100 One of the best aspects of this course was the interesting and applicable material. The classroom discussions were also fantastic and helped shed light into the course content. The worst aspect of the course was the dul and unengaging lectures. The course could improve if there were more active class discussions and interactive lectures. Prospective students should be prepared to participate in class

Students felt that the course was very practical and that the materials related to real life situations. However, students also found that the course required a lot of work, and that the three-hour lecture was too long to try teaching the information. Students suggested having the class meet twice or three times a week instead of once, and making the exams shorter. Prospective students should have a solid understanding of statistics and be prepared to work hard.

Students praised this course for covering challenging and useful material and including an interesting empirical project. Perceived issues with the course included a widespread feeling that the course was either disorganized or that instruction was convoluted and confusing. Student suggestions for improving the course largely focused on a desire for the instructor to have a more interactive teaching style. Prospective students should know that the course has a heavy workload and that students thought a strong background in statistics was necessary.

Students’ praised this course for covering interesting material and for having lectures slides that were both useful and made available online to students. Multiple students disliked the course’s lectures, finding them dul and not engaging. Suggestions for improvement included a desire from multiple students that the program be restructured to include a more interactive teaching style and perhaps more project work instead of relying just on tests. Prospective students should know that students found that a strong foundation in statistics and probability was helpful towards success in this course.

The best aspects of the course were the professor and the application of lessons to real world economics. The professor was very experienced and was able to synthesize previous economic knowledge into meaningful lessons for the students. The worst aspects of the course included the incessant presentations, the professor’s illegible handwriting, and the lack of feedback on assignments. The course would improve if the presentations could be limited and if the students had more feedback 98on their work and memos. Prospective students should have a previous macroeconomics background and be prepared to do lots of research.

The best aspects of the course were the professor and the application of lessons to real world economics. The professor was very experienced and was able to synthesize previous economic knowledge into meaningful lessons for the students. The worst aspects of the course included the incessant presentations, the professor’s illegible handwriting, and the lack of feedback on assignments. The course would improve if the presentations could be limited and if the students had more feedback 98on their work and memos. Prospective students should have a previous macroeconomics background and be prepared to do lots of research.

Students overwhelmingly declared the TA for this course the best aspect of the course. The interesting subject matter and hands-on learning were favorites as well. The lecture style of the instructor and the number of problem sets were rated as the worst aspects of this course. Breaking up the problem sets and having more comprehensive test prep were mentioned as some possible improvements to the course. Prospective students should have a firm grasp on probability and statistics, and be ready for a difficult class.

The best aspects of this course were the interesting subject matter, and quickly graded exams. This class provided useful tools for analyzing data. Some students found the three hour block of instruction long and hard to pay attention to. Problem sets were difficult and students were not given sufficient materials to prepare for exams. This course could be improved by making class twice per week and giving students more example problems to study. Prospective students should have taken Statistics II. This class has no final exam, only a final project.