Difference between revisions of "Involvement with research"

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(Provide opportunities for student involvement with research early on.)
 
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* '''Offer research opportunities''' through in-class activities, course projects, independent study, and research assistantships.
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* Encourage students to apply to the [https://www.aeaweb.org/about-aea/committees/aeasp '''AEA Summer Training Program'''], to [https://www.fedeconjobs.org/ '''RA and Internship positions at the Federal Reserve'''], and to the [https://www.phdexcellence.org/ '''Ph.D. Excellence Initiative'''].
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* Share this [https://raguide.github.io/ Econ RA Guide] with students.
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* Check out [https://www.aeaweb.org/about-aea/committees/cswep/programs/resources/events2 CSWEP's list] of '''career development''' events and opportunities for undergrads, post-bacs and potential grad students.
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* Williams College is hosting the virtual '''Promoting Inclusion in Economic Research''' (PIER) conference on Saturday, May 1, 2021. Participants will share their own economic research and network with peers and mentors. The conference is targeted towards current undergraduates or 2020 graduates (not yet in graduate school) whose identities or life experiences are under-represented in the field of economics. Individuals interested in presenting should submit a 500-word abstract that describes the paper’s research question and contribution, the research design, and the theoretical framework or data used (as appropriate), as well as a 150-word description of how the applicant’s participation furthers the goal of promoting an inclusive environment within economics. In addition, individuals may optionally upload a longer document consisting of an extended abstract or a paper draft. See the [https://sites.google.com/williams.edu/pier conference website] for more details. Submissions are '''due March 26'''.
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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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<span style="font-size:110%; font-weight:normal">
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Undergraduate research opportunities can attract underrepresented students to the field of economics. Students exposed to research develop essential skills, learn economic concepts and methods, and gain insight on how the basic tools they see in class can be adapted to investigate real world subjects of interest. Building the sense of relevance, belonging, and growth mindset deepens interest in economics and ultimately may lead to a career in the field ([https://www.aeaweb.org/articles?id=10.1257/pandp.20201051 Bayer, Bhanot, Bronchetti, and O'Connell 2020]). Instructors benefit too, becoming better teachers in the classroom with greater awareness of student learning needs and interests, getting assistance with their research, and enjoying students as individuals ([https://www.aeaweb.org/articles.php?doi=10.1257/000282805774669772 Ehrenberg 2005]).</span>
  
http://fhs.mcmaster.ca/pediatrics_research/documents/benefitsofundegraduateresearchexperiencesScienceMay2007.pdf
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<span style="font-size:110%; font-weight:normal">Several 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. </span>
http://www.cswep.org/summerfellows/index.htm
 
http://www.econ.ucsb.edu/aeastp/academics.html
 
 
 
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.
 
  
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.
 
  
  
  
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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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.  Starting Point also highlights the [http://serc.carleton.edu/13230.1884 benefits] of undergraduate research opportunities.
  
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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.'''
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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.
  
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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."
  
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{{hidden|Sources|
  
 
*[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}}

Latest revision as of 17:35, 20 February 2021

  • Offer research opportunities through in-class activities, course projects, independent study, and research assistantships.
  • Check out CSWEP's list of career development events and opportunities for undergrads, post-bacs and potential grad students.
  • Williams College is hosting the virtual Promoting Inclusion in Economic Research (PIER) conference on Saturday, May 1, 2021. Participants will share their own economic research and network with peers and mentors. The conference is targeted towards current undergraduates or 2020 graduates (not yet in graduate school) whose identities or life experiences are under-represented in the field of economics. Individuals interested in presenting should submit a 500-word abstract that describes the paper’s research question and contribution, the research design, and the theoretical framework or data used (as appropriate), as well as a 150-word description of how the applicant’s participation furthers the goal of promoting an inclusive environment within economics. In addition, individuals may optionally upload a longer document consisting of an extended abstract or a paper draft. See the conference website for more details. Submissions are due March 26.


Provide opportunities for student involvement with research early on.

Undergraduate.jpg

Undergraduate research opportunities can attract underrepresented students to the field of economics. Students exposed to research develop essential skills, learn economic concepts and methods, and gain insight on how the basic tools they see in class can be adapted to investigate real world subjects of interest. Building the sense of relevance, belonging, and growth mindset deepens interest in economics and ultimately may lead to a career in the field (Bayer, Bhanot, Bronchetti, and O'Connell 2020). Instructors benefit too, becoming better teachers in the classroom with greater awareness of student learning needs and interests, getting assistance with their research, and enjoying students as individuals (Ehrenberg 2005).

Several 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.




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. Starting Point also highlights the benefits of undergraduate research opportunities.

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.

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."