Difference between revisions of "Involvement with research"

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Encourage students to apply to the AEA's [https://www.aeaweb.org/about-aea/committees/aeasp Summer Training Program] and to [http://www.federalreserve.gov/careers/ra.htm RA] and [http://www.federalreserve.gov/careers/internships.htm#criteria Internship] positions at the FRB.
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==Provide opportunities for student involvement with research early on.==
 
==Provide opportunities for student involvement with research early on.==
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[[File:Undergraduate.jpg|left]]
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Undergraduate research opportunities can attract underrepresented students to the field of economics, as well as provide assistance for faculty projects. Students exposed to research may find the subject more attractive and may therefore be more likely to pursue a career in the field. Instructors become more aware of student learning needs through more personal interaction with individual students and can then apply this knowledge in the classroom. More information on the benefits of undergraduate research opportunities is [http://serc.carleton.edu/13230.1884 here].
  
In the field of economics, undergraduate research opportunities can be used to attract underrepresented students as well as aid instructors. Students, once exposed to applications of economic concepts, may find the subject to be more attractive and therefore are more likely to pursue a career in the field. Instructors, through a more personal interaction with students, become more aware of student learning needs and therefore are able to apply this knowledge in the classroom. Please click [http://serc.carleton.edu/13230.1884 here] for more information concerning the benefits of undergraduate research opportunities.
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While there is little empirical evidence demonstrating a correlation between undergraduate research experiences and participation ''in economics'', various studies have demonstrated that undergraduate research opportunities attract and retain talented undergraduate students in science, technology, engineering, and mathematics (STEM) fields. REUs (Research Experiences for Undergraduates) have increased minority student interest (Fitzsimmons, Carlson, Kerpelman and Stoner, 1990) and retention rates (Lopatto, 2004; Kremer and Bringle, 1990), as well as graduate school matriculation rates (Hathaway, Nagda, and Gregerman, 2002) in STEM fields.
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Faculty can create student research opportunities through in-class activities, course projects, independent study, and research assistantships. The Economics Research Network, at the University of Bristol, publishes a ''Handbook for Economics Lecturers'', which offers relevant chapters on [http://www.economicsnetwork.ac.uk/handbook/ugresearch/ Undergraduate Research in Economics], [http://www.economicsnetwork.ac.uk/handbook/dissertations Undergraduate Dissertations in Economics], and [http://www.economicsnetwork.ac.uk/handbook/pbl/ Problem-Based Learning], by KimMarie McGoldrick, Peter Smith, and Frank Forsythe, respectively. 
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[[File:aea.jpg|right|link=https://www.aeaweb.org/about-aea/committees/aeasp]]
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The American Economic Association's [https://www.aeaweb.org/about-aea/committees/aeasp Summer Training Program] provides underrepresented undergraduate students with the opportunity to work closely with Economics faculty to gain technical skills in economics.  It also facilitates valuable networking relationships with program leaders and other program participants. ANTICIPATED APPLICATION DEADLINE: January 31, 2017.'''
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The CSMGEP [https://www.aeaweb.org/about-aea/committees/summer-fellows-program Summer Economics Fellows Program] allows senior graduate students and junior faculty to spend a summer in residence at a sponsoring research institution.
  
Currently, there is little empirical evidence demonstrating the correlation between undergraduate research and higher rates of participation in the field of economics, but various studies have been conducted in the STEM fields (fields which, like economics, have relatively low rates of participation by underrepresented students). Empirical studies have demonstrated that undergraduate research opportunities attract and retain talented undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) fields. REUs (Research Experience for Undergraduates) have increased minority student interest (Fitzsimmons, S.J. et al) and retention rates (Lopatto, D) (Kremer and Bringle) as well as graduate school matriculation rates (Hathaway, R.S. et al.) in STEM fields.  
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The [http://www.bsos.umd.edu/diversity/landingtopic/summer-research-initiative Summer Research Initiative (SRI) at the University of Maryland, College Park] "provides summer research opportunities to undergraduate students across the social and behavioral science spectrum."
  
Programs like the [http://www.econ.ucsb.edu/aeastp/background.html American Economic Association's Summer Training Program] provide underrepresented undergraduate students with the opportunity to work closely with Economics faculty, become exposed to various research techniques, as well as form networking relationships with program speakers and other program participants. REU's such as the AEA Summer training program are prized for their use of [[collaborative learning]] and [[inquiry-based learning]] as well as interdisciplinary focus.  
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Also see [https://www.aeaweb.org/articles.php?doi=10.1257/000282805774669772 Involving Undergraduates in Research To Encourage Them To Undertake Ph.D. Study in Economics] by RONALD G. EHRENBERG.
  
REUs have been strongly endorsed by major science organizations including the Howard Hughes Medical Institute and the National Science Foundation as essential to advancing and enhancing student learning. Students are paired one-on-one with faculty research mentors to directly connect subject material learned in the classroom to current scientific inquiry. In so doing, students acquire and hone new laboratory and research skills such as “making use of primary literature, formulating research hypotheses, interpreting data, and communicating the results of research” (Kardash, 2000, 2004). REUs are particularly prized for the use of [[collaborative learning]] and [[inquiry-based learning]] as well as interdisciplinary focus.
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Citations
 
  
 
*[National Conferences on Undergraduate Research http://www.ncur.org/ugresearch.htm]
 
*[National Conferences on Undergraduate Research http://www.ncur.org/ugresearch.htm]
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*Kukreti, AR. (2007). “Research Experiences for Undergraduate Students in Structural Engineering” International Conference on Engineering Education – ICEEE 2007.  
 
*Kukreti, AR. (2007). “Research Experiences for Undergraduate Students in Structural Engineering” International Conference on Engineering Education – ICEEE 2007.  
  
*Stewart, JL. (2003) “[Assessment and Evaluation of the Undergraduate Research Experience http://www.bates.edu/%5CPrebuilt%5Cchem-assessment.pdf]” Bates College
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*Stewart, JL. (2003) “[Assessment and Evaluation of the Undergraduate Research Experience http://www.bates.edu/%5CPrebuilt%5Cchem-assessment.pdf]” Bates College}}

Revision as of 14:29, 11 January 2017

Encourage students to apply to the AEA's Summer Training Program and to RA and Internship positions at the FRB.

Provide opportunities for student involvement with research early on.

Undergraduate.jpg

Undergraduate research opportunities can attract underrepresented students to the field of economics, as well as provide assistance for faculty projects. Students exposed to research may find the subject more attractive and may therefore be more likely to pursue a career in the field. Instructors become more aware of student learning needs through more personal interaction with individual students and can then apply this knowledge in the classroom. More information on the benefits of undergraduate research opportunities is here.

While there is little empirical evidence demonstrating a correlation between undergraduate research experiences and participation in economics, various studies have demonstrated that undergraduate research opportunities attract and retain talented undergraduate students in science, technology, engineering, and mathematics (STEM) fields. REUs (Research Experiences for Undergraduates) have increased minority student interest (Fitzsimmons, Carlson, Kerpelman and Stoner, 1990) and retention rates (Lopatto, 2004; Kremer and Bringle, 1990), as well as graduate school matriculation rates (Hathaway, Nagda, and Gregerman, 2002) in STEM fields.

Faculty can create student research opportunities through in-class activities, course projects, independent study, and research assistantships. The Economics Research Network, at the University of Bristol, publishes a Handbook for Economics Lecturers, which offers relevant chapters on Undergraduate Research in Economics, Undergraduate Dissertations in Economics, and Problem-Based Learning, by KimMarie McGoldrick, Peter Smith, and Frank Forsythe, respectively.

Aea.jpg

The American Economic Association's Summer Training Program provides underrepresented undergraduate students with the opportunity to work closely with Economics faculty to gain technical skills in economics. It also facilitates valuable networking relationships with program leaders and other program participants. ANTICIPATED APPLICATION DEADLINE: January 31, 2017.


The CSMGEP Summer Economics Fellows Program allows senior graduate students and junior faculty to spend a summer in residence at a sponsoring research institution.

The Summer Research Initiative (SRI) at the University of Maryland, College Park "provides summer research opportunities to undergraduate students across the social and behavioral science spectrum."

Also see Involving Undergraduates in Research To Encourage Them To Undertake Ph.D. Study in Economics by RONALD G. EHRENBERG.