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Engaging Undergraduate Students in Research: From Cross-Discipline Programs to Published Articles

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Listed:
  • Hochman, Gal
  • Jin, Yanhong

Abstract

This paper discusses the effective integration of undergraduate students into research, ensuring mutually beneficial outcomes for students, faculty, higher education institutes, and society at large. Student candidates are identified through a screening process leveraging the existing institutional resources and programs. Selection criteria, including minimum grade point average (GPA), strong writing skills, and achievements in challenging quantitative courses, are employed. Once a suitable candidate is identified, research collaboration commences. We work with the student to identify a topic aligned with our projects that piques their interest and curiosity, while ensuring feasibility within the timeframe. Subsequently, we invest a month or two in guiding the student through relevant literature, building a comprehensive understanding of the chosen subject matter. As the research question evolves, we assist the student in mastering the necessary tools and methods, providing relevant programming code or directing the student to specific knowledge domains. The structured approach mirrors the collaboration with graduate students. We deliberately avoid limiting our selection to specific disciplines, promoting diversity in student engagement. This exposure broadens their understanding of applied economics research and enriches the educational experience for both students and faculty mentors. The result is the cultivation of cross-disciplinary programs that contribute to the growth and development of undergraduate research.

Suggested Citation

  • Hochman, Gal & Jin, Yanhong, 2025. "Engaging Undergraduate Students in Research: From Cross-Discipline Programs to Published Articles," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 7(1).
    • Handle: RePEc:ags:aaeatr:356151
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    References listed on IDEAS

    as
    1. Melanie T. Jones & Amy E. L. Barlow & Merna Villarejo, 2010. "Importance of Undergraduate Research for Minority Persistence and Achievement in Biology," The Journal of Higher Education, Taylor & Francis Journals, vol. 81(1), pages 82-115, January.
    2. Karen W. Bauer & Joan S. Bennett, 2003. "Alumni Perceptions Used to Assess Undergraduate Research Experience," The Journal of Higher Education, Taylor & Francis Journals, vol. 74(2), pages 210-230, March.
    Full references (including those not matched with items on IDEAS)

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