Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

This article presents the first report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods. Focusing on the teaching methods in introductory economics courses (i.e., principles and survey courses), the authors find that v...

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Bibliographic Details
Published in:The American Economist (New York, N.Y. 1960) N.Y. 1960), 2021-03, Vol.66 (1), p.18-28
Main Authors: Asarta, Carlos J., Chambers, Rebecca G., Harter, Cynthia
Format: Article
Language:English
Subjects:
Cooperative learning
Economic theory
Economics
Economics education
Teaching methods
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Summary:This article presents the first report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods. Focusing on the teaching methods in introductory economics courses (i.e., principles and survey courses), the authors find that very little has changed in the past quarter-century. The typical instructor in introductory courses is predominantly a male, Caucasian, with a PhD. “Chalk and Talk” remains the preferred method of instruction in introductory courses, along with the use of textbooks. The use of “student(s) with student(s)” discussions in the classroom, as well as cooperative learning/small-group assignments, has increased since 2010. Lessons, activities, and references that address diversity, inclusion, or gender issues, however, are almost never used in introductory economics courses. JEL Classifications : A20, A22
ISSN:0569-4345
2328-1235
DOI:10.1177/0569434520974658