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Application & Financial Support Due date: February 27th, 2006

Overview

Design of Instruction

Previous EITM Institutes

 

Participant Bios

Guest Faculty Bios

Curriculum and Lead Faculty

I. Institutions and Institutional Analysis

II. Empirical Evaluation of Causality

III. Complexity: Diversity, Networks, Adaptation, and Emergence

IV. Additional Guest Lecturers and Student Presentations

 

Podcasting EITM 2006

Participant/Faculty Page

Contact: eitm@umich.edu

 

Empirical Implications of Theoretical Models
(19 June - 14 July, 2006)

Overview

The scientific study of politics requires empirical evaluation of theoretical models, but theories too often proliferate without adequate testing, and empirical work too frequently applies sketchy and oversimplified theory. In EITM, researchers use recent advances in game theory and mathematical modeling to develop theoretical models of politics. These models are then subjected to rigorous tests that meet the highest standards of empirical research, including statistical analysis, experiments, and case studies. In some instances, researchers create new estimators designed to closely test the assumptions and predictions of the theoretical models. By integrating models and data, EITM is creating a new standard for theoretically grounded empirical research that yields cumulative advances to our understanding of politics.

Recognizing that gaps between theory and empirical method seriously impair scientific progress, the Political Science Program of the National Science Foundation supports annual four-week summer institutes on Empirical Implications of Theoretical Models (EITM). Previous summer institutes have taken place at Harvard (2002), Michigan (2003), Duke (2004), and UC-Berkeley (2005).

Funding to defray participants' costs of travel, accommodation, and subsistence is available. EITM institutes are selective, with admission based significantly on the quality and potential of research presented. Institute training includes teaching and research components, providing students a highly individualized interaction with a far wider and deeper array of mentors than is available at any individual institution.