Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research

Emily Marshall and Anthony Underwood

The Journal of Economic Education, 2019, vol. 50, issue 1, 17-32

Abstract: The authors of this article describe an empirical research project as a component of an upper-level undergraduate economics writing-in-the-discipline course, thus aiming to reduce the high fixed costs associated with designing an empirical research project assignment and encourage more undergraduate economics research. This project is central to the course structure and has a dual-purpose: to teach students economics writing conventions and reproducible empirical research methods. The authors present a sequenced project design and replication documentation protocol and posit that this promotes student learning and leads to improvements in organization and coherence throughout the entire research and writing process. As an essential element of the course, students learn to do econometrics through effective writing, data management, and empirical analysis.

Date: 2019
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DOI: 10.1080/00220485.2018.1551100

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