625.662.81 - Design and Analysis of Experiments

Expanded Course Description

Prerequisites: Multivariate calculus, linear algebra, one semester of graduate probability and statistics (e.g., EN.625.603). Familiarity with statistical software is recommended.

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course menu. A module will include overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Modules run for a period of seven (7) days. Assignments will be due at 11:59 PM on Mondays unless otherwise noted. Discussions will consist of two posts, the first by Friday evening 11:59 PM, the second by 11:59 PM on Monday. Modules will be opened each Monday evening at 11:59 PM to precede the Thursday lecture from 4:30 – 7:10 PM. Lectures will be recorded on Zoom and posted the next day. Self-check quiz or quizzes will reinforce module concepts. Self-check quizzes are optional and ungraded.

Course Topics

• Experimental Strategy & Basic Comparative Experiments Review
• Single Factor ANOVA
• Randomized Block & Latin Square
• Factorial Designs, including 2^k
  • 2^k Factorial Designs
  • Fractional Factorial Designs
• Random & Mixed Model Designs
• Nested & Split Plot Designs
• Common Designs in Health Science
• Response Surface Methods & Designs

Course Goals

Identify and describe, in statistical terms, research questions and relevant information regarding a process or system. Design efficient and statistically valid experiments to investigate those questions. Analyze experiments consistent with best practices and report findings.

Course Learning Outcomes (CLOs)

• Frame experimental settings, identifying problem goals, detailed characteristics, and statistical building blocks.
• Design statistically reasoned experiments to further knowledge objectives in a variety of fields of study.
• Perform comprehensive analyses using a wide array of experimental designs and statistical tests.
• Employ commonly available software to assist with statistical design and analysis.
• Communicate the experiment, from framework to design to analysis to results.

Textbooks

Montgomery, D. C. (2019). Design and analysis of experiments (10th ed.). John Wiley & Sons, Inc.

ISBN-13: 978-1-119-49244-3

Required Software

JMP 17 Pro

You will need access to a recent version of JMP 17 Pro. A license is provided at no cost to you, through JHU.

Visit the JHU IT Services Portal. Log in with your JHED ID and type “JMP 17 Pro” in the search bar. Click on “JMP 17 Pro” in the search results and follow the instructions provided.

R or R Studio

You will need access to a recent version of R or R Studio. This software is freely available for download. For just R, you can go to https://www.r-project.org/. For R Studio go to https://posit.co/products/open-source/rstudio/.

Student Coursework Requirements

It is expected that each module will take approximately 10 hours per week to complete. Here is an envisioned breakdown: reading the assigned sections of the texts (approximately 3 hours per week), attending lecture (2½ hours per week), discussion (approximately 1 hour per week), and HW problems (approximately 3½ hours per week). During exam weeks, all time will be devoted to the exam.

This course will consist of the following basic student requirements:

Discussion (20% of Final Grade Calculation)

You will be responsible for carefully reading all assigned material and attending lecture to prepare for discussion. Readings will be from the course text, primarily. Additional reading may be assigned to supplement the text or author videos may be recommended to clarify material.

Discussions will occur between the instructor and individual assigned groups. In the discussion, the instructor will send a typical client email describing an experimental problem to be addressed. That email, as with first contact from many clients, will be lacking information in some way. Student groups will seek to clarify their understanding of the problem with a fixed number of questions for the instructor (client). The instructor will respond directly to their questions. Students will synthesize the initial email and client responses to their questions and propose two directions for design and analysis (one primary and one alternate) in a second post to the client. Proposals will be briefly defended based on the client information given. Students will also provide a fixed number of follow-on questions in the second post that they would ask in attempt to narrow the experimental direction, with reasons for their questions given. A template for student group responses will be provided with additional instructions. The initial post will be made by Friday at 11:59 PM. The second post will be made by Monday 11:59 PM. Group/client interactions will be made available to the entire class after completion.

Evaluation of preparation and participation is based on contribution to discussions.

Discussion is evaluated by the following grading elements:

• Timeliness (25%)
  • Self-evident
• Critical Thinking (75%)
  • Critical thinking is based on my subjective evaluation of the discussion process. Did you ask the most obvious and relevant questions? Did you arrive at a plausible experimental strategy? Would a continuing conversation using your follow-on questions be fruitful?

Discussion is graded as follows:

• 100–90 = A—Timely exchanges, best design and analysis strategy with no obvious shortcomings, great follow-on questions likely to completely clarify important problem aspects.
• 89–80 = B—Near timely exchange, good design and analysis strategy with minor shortcomings, good follow-on questions likely to advance thinking on important problem aspects.
• 79–70 = C—Timeliness lacking, fair design and analysis strategy with nontrivial problems, fair follow-on questions likely to advance thinking but perhaps only on peripheral problem aspects.
• <70 = F—Untimely, poor design and analysis strategy with serious problems, poor follow-on questions unlikely to advance thinking on relevant problem aspects.

Assignments (30% of Final Grade Calculation)

Assignments for each module will consist of problem sets from the text or instructor, with approximately 10 problems per set. Individual problems will be graded for technical correctness in accordance with the problem instructions and a subjective score as to correctness will be assigned. The HW score will be the average of scores on equally weighted problems. HW assignments will be performed by students individually.

All assignments are due according to the dates in the Calendar, which unless otherwise noted will be 11:59 PM on Monday following the assignment release.

Late submissions will be reduced by one letter grade (10 points) for each week late up to two weeks (no exceptions without prior coordination with the instructors). If you submit beyond two weeks after the due date, no credit will be given.

For individual questions, a general framework for the subjective score assigned is as follows:

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (60%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Course Project (20% of Final Grade Calculation)

A course project will be assigned for completion during Module 13. The next-to-the-last week will be devoted to the course project. This project will be based on more advanced concepts later in the course but will have the same flavor as the weekly discussion sessions with client/consultant interactions. However, unlike the weekly discussions, the project will include an analysis to be completed based on client-provided data and preparation of a brief group presentation video.

The course project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description) (20%)
2. Team understanding of the course project topic (as described in the Course Project Description) (20%)
3. Team execution of an appropriate analysis (as described in the Course Project Description (40%)
4. Team presentation (as described in the Course Project Description) (20%)

Course Project is graded as follows:

• 100–90 = A—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in presentation environment; individual/ teamwork product(s) agreed to, well prepared and available to all team members/ instructors]; Student Understanding/ Team Understanding [rich in content; full of thought, insight, and analysis].
• 89–80 = B—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in presentation environment; individual/ teamwork product(s) agreed to and prepared]; Student Understanding/ Team Understanding [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities agreed to; individual/ team well versed in presentation environment; individual/ teamwork product(s) prepared]; Student Understanding/ Team Understanding [generally competent; information is thin and commonplace].
• <70 = F—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities not well understood; individual/ team has difficult with the presentation environment; individual/ teamwork product(s) partially prepared]; Student Understanding/ Team Understanding [rudimentary and superficial; no analysis or insight displayed].

Exams (30% of Final Grade Calculation, combined from 15% for Midterm and 15% for Final)

The midterm exam will be available in Module 8 and the final exam will be available in the last Module. You will have one week to complete the exams and they will be due as indicated at exam release. You may use the course text to complete the exams. Exams will be traditional take-home, with open book/notes, and software for analysis as required. Exams problems will be awarded points in accordance with problem weights.

A general framework for the assignment of subjective scores to individual problems is as follows:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I will post grades promptly, usually in 1-2 weeks from turn-in.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.