Teaching Methods in U.S. Undergraduate Economics Courses

Abstract

In 1995 and 2000, the authors surveyed academic economists in the United States to establish how economics is taught in four types of undergraduate courses. The authors report overall findings from the 2000 survey and compare these results with the aggregate findings for respondents from all types of colleges and universities in the 1995 survey. The basic finding is that, despite some indications of increased emphasis and interest in teaching over this period, the teaching methods in these courses have changed very little over the past five years and are still dominated by “chalk and talk” classroom presentations.

Key Words:

• teaching methods
• undergraduate economics

Additional information

Notes on contributors

Michael Watts

William E. Becker is a professor of economics, Indiana University (e-mail: [email protected]) and adjunct professor, School of International Business, University of South Australia. Michael Watts is a professor of economics, Purdue University. Julia K. Huffer, Kevin M. Green, Siddhartha Kapoor, Chatchai Meteveravong, Alexandre Skiba, and Suzanne Becker are thanked for their help in the preparation of this article. Carol Johnston and William Walstad provided helpful comments. Financial support from the Purdue University Center for International Business Education and Research, the University of South Australia School of International Business, and the National Council on Economic Education through its sponsorship of the Journal of Economic Education is gratefully acknowledged.