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Integrating econometrics: A modern undergraduate economics capstone experience

Brooke Conaway, Christopher Clark, J. J. Arias and Jessie Folk

The Journal of Economic Education, 2018, vol. 49, issue 3, 260-270

Abstract: Angrist and Pischke (2017) call for a pedagogical paradigm shift by pointing out that econometrics courses often do not align with modern empirical approaches employed by economists. This article's authors propose a modern capstone experience, designed to address these concerns by integrating econometrics into the traditional capstone approach. They couple a full econometrics course with a traditional capstone course by weaving a cohesive econometrics-heavy research paper through the two courses. They feel this approach addresses the lack of econometrics skills among economics majors while simultaneously making some necessary improvements to undergraduate econometrics content. They hope this article will be a valuable resource for programs changing course requirements or revamping their curriculum to better fit the increasing demand for data analysis skills in the job market.

Date: 2018
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DOI: 10.1080/00220485.2018.1464986

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