MOTIVATING QUALITY RESEARCH IN ECONOMICS CAPSTONE COURSES
Abstract
There has been a proliferation of capstone experiences in economics. These experiences often require that students complete original research and write a lengthy paper, a task that many undergraduates find intimidating. This paper explores methods that reduce anxiety and incentivize undergraduate students to create new knowledge through quality research by examining our capstone seminar experience at a small Midwestern university. The paper recommends encouraging high-quality student research by breaking projects into manageable parts, having explicit grading criteria, and using peer review. Students also benefit from sharing their work with others through oral presentation and publication in undergraduate journals.
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