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

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  • Richard J. Cebula

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.

Suggested Citation

  • Richard J. Cebula, 2017. "High-Impact Teaching in Economics: A Flexible Paradigm Utilizing Introductory Econometrics for Promoting Undergraduate Research and Publishing," The American Economist, Sage Publications, vol. 62(2), pages 247-257, October.
    • Handle: RePEc:sae:amerec:v:62:y:2017:i:2:p:247-257
    DOI: 10.1177/0569434516667250
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    References listed on IDEAS

    as
    1. Ronald G. Ehrenberg, 2005. "Involving Undergraduates in Research To Encourage Them To Undertake Ph.D. Study in Economics," American Economic Review, American Economic Association, vol. 95(2), pages 184-188, May.
    2. repec:wly:soecon:v:82:2:y:2015:p:668-672 is not listed on IDEAS
    3. Aju J. Fenn & Daniel K. N. Johnson & Mark Griffin Smith & J. L. Stimpert, 2010. "Doing Publishable Research with Undergraduate Students," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(3), pages 259-274, June.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    undergraduate publishing paradigm; peer-reviewed publishing track; conference paper publication track;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • A14 - General Economics and Teaching - - General Economics - - - Sociology of Economics

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