A 1993 survey of United States agricultural economics departments found twenty-five departments teaching thirty-five courses in rural economics that focused on the economic well-being or development of rural people, communities or regions in the United States. A similar survey 10 years ago found more departments (thirty-one) teaching more courses in "rural economies" (forty-four). In the intervening decade, the courses have become more focused on community economics and regional economics tools and have given less attention to broad social issues, to the long-run dynamics of development and to analytical traditions that emphasize disequilibrium and institutional change. Slow enrollment growth in colleges of agriculture and shifts in emphasis towards agribusiness are plausible explanations for the decline in course offerings. New concepts such as teaching networks offer the possibility of increasing the emphasis on broader social issues while retaining instruction in the use of analytical tools.