Teaching Methods in U.S. Undergraduate Economics Courses

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Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey (2011, background): “Georg Schaur is an assistant professor of economics at the University of Tennessee–Knoxville (e-mail: gschaur@utk.edu). five-year intervals, so that comparisons are provided with results from 1995, 2000, and 2005, as reported in Becker and Watts (1996, 2001a, 2001b) and Watts and Becker (2008).”
A Critical Look at the Use of Group Projects as a Pedagogical Tool (2004, background): “However, professors of economics courses often prefer it and chalk board techniques (Benzing & Christ, 1997; Becker & Watts, 2001).”
Does Cooperative Learning Improve Student Learning Outcomes? (2007, background): “Similarly, in a 2000 survey of economic instruction, the median time devoted to student discussion in the economics classroom was just over 5 percent (Becker and Watts 2001a; 2001b). However, Sax et al. (1999) and Lindholm et al.”
Lessons from the Physics Education Reform Effort (2001, background): “If economics faculty share Becker's belief "b", then it is little wonder that their teaching methods are "still dominated by chalk and talk classroom presentations" (Becker and Watts 2000, 2001).”