Difference between revisions of "Involvement with research"

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Early experience with research has been one of the most effective ways for attracting and retaining talented undergraduates in Science, Technology, Engineering, and Mathematics (STEM) fields. Research Experience for Undergraduates or REUs have been shown to increase minority participation in STEM fields and graduate school matriculation in many cases.  
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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'''].
Citations
 
  
*Kukreti, AR. (2007). “Research Experiences for Undergraduate Students in Structural Engineering”  International Conference on Engineering Education – ICEEE 2007. [http://www.ineer.org/Events/ICEE2007/papers/135.pdf]
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* Share this [https://raguide.github.io/ Econ RA Guide] with students.
  
*Stewart, JL. (  ) “Assessment and Evaluation of the Undergraduate Research Experience” Bates College [http://www.bates.edu/%5CPrebuilt%5Cchem-assessment.pdf]
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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.
  
*Kremer, J.F., & Bringle, R.G. (1990). The effects of an intensive research experience on the careers of talented undergraduates. Journal of Research and Development in Education, 24 , 1-5.
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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.==
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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>
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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>
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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|
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*[National Conferences on Undergraduate Research http://www.ncur.org/ugresearch.htm]
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*Bauer, K.W., & Bennett, J.S. (2003). "Alumni perceptions used to assess undergraduate research experience". ''J. Higher Educ'', 74 , 210-230.
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*Fitzsimmons, S.J., Carlson, K., Kerpelman, L.C., and Stoner, D. (1990). “A Preliminary Evaluation of the Research Experiences for Undergraduates (REU) Program of the National Science Foundation.” Washington, D.C.: National Science Foundation.
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*Hathaway, R.S., Nagda, B.A., & Gregerman, S.R. (2002). "The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study". ''Journal of College Student Development'' , 43 , 614-631.
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*Kardash, C.M. (2000). "Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors". ''Journal of Educational Psychology'', 92 , 191-201.
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*Lopatto, D. (2004). "Survey of Undergraduate Research Experiences (SURE): First Findings". ''Cell Biol Educ'' 3(4): 270-277 2004
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*Seymour, E., Hunter, A-B., Laursen, S.L., & DeAntoni, T. (2004). "Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study". ''Science Education''
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*Kremer, J.F., & Bringle, R.G. (1990). "The effects of an intensive research experience on the careers of talented undergraduates". ''Journal of Research and Development in Education'', 24 , 1-5.
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*Kukreti, AR. (2007). “Research Experiences for Undergraduate Students in Structural Engineering” International Conference on Engineering Education – ICEEE 2007.
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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 18:35, 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."