Teaching Statistics and Econometrics to Undergraduates

L ittle has been written on the subject of teaching econometrics. An early exception is an article by Sowey (1983), in which econometrics is defined (p. 257) as “the discipline in which one studies theoretical and practical aspects of applying statistical methods to economic data for the purpose of testing economic theories (represented by carefully constructed models) and of forecasting and controlling the future path of economic variables.” In the era of Sowey’s article, instructors and their students interested in “applying statistical methods to economic data” had to trek over to a university computing center with their punch cards in tow. Data were typically provided by the instructor for hand entry by students, and machine calculations required knowledge of programming syntax, which was also keypunched on cards. It is not surprising that econometrician Sowey downplayed the “practical aspects of applying” and presented a highbrow view of what econometricians should teach, leaving the teaching of applications to others. Although Becker (1987) provided an alternative view involving the use of then innovative computer labs stocked with microcomputers, the “chalk-and-talk” mode of instruction continues to dominate the teaching of econometrics, as well as business and economic statistics. Here we take another try at advancing the use of computer technology in the teaching of quantitative methods. We assert that the essential tasks for those who teach these courses are to identify important issues that lend themselves to quan-