Abstract: Little attention has been given to the synergistic relationship that can exist between experimental economics research and undergraduate research experiences. In this article, we highlight the successes and challenges from working with more than 70 undergraduate research assistants at the University of Delaware’s Center for Experimental and Applied Economics (CEAE) since 2007. We describe our approaches for funding and engaging undergraduate students and efforts, including our layered mentorship network, to support CEAE’s mission to cultivate a diverse and inclusive research community. We present the results of a survey of CEAE’s alumni to understand how their research experiences influenced their undergraduate education and their post-graduate educational and career endeavors. Synthesizing the reflections of students and the experiences of lead researchers, we outline ten key recommendations regarding how faculty and administrators in agricultural and applied economics programs can design and implement successful undergraduate research experiences, strengthening the pipeline of researchers in our field."

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."

Abstract: In response to the growing demand for undergraduate research experiences in economics, the FIRE Sustainability Analytics program offers a compelling solution. This program provides a course-based undergraduate research experience (CURE) in empirical environmental economics for first-year students at the University of Maryland (UMD). This paper outlines the program’s instructional design, highlights its role in advancing students’ higher-order economic proficiencies, discusses the institutional support behind the program, describes its research projects and their outcomes, and shares insights gained from nine years of program implementation."

Abstract: This paper discusses the methods and outcomes of an undergraduate social science research methods class in the Department of Community Development and Applied Economics (CDAE) at the University of Vermont (UVM). The course is required for all (approximately) 500 majors in this department. The paper reviews literature on experiential, service-learning (S-L) education, co-creation of knowledge, and mixed-methods research, arguing that the approaches prepare students to address wicked (complex social) problems. It then outlines the methods of the class and how these approaches are incorporated into class via a class research project with a community partner (CP). It presents the class’s publications, awards, and impacts. The Conclusions section focuses on strengths and limitations."

Abstract: The article explains how to create and implement undergraduate research experiences using an example for analyzing the size, structure, and performance of U.S. food manufacturing industries. The research projects discussed in the article utilize publicly available data reported by the U.S. Census Bureau. The food manufacturing industries can be analyzed at the U.S., regional, and state level. In addition to gaining valuable data collection and analytical research skills, students acquire knowledge on economic and business aspects of food manufacturing industries that can be useful in their future careers. The research example presented in the article can be easily modified to fit the course, the level of undergraduate students, and the audiences."

Abstract: Undergraduate students have demonstrated a growing demand for research opportunities, particularly concerning the world’s poorest people. United States Agency for International Development’s (USAID) Demographic and Health Surveys (DHSs) Program offers nationally representative data on more than 90 low-income countries that allow for the study of central issues highlighted by the United Nations Sustainable Development Goals (SDGs) such as good health, education, women’s empowerment, and access to clean water (SDGs 3–6). In this paper, we provide an extensive overview of the DHS data, previous research with DHS data, and potential research ideas for undergraduate students. A detailed appendix provides instructors with a framework and resources to teach undergraduates to use DHS data as part of course assignments, course-based undergraduate research experiences (CURE), or theses. Using the DHS data and these resources, students can engage in active learning exercises that address some of the key policy issues of their generation."

Abstract: This paper provides a qualitative description of a long-term engagement of undergraduate students in an immersive research experience in Ecuador. We describe and analyze factors related to operation under common challenges to field research in developing countries. We address issues of incentives and barriers to faculty and students interested in pursuing international undergraduate research. Our program has engaged students at Virginia Tech eight times since 2007, including a total of 50 U.S. undergraduates, and was designed to attract students of all socioeconomic strata. It begins with a Spring semester three-credit class on research methods, household survey administration, and data analysis and inference. During this time, partners in Ecuador are introduced through remote meetings and joint work on the survey. In mid-May, we fly to Quito, where students take language and culture lessons, finalize the survey, and gain exposure to the various institutions involved in the research. After two weeks, the group travels to the remote survey location, currently near Riobamba in Chimborazo Province. Four weeks of data collection paired with local students follow. Finally, data are analyzed, and a report is prepared and presented to an advisory group in the subsequent Fall semester. The programmatic goals were to (1) provide undergraduates with a substantive research experience in a developing country; and (2) provide useful data for the project as to the attitudes of Ecuadorian farmers toward adoption of environmentally friendly agricultural practices. The program is built around several principles: (i) end-to-end student engagement from problem identification through presentation of findings to stakeholders; (ii) financial accessibility—all participation costs are covered; (iii) primary data collection from farm-households in the study area; (iv) full partnership with host-country researchers and students; and (v) supportive and complementary past and ongoing agronomic research in the study area. Lessons include challenges related to program structure; administration—the Institutional Review Board (IRB) clearance, travel approvals, and financial matters; technical challenges—questionnaire design, CAPI surveying, teaching, and programming data analysis; and field supervision, language, and cultural awareness. Linkages to high-quality ongoing agronomic research allow the socioeconomic research to focus on technology adoption and technology-relevant factors such as profitability, risk, and access to inputs. These themes are well-addressed through socioeconomic research."