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Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey

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  • Michael Watts
  • Georg Schaur

Abstract

Surveys in 1995, 2000, 2005, and 2010 investigated teaching and assessment methods in different undergraduate courses. In this article, the authors offer basic results from the 2010 survey. “Chalk and talk” remains the dominant teaching style, but there were drops in mean (although not median) values for those pedagogies and some growth in the use of other methods, including class discussion and computer-generated displays. More instructors provided students with problem sets and class notes, and computer lab assignments were increasingly common in econometrics and statistics courses. Experiments are occasionally used in introductory courses but almost never used in other courses. Calculus is not viewed as important by a majority of instructors in any courses but is considered more important in intermediate theory and statistics and econometrics courses.

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File URL: http://hdl.handle.net/10.1080/00220485.2011.581956
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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 42 (2011)
Issue (Month): 3 (July)
Pages: 294-309

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Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:294-309

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Cited by:
  1. William Bosshardt & Michael Watts & William E. Becker, 2013. "Course Requirements for Bachelor's Degrees in Economics," American Economic Review, American Economic Association, vol. 103(3), pages 643-47, May.

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