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

The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The-Economics: Math in Real Life‖ program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students' knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics for teachers.

Using survey data collected in 1995 and 2000, we reported that academic economists were allocating more time to teaching even though departmental and school incentives (promotion and tenure as well as annual raises) provided a clear premium for research. Revisiting this issue using 2005 survey data collected by Watts and Becker (2006), we find that the research premium persists and has become even stronger at Ph.D.-granting institutions. Although the overall samples of academic economists have not made major changes in their allocation of work time over the past decade in response to the incentives, there have been different responses at different types of schools. At doctoral schools more time is being spent on research, while at master's and baccalaureate schools more time is being devoted to teaching.

In order to study the inter-relationships of international crude oil markets, empirical analyses are used to investigate univariate and multivariate relationships between Alaska North Slope and UK Brent oil prices. Using monthly data from the period 1974-1996, the results show that both price series follow a random walk and that these oil markets share a long-run common trend. The empirical results suggest that the two markets are 'unified'. That is, they are competitive, and there is price convergence in the markets.

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