Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

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

Cultivating Talents for Reporting Environmental News on China’s Carbon Neutrality Policy

“…Students' career development planning comes in third but should not be overlooked, as it coincides with the views advocated by Ruichao S. [18] and Harter, C. & Asarta, C.J. [22]. University educators have a responsibility to train students to report on environmental journalism.…”

“…In China, at least one institution focuses on building journalism and communication education in each province and municipality, and these institutions are supported by government funds [22]. These institutions represent the dominant discipline known for journalism in their regions [22].…”

“…In China, at least one institution focuses on building journalism and communication education in each province and municipality, and these institutions are supported by government funds [22]. These institutions represent the dominant discipline known for journalism in their regions [22]. This is the Chinese government's way of providing human resources to improve the efficiency of regional journalism by building one university in each area with journalism as its strength to ensure the effectiveness of journalism communication in each region and the balance of development between them [22,23].…”

“…These institutions represent the dominant discipline known for journalism in their regions [22]. This is the Chinese government's way of providing human resources to improve the efficiency of regional journalism by building one university in each area with journalism as its strength to ensure the effectiveness of journalism communication in each region and the balance of development between them [22,23]. To ensure the comprehensiveness of the survey, we planned to interview one or two associate professors, professors, or experts of higher status in each province, municipality, autonomous region, and particular administrative area where journalism communication is a priority.…”

“…Integrating school journalism disciplines with the resident media industry and constructing cross-cutting topics are considered the main aspects of resident research and study and collaboration between scholars from cross-cutting disciplines. Firstly, one of the purposes of focusing on supporting at least one university specializing in journalism in each region in China is to balance the development of the media industry between areas [22]. Secondly, universities and colleges are the primary sources of resident talent, and their scholars are the main intellectual high-level talents in each local region [43].…”