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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* 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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==Provide opportunities for student involvement with research early on.==
 
==Provide opportunities for student involvement with research early on.==
 
[[File:Undergraduate.jpg|left]]
 
[[File:Undergraduate.jpg|left]]
 
   
 
   
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].
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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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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 [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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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]]
 
[[File:aea.jpg|right|link=https://www.aeaweb.org/about-aea/committees/aeasp]]
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 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.'''
 
 
   
 
   
 
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.
 
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."
 
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."
  
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.
 
  
 
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Latest revision as of 17:44, 14 September 2020

  • 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.

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."