Lesson 36: Project Peer Review

Early Admin

Project Presentation – 5 May (Lesson 38)

Your project presentation is Tuesday, 5 May 2026 (Lesson 38).

Required: invite one non-cadet – a TAC, coach, mentor, or other faculty member – to your presentation. Tell them the project title, the classroom, the date/time, and what you’ll be presenting.

Email rule: BCC me on the invite – do not CC me. Use dusty.turner@westpoint.edu in the BCC line.

Suggested invite template (fill in the bracketed fields):

To:    [guest name and email]
BCC:   dusty.turner@westpoint.edu
Subj:  Invitation -- MA206X Project Presentation: Brigade Lethality Analysis ([your unit]) -- 5 May 2026

Sir / Ma'am,

I'd like to invite you to my MA206X (Probability & Statistics) final project presentation. My partner CDT [Partner Last Name] and I analyzed real Army Vantage data from [your assigned brigade] to inform brigade-level readiness decisions. Our presentation, "[your title -- e.g., 'Drivers of AFT Performance in 2nd BCT, 10th MTN DIV']," covers the brigade readiness question we set out to answer; one-sample, two-sample, and multiple-regression analyses on individual Soldier records (AFT, M4, demographics, body composition); and recommendations a brigade commander could act on.

Event details:

When:   Tuesday, 5 May 2026, [class hour, e.g., A hour, 0740--0835]
Where:  Thayer Hall, Room TH339
Format: Walk-around / poster style. Every team posts their slides and figures on the classroom walls; you can stop at any team's display, look at the analysis, and ask questions. My partner and I will be standing by ours -- come whenever works, stay as long or short as you'd like. Drop in for 5 minutes or stay the whole hour.

Please let me know if you can attend -- I'd value your feedback on both the analysis and the brief.

Very respectfully,
CDT [Last Name], USCC
[Company / Regiment]
[Your USMA email]

TEE Schedule

Section	12 May 0730–1100	13 May 0730–1100	15 May 1300–1630
A2	2	0	15
B2	1	0	17
C2	3	1	12

12 May, 0730–1100

EDDY, ELLIOT G
HARDER, ETHAN W
JENKINS, KEIRA M
KALIDINDI, HEERA S
NEWTON, SEAN J

13 May, 0730–1100

PHELPS, JOHN M

15 May, 1300–1630

AIRD, ZANDER A
ASHLEY, CAIDEN E
BOOZER, CURTIS M
CARTER, ISAAC M
DWYER, LUKE P
GARMON, MICHAEL H
HOLTMAN, ETHAN M
KELLY, BRENDAN R
MCFARREN, SYDNEY L
MCGREGOR, AUSTYN J
MERIDETH, JUDSON W
O’CONNOR, OWEN W

12 May, 0730–1100

FEDALIZO, BALTAZAR C

13 May, 0730–1100

WEGNER, DYLAN D

15 May, 1300–1630

BARTOSH, BRIGHAM A
CHEN, JUSTIN R
CUETO, NICHOLAS C
DIOP, KHADIJA
GRIFFIN, CAMERON J
HEKIMIAN, MARY RAY M
ISONIEMI, JONATHAN A
JEFFREY, ALEXANDER M
KIM, DOYEE
LEDFORD, PEYTON R
LEE, CALEB S
MAESTAS, NATHAN J
MULHOLLAND, THOMAS P
NEWMAN, NICHOLAS P
RIBAS, HELEN A
ROSS, JAMES C

12 May, 0730–1100

CALABRESE, BENJAMIN C
HONG, RAYMOND
KWAK, TREVOR J

13 May, 0730–1100

GRAY, WILLIAM C

15 May, 1300–1630

BANZUELA, JOSHUA M
BRADLEY, GAVIN M
BRAEGER, SYDNEY M
CASTINO, RYLEN J
CATALDO, JUSTIN J
DIAL, NADIA J
HARTLEY, JETT M
LINEBERGER, JAYDEN D
PAYNE, BRENNA N
POULTER, ZANE C
PRATT, NATHAN C
PROKOP, ANYA A

What We Did: Lesson 35

Lesson 35: ANOVA I

Pairwise \(t\)-tests inflate the family-wise false-positive rate (1 - 0.95^6 ≈ 26.5% for 4 groups)
ANOVA asks one question – “do any group means differ?” – with a single test at level \(\alpha\)
\(H_0: \mu_1 = \mu_2 = \cdots = \mu_k\) vs. \(H_a:\) at least one differs
\(F = MSR / MSE\) on \((k-1,\ N-k)\) df; reject when \(F\) is large
R: aov(y ~ group, data = df) then summary()

What We’re Doing: Lesson 36

Objectives

Bring your 85% Tech Report with 3 printed copies
Give and receive structured peer feedback from 3 classmates
Walk out with a concrete revision list before final submission

Required Reading

No new reading – bring your draft and a pen.

Break!

The Kids

Track Meet

Softball

Flooded Basement

A Note from Reese

DMath Frisbee!! - Semi Finals

Math vs SCPME / BSL

Previously 1-0

2-0; Score 16-0

DMath Frisbee!! – Finals

Math vs SCPME / BSL

Previously 2-0

3-0; Score 16-1

Bonus

How the Peer Review Works

What You Are Looking For

Five questions to ask of every section

Are the ideas clearly communicated?
Can you read the charts? (titles, axes, units, legible)
Are the tables quality? (clean, labeled, no raw R dumps)
Do they have all the required sections?
Are the sections filled in and sound?

Logistics

3 printed copies of your draft
You will exchange with 3 classmates (rotate through 3 review pairs)
10 minutes per review
Reviewer marks the paper directly (margin notes welcome) and walks the rubric below
You leave with 3 marked-up copies and a written list of revisions

Use the Actual Project Rubric

Score your peer the way the graded rubric scores them. Anywhere they’re losing points now, they should fix before final submission.

Tech Report Rubric (125 points)

Category	Component	Points
IPR Briefing	Preparedness and content (LSN 37)	10
Exec Summary & Intro	BLUF, data description, descriptive stats	10
One-Sample Test	EDA, methodology, results, interpretation	20
Two-Sample Test	EDA, methodology, results, interpretation	20
Regression	EDA, methodology, results, diagnostics, interpretation	30
Discussion & Conclusions	Synthesis, limitations, recommendations	15
Professionalism	Writing quality, figures, tables, formatting	20

Source: MA206X Project Instructions

For each rubric row, ask the five takeaway questions above:

Are the ideas clear?
Can I read the charts?
Are the tables quality?
Is the section present?
Is it filled in and sound?

If any answer is “no,” that’s a comment for your peer.

Before You Leave

Today

Mark up all three of your peers’ drafts using the rubric above
Build your own revision list from the three reviews you received
Confirm your non-cadet guest for the 5 May presentation and BCC me on the invite

Any questions?

Next Lesson

Lesson 37: ANOVA II

Two-way ANOVA: blocking and factorial designs
Interaction effects across factors
Multiple comparisons (Tukey HSD) in detail
Devore 10.2

Upcoming Graded Events

Tech Report (final) – see Canvas
Project Presentation – 5 May 2026 (Lesson 38), Lesson 39 follow-on
TEE – 12, 13, 15 May 2026 (per section schedule above)