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Merging Undergraduate Teaching, Graduate Training, and Producing Research: Lessons from Three Collaborative Experiments

  • Toby W. Bolsen (a1), Bailey R. Fairbanks (a1), Eduardo E. Aviles (a1), Reagan G. Pritchett (a1), Justin T. Kingsland (a1), Kristina M. LaPlant (a1), Matthew D. Montgomery (a1) and Natalie C. Rogol (a2)...

Abstract

Teaching undergraduate students, mentoring graduate students, and generating publishable research are distinct tasks for many political scientists. This article highlights lessons for merging these activities through experiences from an initiative that sparked a series of collaborative-research projects focused on opinions about crime and punishment in the United States. This article describes three collaborative projects conducted between 2015 and 2017 to demonstrate how to merge undergraduate teaching, graduate training, and producing research. By participating in these projects, students learned about social-scientific research through hands-on experiences designing experiments, collecting and analyzing original data, and reporting empirical findings to a public audience. This approach is an effective way to engage students and generate research that can advance professional goals.

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References

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Cahill, Katie A., Brownstein, Michael R., Burke, Amanda E., Kulesza, Christopher, and McCann, James A.. 2015. “Social Science Mechanics: A Graduate Training Module that ‘Looks Under the Hood’ at Innovative Research Designs.” PS: Political Science & Politics 48 (2): 373–7.
Druckman, James N. 2015. “Research and Undergraduate Teaching: A False Divide? Introduction.” PS: Political Science & Politics 48 (1): 35–8.
Druckman, James N., Howat, Adam J., and Mullinix, Kevin J.. 2017. “Graduate Advising in Experimental Research Groups.” Evanston, IL: Northwestern University. Working Paper.
Elman, Colin, Kapiszewski, Diana, and Kirilova, Dessislava. 2015 “Learning through Research: Using Data to Train Undergraduates in Qualitative Methods.” PS: Political Science & Politics 48 (1): 3943.
Enns, Peter K. 2016. Incarceration Nation: How the United States Became the Most Punitive Democracy in the World. Cambridge: Cambridge University Press.
Feldman, Allan, Divoll, Kent A., and Rogan-Klyve, Allyson. 2013. “Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups.” Science Education 97 (2): 218–43.
Herrick, Skye, Matthias, William, and Nielson, Daniel. 2015. “How Collaborations with Undergraduates Improve Both Learning and Research: With Examples from International Development Experiments.” PS: Political Science & Politics 48 (1): 4852.
Knoll, Benjamin R. 2016. “Learning by Doing: Mentoring Group-Based Undergraduate Research Projects in an Upper-Level Political Science Course.” PS: Political Science & Politics 49 (1): 128–31.
Peffley, Mark, and Hurwitz, Jon. 2007. “Persuasion and Resistance: Race and the Death Penalty in America.” American Journal of Political Science 51 (4): 9961012.
Russell, Susan H., Hancock, Mary P., and McCullough, James. 2007. “Benefits of Undergraduate Research Experiences.” Science 316 (5824): 548–49.
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Merging Undergraduate Teaching, Graduate Training, and Producing Research: Lessons from Three Collaborative Experiments

  • Toby W. Bolsen (a1), Bailey R. Fairbanks (a1), Eduardo E. Aviles (a1), Reagan G. Pritchett (a1), Justin T. Kingsland (a1), Kristina M. LaPlant (a1), Matthew D. Montgomery (a1) and Natalie C. Rogol (a2)...

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