A survey of faculty teaching the chemical reaction engineering course or sequence during the 2009-2010 academic year at chemical engineering programs in the United States and Canada reveals change in terms of content, timing, and approaches to teaching. The report consists of two parts: first, a statistical and demographic characterization of the course and its content; and the remainder seeks to bring out the most innovative and effective approaches to teaching the course in use by instructors. Additionally, a historical comparison is made between the current survey results and surveys on the same course that were conducted in 1974, 1984, and 1991.