“Chalk and Talk” 30 Years Later: Insights From a Seventh National Survey on Teaching Undergraduate Introductory Economics

Abstract

Focused on teaching methods in introductory economics courses (i.e., principles and survey courses), this article presents initial findings from the seventh National Quinquennial Survey on Teaching and Assessment Methods in Undergraduate Economics. The results indicate some changes in the demographic profile of the typical instructor teaching economics principles, while continuing to show the dominance of traditional lectures as the primary instructional method. From being very frequently used between 1995 and 2020, traditional lectures were reported as usually or always used in 2025. Moreover, new findings reveal that traditional lectures are not only frequently used but also intensively utilized in undergraduate introductory economics courses. While digital tools, instructor(s) with student(s) discussions, and resources such as FRED are increasingly incorporated in the economics classroom, other teaching practices remain unchanged and underutilized. These findings highlight both continuity and emerging shifts in economics pedagogy.