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

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

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 proj...

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Bibliographic Details
Published in:PS, political science & politics Vol. 52; no. 1; pp. 117 - 122
Main Authors: Bolsen, Toby W., Fairbanks, Bailey R., Aviles, Eduardo E., Pritchett, Reagan G., Kingsland, Justin T., LaPlant, Kristina M., Montgomery, Matthew D., Rogol, Natalie C.
Format: Journal Article
Language:English
Published: New York, USA Cambridge University Press 01-01-2019
Subjects:
Art exhibits
Collaboration
College students
Conferences
Control Groups
Crime
Criminal sentences
Criminal statistics
Data Analysis
Experiments
Factorial experiments
Graduate students
Hypotheses
Learning
Pedestrians
Political scientists
Punishment
Research methodology
Researchers
Sex crimes
Teaching
Teams
The Teacher
Training
Undergraduate students
Variables
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Summary: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.
ISSN:1049-0965
1537-5935
DOI:10.1017/S1049096518000914