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CHAPTER 1
TEACHING NOTES
You have substantial latitude about what to emphasize in Chapter 1. I find it useful to talk about
the economics of crime example (Example 1.1) and the wage example (Example 1.2) so that
students see, at the outset, that econometrics is linked to economic reasoning, if not economic
theory.
I like to familiarize students with the important data structures that empirical economists use,
focusing primarily on cross-sectional and time series data sets, as these are what I cover in a
first-semester course. It is probably a good idea to mention the growing importance of data sets
that have both a cross-sectional and time dimension.
I spend almost an entire lecture talking about the problems inherent in drawing causal inferences
in the social sciences. I do this mostly through the agricultural yield, return to education, and
crime examples. These examples also contrast experimental and nonexperimental data. Students
studying business and finance tend to find the term structure of interest rates example more
relevant, although the issue there is testing the implication of a simple theory, as opposed to
inferring causality. I have found that spending time talking about these examples, in place of a
formal review of probability and statistics, is more successful (and more enjoyable for the
students and me).
3
CHAPTER 2
TEACHING NOTES
This is the chapter where I expect students to follow most, if not all, of the algebraic derivations.
In class I like to derive at least the unbiasedness of the OLS slope coefficient, and usually I
derive the variance. At a minimum, I talk about the factors affecting the variance. To simplify
the notation, after I emphasize the assumptions in the population model, and assume random
sampling, I just condition on the values of the explanatory varia
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