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Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

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  • Cynthia Harter
  • Carlos J. Asarta

Abstract

This article is an extension of a recent article published in The American Economist (Asarta et al., 2021) and presents the second report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods in economics. Consistent with the results from the first report, we find that “chalk and talk†remains the staple method of instruction across the entire undergraduate economics curriculum. Lessons, activities, and references that address diversity, inclusion, or gender issues are almost never used in intermediate theory, statistics and econometrics, and other upper-division field courses. There has been notable growth in the use of cooperative learning/small-group assignments, as well as in instructor-led and “student(s) with student(s)†discussions over the past 25 years. Overall, however, there have been minimal changes in teaching methods over time. JEL Classifications : A20, A22

Suggested Citation

  • Cynthia Harter & Carlos J. Asarta, 2022. "Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey," The American Economist, Sage Publications, vol. 67(1), pages 132-146, March.
    • Handle: RePEc:sae:amerec:v:67:y:2022:i:1:p:132-146
    DOI: 10.1177/05694345211037904
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    References listed on IDEAS

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    1. Michael Watts & William E. Becker, 2008. "A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 273-286, July.
    2. Diego Mendez-Carbajo & Lucy C. Malakar, 2020. "Flipping the classroom with econlowdown.org," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 95-102, January.
    3. Marianne Johnson & Martin E. Meder, 2021. "A meta-analysis of technology: Interventions in collegiate economics classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 52(1), pages 1-16, January.
    4. Michael Watts & Georg Schaur, 2011. "Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 294-309, July.
    5. Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
    6. William L. Goffe & David Kauper, 2014. "A Survey of Principles Instructors: Why Lecture Prevails," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(4), pages 360-375, December.
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    Cited by:

    1. Feng Ji & Guangyuan Zhao & Lun Meng & Rana Tehseen & Fushuai Wang, 2022. "Cultivating Talents for Reporting Environmental News on China’s Carbon Neutrality Policy," Sustainability, MDPI, vol. 14(24), pages 1-19, December.
    2. Sang T. Truong & Humberto Barreto, 2023. "Teaching Income Inequality with Data-Driven Visualization," The American Economist, Sage Publications, vol. 68(1), pages 140-155, March.
    3. Diego Mendez-Carbajo, 2023. "Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom," The American Economist, Sage Publications, vol. 68(1), pages 126-139, March.

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    More about this item

    Keywords

    teaching methods; undergraduate economics; intermediate theory; statistics; econometrics; upper-division economics courses;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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