 High-Impact Teaching in Economics: A Flexible Paradigm Utilizing Introductory Econometrics for Promoting Undergraduate Research and PublishingThe American Economist, 2017, vol. 62, issue 2, 247-257 Abstract: 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. Keywords: undergraduate publishing paradigm; peer-reviewed publishing track; conference paper publication track (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:amerec:v:62:y:2017:i:2:p:247-257 Access Statistics for this article More articles in The American Economist from Sage Publications |
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