that regrade requests are appropriate if points were deducted but you can clearly
point to where the correct answer is provided. A regrade request is not appropriate to argue
that too many points were deducted for a given error.
There are no make-ups for any graded work except for cases of medical/personal/familial
emergencies. If you are facing extenuating circumstances during the semester, please don’t
hesitate to reach out to the instructor.

Course policies

Late submissions

You (or your team when applicable) will lose 50% of the total points on each assignment if
you submit within the first 24 hours after it is due. You will lose 100% of the total points if
you submit later than that without explicit approval from the instructor.
You can request a single-use, no-questions-asked 24-hour extension for one homework assign-
ment during the semester. To use your extension, email the instructor and cc all TAs with
the subject line “IDS 702 Single-use Extension.” No explanation is needed as to why you are
requesting the extension. The extension cannot be applied to the exam, project deliverables,
or quizzes.

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Academic integrity

As a student in this course, you have agreed to uphold the Duke Community Standard as well
as the practices specific to this course. This means that the work you submit is your own,
even if you discuss assignments with your classmates. Additionally, when consulting resources
(books, internet articles including stackexchange, GenAI), you must cite them. If you have
any questions about what should be cited in your work, please reach out to the instructor.
Please read Nick Eubank’s ChatGPT advice linked here and consider the downside of overre-
liance on LLMs during the learning process.

Inclusive community

It is my intent that students from all diverse backgrounds and perspectives be well-served
by this course, that students’ learning needs be addressed both in and out of class, and that
the diversity that the students bring to this class be viewed as a resource, strength, and
benefit. It is my intent to present materials and activities that are respectful of diversity
and in alignment with Duke’s commitment to diversity and inclusion. Your suggestions are
encouraged and appreciated. Please let me know ways to improve the effectiveness of the
course for you personally, or for other students or student groups.
Furthermore, I would like to create a learning environment for my students that supports
a diversity of thoughts, perspectives and experiences, and honors your identities. To help
accomplish this:

• If you feel like your performance in the class is being impacted by your experiences
outside of class, please don’t hesitate to come and talk with me. If you prefer to speak
with someone outside of the course, I encourage you to speak with MIDS administrators.
• I (like many people) am still in the process of learning about diverse perspectives and
identities. If something was said in class (by anyone) that made you feel uncomfortable,
please let me or a member of the teaching team know.

Resources

• Duke Counseling & Psychological Services (CAPS) helps Duke Students enhance
strengths and develop abilities to successfully live, grow and learn in their personal and
academic lives. CAPS offers many services to Duke students, including brief individual
and group counseling, couples counseling and more. CAPS staff also provides outreach
to student groups, particularly programs supportive of at-risk populations, on a wide
range of issues impacting them in various aspects of campus life. CAPS provides
services to students via Telehealth. To initiate services, you can contact their front desk
at 919-660-1000.

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• If there is any portion of the course that is not accessible to you due to challenges
with technology or the course format, please let me know so we can make appropriate
accommodations. The Student Disability Access Office (SDAO) is available to ensure
that students are able to engage with their courses and related assignments.
• The Academic resource center provides learning resources to help you maximize your
academic capabilities.