High-Impact Teaching in Economics: A Flexible Paradigm Utilizing Introductory Econometrics for Promoting Undergraduate Research and Publishing

摘要

This article provides a framework that can be used to increase undergraduate publishing in economics. A two-track research delivery system is outlined in detail: faculty-student co-authorship of papers targeting peer-reviewed journals, and student-authored, faculty-mentored/ directed, papers intended for presentation at academic conferences offering the opportunity of publishing revised, presented papers in conference proceedings. This two-track research delivery system is inspired by three perspectives. First, the fact that completing a research project successfully, for students strongly interested in or at least potentially interested in a graduate degree in economics, significantly improves their graduate school prospects (admissions plus financial support). Second, for undergraduates who are not interested in graduate study in economics, completing a research project successfully can significantly improve employment prospects following graduation. Third, the self-confidence and satisfaction associated with publishing a research project enriches the student's life and elevates the value of the college educational experience.