Rutgers catalogResearched guideSIRS history63 section records

01:198:142

Data 101

COMPUTER SCIENCE

School 01 — New Brunswick School of Arts and Sciences
credits
4
Core
CCO, ITR, QQ, QR
Typical seasons
Fall, Spring, Summer
Fall 2026 sections
14
Open snapshot
0 open in snapshot

Course guide

AI-generated overview

Course fingerprint 10 AI-generated signals

Difficulty

2/5
Why

Official Rutgers descriptions frame the class as an introduction, and student discussion usually describes it as beginner friendly rather than technically intimidating.

Workload

3/5
Why

Rutgers highlights weekly data puzzles plus R practice, so the work is regular even if the underlying material is pitched at an introductory level.

Pacing

3/5
Why

The course moves from R basics into inference, Bayesian reasoning, regression, and data paradoxes, but it still does so in an entry-level survey format.

Projects

2/5
Why

The signature work is recurring puzzle-based analysis and class defense rather than a large multi-week software or research project.

Exams

3/5
Why

The Rutgers course-details PDF explicitly lists a midterm and final, but the course identity also rests heavily on weekly puzzles and Court of Data participation.

Math

2/5
Why

Rutgers says the statistics and probability content focuses on the most important ideas for reasoning with data, not on a formula-heavy treatment.

Memorization

1/5
Why

Official materials explicitly contrast the class with a memorize-many-formulas statistics course and emphasize practical reasoning instead.

Abstraction

2/5
Why

Most of the course lives in concrete datasets, puzzles, and real-world claims rather than in highly abstract theory.

Prerequisites

1/5
Why

Student discussion repeatedly frames Data 101 as accessible to students without deep prior programming or data science preparation.

Reading

2/5
Why

The public Rutgers materials emphasize hands-on puzzles, R work, and discussion more than a heavy assigned reading burden.

What students tend to say

Public Rutgers discussion usually describes Data 101 as approachable for students without a deep coding background, especially because it teaches practical R and focuses on interpretation more than on advanced theory. At the same time, some students say the class can feel surface-level or unevenly organized depending on the semester, so it works best when you treat the weekly puzzles and discussions as the real center of the course.

The class is widely seen as beginner accessible

Students often describe Data 101 as manageable for people who are new to programming or data science, especially compared with more technical CS offerings.

R is the main practical skill students remember

Even when students call the class introductory, they usually highlight that learning basic R for analysis and visualization is a useful concrete takeaway.

The puzzles and social-data framing stand out

Student comments line up with the official course design: the class is not just a standard statistics survey, but a puzzle- and argument-driven course about how people reason with data in the real world.

Depth and organization can vary by experience

Some students call the course fun and useful, while others say it feels basic or more dependent on section/instructor execution than on technical difficulty alone.

Topic breakdown

A practical chapter-by-chapter view from foundations to applications.

6 modules

Module 1

Getting started with R and data questions

The official weekly outline starts with orientation to data science and setting up R, then moves quickly into simple queries and basic manipulation. The point is not to become a software engineer, but to get comfortable enough with a real analysis environment that you can ask concrete questions of data.

R basicsdatasetssimple queriesdata literacysetup and workflow

Basic concept overview

Data literacy is about judgment, not just software

R matters because it gives students a practical tool, but the larger goal is learning when a claim from data is persuasive, weak, rushed, or misleading.

Exploration and inference are different stages

A graph or derived attribute can suggest an interesting pattern, but the course keeps returning to the question of whether that pattern survives more careful statistical reasoning.

Skepticism is a technical skill

Healthy skepticism in this class means recognizing sampling noise, multiple comparisons, cognitive biases, and the many ways a persuasive-looking chart can still support a bad conclusion.

Communication is part of analysis

The Court of Data format makes a core point of the class explicit: a data result is only useful when you can explain the evidence, defend the method, and state the limits of the claim.

Things to watch for

Treating R commands as isolated tricks

Connect each command to an analytical goal: what question you are asking, what transformation you are making, and what conclusion the output actually supports.

Seeing a small p-value as automatic proof

Keep the course's skepticism theme in mind: significance is only one piece of evidence, and design, assumptions, context, and effect size still matter.

Ignoring the social context of the dataset

Many official examples are about how data affects real people, so ask who collected the data, what is omitted, and what incentives may shape the conclusion.

Fall 2026 sections

0 open · Busch

SectionStatusInstructorMeetingCampus
0111476ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Thursday 5:55 PM-6:50 PM at HH A6HLL 114HH A6Busch
0211477ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Thursday 5:55 PM-6:50 PM at FH A1HLL 114FH A1Busch
0311478ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Thursday 7:45 PM-8:40 PM at SC 204HLL 114SC 204Busch
0411479ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Thursday 7:45 PM-8:40 PM at SC 206HLL 114SC 206Busch
0511480ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Wednesday 5:55 PM-6:50 PM at ED 025BHLL 114ED 025BBusch
0611481ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Wednesday 5:55 PM-6:50 PM at MU 211HLL 114MU 211Busch
0711482ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Wednesday 7:45 PM-8:40 PM at SC 216HLL 114SC 216Busch
0811483ClosedImielinskiTuesday 12:10 PM-1:30 PM at HLL 114; Friday 12:10 PM-1:30 PM at HLL 114; Wednesday 7:45 PM-8:40 PM at SC 220HLL 114SC 220Busch
0911484ClosedGale, AbrahamMonday 7:30 PM-8:50 PM at ARC 103; Wednesday 7:30 PM-8:50 PM at ARC 103; Thursday 7:45 PM-8:40 PM at SEC 204ARC 103SEC 204Busch
1011485ClosedGale, AbrahamMonday 7:30 PM-8:50 PM at ARC 103; Wednesday 7:30 PM-8:50 PM at ARC 103; Thursday 7:45 PM-8:40 PM at ARC 207ARC 103ARC 207Busch
1111486ClosedGale, AbrahamMonday 7:30 PM-8:50 PM at ARC 103; Wednesday 7:30 PM-8:50 PM at ARC 103; Friday 2:15 PM-3:10 PM at ARC 333ARC 103ARC 333Busch
1211487ClosedGale, AbrahamMonday 7:30 PM-8:50 PM at ARC 103; Wednesday 7:30 PM-8:50 PM at ARC 103; Friday 2:15 PM-3:10 PM at ARC 206ARC 103ARC 206Busch
1311488ClosedGale, AbrahamMonday 7:30 PM-8:50 PM at ARC 103; Wednesday 7:30 PM-8:50 PM at ARC 103; Tuesday 7:45 PM-8:40 PM at SEC 220ARC 103SEC 220Busch
1411489ClosedGale, AbrahamMonday 7:30 PM-8:50 PM at ARC 103; Wednesday 7:30 PM-8:50 PM at ARC 103; Tuesday 7:45 PM-8:40 PM at ARC 206ARC 103ARC 206Busch
cachedSource: Checked-in Rutgers Schedule of Classes snapshotsUpdated when term datasets are refreshedMay be stale

SIRS teaching signals

Historical student surveys

Teaching

3.65

Course quality

3.64

Response rate

43.1%

Coverage

40 offerings · 2016–2025

InstructorOfferingsTeachingQuality
Imielinski173.833.76
TA83.803.91
Marian, Amelie43.853.60
Mardekian, Jack43.103.15
Gholizadeh Hamidi, Samaneh32.132.43
Imielinski Tomasz24.053.95

Course stats

Catalog and planning context

Credits

4

Current campuses

Busch

Current availability

0 open of 14

Catalog terms

Fall, Spring, Summer

Core codes

CCO, ITR, QQ, QR

Loaded terms

5

Prerequisites

Any Course EQUAL or GREATER Than: (01:640:025)

Degree requirement lists

No direct degree-list membership appears in the checked-in requirement index.

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