Preparing the next generation of agricultural economists is critical to providing solutions to the numerous challenges faced within agriculture. Although undergraduates benefit from undergraduate research (UR), there is limited understanding of why and how faculty incorporate undergraduates in their research programs. To examine this issue, this study seeks to increase: (1) understanding of the motivations, (2) perceived support for, and (3) anticipated outcomes of agricultural economists who engage in UR. Based on an online survey distributed to U.S. faculty, results provide a perspective of the motivations of research mentors to engage in UR, prevailing advising models, and objectives, and perceived positive externalities to the field of agricultural economics. Intrinsic and extrinsic motivations may play an important role in faculty willingness to provide UR opportunities. Additionally, institutional bodies can alleviate the difficulties researchers face when engaging undergraduates, thereby increasing the overall interest of faculty and students in agricultural and applied economics to engage in research.

Adedokun, O.A., M. Dyehouse, A. Bessenbacher, and W.D. Burgess. 2010. “Exploring Faculty Perceptions of the Benefits and Challenges of Mentoring Undergraduate Research.” Paper presented at the Annual Meeting of the American Educational Research Association, Denver CO, April 30–May 4, 2010

Agricultural and Applied Economics Association. 2023. “Mentorship | Agricultural & Applied Economics Association.” Available at: https://www.aaea.org/membership/mentoring [Accessed September 26, 2023].

Ahmad, Z., and N.J. Al-Thani. 2022. “Undergraduate Research Experience Models: A Systematic Review of the Literature from 2011 to 2021.” International Journal of Educational Research 114:101996.

Bampasidou, M., K. Grogan, J. Clark, and M. Sandberg. 2016. “Career Skills: Perceptions of Importance and High Impact Learning Activities for Skill Development in Agricultural Economics and Agribusiness Programs.” NACTA Journal 60(1a):36.

Brownell, S.E., D.S. Hekmat-Scafe, V. Singla, P. Chandler Seawell, J.F. Conklin Imam, S.L. Eddy, T. Stearns, and M.S. Cyert. 2015. “A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data.” CBE—Life Sciences Education 14(2):ar21.

Brownell, S.E., and M.J. Kloser. 2015. “Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology.” Studies in Higher Education 40(3):525–544.

Buchanan, A.J., and G.R. Fisher. 2022. “Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review.” CBE—Life Sciences Education 21(4):ar83.

Buchanan, A.J., and G.R. Fisher. 2022. “Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review.” CBE—Life Sciences Education 21(4):ar83.

Hayward, C.N., S.L. Laursen, and H. Thiry. 2017. “Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage.” CBE—Life Sciences Education 16(1):ar13.]

Hoyt, G.M., and K. McGoldrick. 2017. “Promoting Undergraduate Research in Economics.” American Economic Review   107(5):655–659.

Ishiyama, J. 2002. “Does Early Participation in Undergraduate Research Benefit Social Science and Humanities Students?” College Student Journal 36(3):381–387.

Johnson, M.D., and C.J. Knox. 2022. “National Summer Undergraduate Research Project (NSURP): A Virtual Research Experience to Deliver REAL (Retention, Equity, Access, and Life-Changing) Outcomes for Underrepresented Minorities in STEM.” Journal of Microbiology & Biology Education 23(1):e00335-21.

Jones, R.M., and S.N. Davis. 2014. “Assessing Faculty Perspectives on Undergraduate Research: Implications from Studies of Two Faculties.” CUR Quarterly 34(3):37–42.

Kilgo, C.A., J.K. Ezell Sheets, and E.T. Pascarella. 2015. “The Link Between High-Impact Practices and Student Learning: Some Longitudinal Evidence.” Higher Education 69:509–525.

Laursen, S., E. Seymour, and A.-B. Hunter. 2012. “Learning, teaching and scholarship: Fundamental tensions of undergraduate research.” Change: The Magazine of Higher Learning 44(2):30–37.

Laursen, S.L. 2015. “Assessing Undergraduate Research in the Sciences: The Next Generation.” Council on Undergraduate Research Quarterly 35(3):9–15.

Lunsford, L.G., V. Baker, K.A. Griffin, and W.B. Johnson. 2013. “Mentoring: A Typology of Costs for Higher Education Faculty.” Mentoring & Tutoring: Partnership in Learning 21(2):126–149.

Marsh, H.W. 2007. “Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness.” The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective:319–383.

Matthews, K.E., A. Cook-Sather, A. Acai, S.L. Dvorakova, P. Felten, E. Marquis, and L. Mercer-Mapstone. 2019. “Toward    Theories of Partnership Praxis: An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning.” Higher Education Research & Development 38(2):280–293.

Morales, D.X., S.E. Grineski, and T.W. Collins. 2021. “Effects of Mentoring Relationship Heterogeneity on Student Outcomes in Summer Undergraduate Research.” Studies in Higher Education 46(3):423–436.

Morales, D.X., S.E. Grineski, and T.W. Collins. 2017. “Faculty Motivation to Mentor Students Through Undergraduate Research Programs: A Study of Enabling and Constraining Factors.” Research in Higher Education 58:520–544.

National Association of Colleges and Employers. 2022. “Development and validation of the NACE career readiness competencies.” National Association of Colleges and Employers Bethlehem (PA). Available at: https://www.naceweb.org/uploadedFiles/files/2022/resources/2022-nace-career-readiness-development-and- validation.pdf.

Penn, J., and H. Sandberg. 2018. “Motivation, Preparation and Attitudes of Agricultural and Resource Economics Master’s Students.” NACTA Journal 62(4):294–297.

Petrella, J.K., and A.P. Jung. 2008. “Undergraduate Research: Importance, Benefits, and Challenges.” International Journal of Exercise Science 1(3):91.

Ruth, A., A. Brewis, and C. SturtzSreetharan. 2021. “Effectiveness of Social Science Research Opportunities: A Study of Course-Based Undergraduate Research Experiences (CUREs).” Teaching in Higher Education:1–19.

Thiry, H., T.J. Weston, S.L. Laursen, and A.-B. Hunter. 2012. “The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research.” CBE—Life Sciences Education 11(3):260–272.

Webber, K.L., T.F. Nelson Laird, and A.M. BrckaLorenz. 2013. “Student and Faculty Member Engagement in Undergraduate Research.” Research in Higher Education 54:227–249.

Zydney, A.L., J.S. Bennett, A. Shahid, and K. Bauer. 2002. “Faculty Perspectives Regarding the Undergraduate Research Experience in Science and Engineering.” Journal of Engineering Education 91(3):291–297.