Growing by getting their hands dirty: Meaningful research transforms students

Amy Henderson

The Journal of Economic Education, 2016, vol. 47, issue 3, 241-257

Abstract: Despite extensive evidence supporting the benefits of undergraduate research, the economics profession has been slow to incorporate such experiences into the curriculum. Where such experiences have been developed, they are often targeted toward high-achieving students. In this article, the author reports on a transformative capstone experience that effectively involved average undergraduate students in meaningful economic research by utilizing community interaction to motivate deep engagement. The author argues that by making community interaction and concrete economic analysis central elements of the capstone course, the benefits of undergraduate research can be extended to all students (not just the elite) and that doing so is critical to our students’ mastery of higher-order proficiencies.

Date: 2016
References: View complete reference list from CitEc
Citations: View citations in EconPapers (3)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220485.2016.1179146 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:47:y:2016:i:3:p:241-257

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/VECE20

DOI: 10.1080/00220485.2016.1179146

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().