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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

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other... 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 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The American Economist SAGE

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 , Volume 67 (1): 15 – Mar 1, 2022

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References (19)

Publisher
SAGE
Copyright
© The Author(s) 2021
ISSN
0569-4345
eISSN
2328-8123
DOI
10.1177/05694345211037904
Publisher site
See Article on Publisher Site

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

Journal

The American EconomistSAGE

Published: Mar 1, 2022

Keywords: teaching methods; undergraduate economics; intermediate theory; statistics; econometrics; upper-division economics courses

There are no references for this article.