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10 Successful Undergraduate Research Project Examples To Inspire You

Embarking on an undergraduate research project can be a transformative experience, offering students the opportunity to delve deep into their areas of interest, develop critical thinking skills, and contribute original insights to their fields. This article showcases 10 successful undergraduate research project examples, each designed to inspire and guide students in creating impactful and innovative research projects.

Key Takeaways

• Academic projects can significantly enhance your research and analytical skills.
• Choosing a project that aligns with your interests can increase engagement and output quality.
• Utilizing structured templates and tools can streamline the research process.
• Collaborative projects often yield richer insights and more comprehensive outcomes.
• Presenting research in various formats (e.g., infographics, presentations) can broaden its impact.

1. Academic Project Planner

The Academic Project Planner is an essential tool that aids in transitioning from thesis to project mode with structured planning, time management, stress-free management, versatile support, and a detailed roadmap for academic projects. It helps you define the scope of your project clearly , ensuring that your academic endeavor is focused and feasible. By consulting with advisors and utilizing tools like the Academic Project Planner, you can refine your ideas and ensure that your project meets the academic standards of your institution.

Key Features:

• Structured Planning : Provides a clear framework to organize your project from start to finish.
• Time Management : Helps you allocate time effectively to meet deadlines.
• Versatile Support : Offers various tools and resources to assist in different aspects of project management.
• Detailed Roadmap : Guides you through each phase of the project, ensuring no detail is overlooked.

By following these strategies and utilizing the Academic Project Planner, you can embark on your research journey with confidence, knowing that you have a well-organized plan to guide you.

2. Literature Navigator

The Literature Navigator is designed to guide you through the complex terrain of academic literature, making it easier for you to navigate your research efficiently. This tool is invaluable for students who are embarking on extensive research projects and need a structured approach to manage their literature review process.

Key Features

• Clear instructions : Step-by-step guidance on how to find literature , ensuring you never feel lost in the sea of information.
• Efficient strategies : Techniques for efficient searching, sorting, and synthesizing information.
• Quality sources : Access to databases and journals recommended for academic research.
• Plagiarism prevention : Tools and tips to help you maintain academic integrity in your work.

By utilizing the Literature Navigator, you can enhance your research efficiency and ensure a more organized and effective literature review. This tool not only helps you in gathering and organizing information but also in critically analyzing and using it to support your thesis or research project.

3. Writing Wizard's Template

When embarking on your academic writing journey, the Writing Wizard's Template can be a game-changer. This tool is designed to streamline the writing process, making it more efficient and less daunting. Expect to write multiple drafts , but with this template, each revision will be more focused and effective. The template guides you through structuring your argument, ensuring that all critical points are covered comprehensively.

Here are some steps to effectively use the Writing Wizard's Template:

• Start by outlining your main argument or thesis statement.
• Use the template to structure each section of your paper.
• Regularly update your drafts to refine your argument and incorporate feedback.
• Utilize the checklist feature to ensure all elements of the paper meet academic standards.

By following these steps, you can enhance the clarity and impact of your academic papers, making the writing process a more manageable and rewarding experience.

4. Thesis Dialogue Blueprint

When embarking on your thesis, the Thesis Dialogue Blueprint can be a game-changer. This tool is designed to help you structure the conversations and interactions within your research, ensuring that every dialogue or interview conducted is purposeful and contributes significantly to your thesis. Here’s how you can utilize this blueprint effectively:

• Identify the key stakeholders involved in your research and list the potential questions or topics you need to discuss with them.
• Organize these dialogues chronologically or thematically to maintain a coherent flow of information.
• Prepare contingency questions in case the conversation veers off the intended path.

By systematically organizing your interactions, you ensure that no critical information is missed and that your thesis remains on track. Remember, the significance of setting realistic deadlines cannot be overstated; it is crucial for maintaining momentum and ensuring successful completion of your academic research.

5. Research Proposal Compass

Navigating the complexities of crafting a successful research proposal can be daunting. The Research Proposal Compass is designed to guide you through every step of this critical process. From understanding the basics of proposal structure to advanced techniques for persuasive writing, this tool is invaluable for students at all academic levels.

Key features include:

• Step-by-step guidance on structuring your proposal
• Tips on how to find research question
• Strategies for effectively presenting your research goals

This comprehensive guide ensures that you are well-prepared to present a polished and persuasive research proposal, significantly boosting your confidence and potential for success.

6. Thesis Action Plan

Embarking on your thesis can be a daunting task, often accompanied by thesis anxiety . However, with a structured Thesis Action Plan , you can navigate this journey with confidence. This plan acts as a comprehensive guide, providing you with step-by-step instructions from the initial stages of selecting a topic to the final steps of crafting a flawless report. Here’s how you can create an effective master thesis outline:

• Identify Your Research Topic : Pinpoint a topic that not only interests you but also contributes to your field of study.
• Literature Review : Gather and synthesize relevant research to build a solid foundation for your study.
• Methodology Design : Decide on the appropriate research methods to collect and analyze data.
• Data Collection and Analysis : Systematically gather data and perform analyses to draw meaningful conclusions.
• Writing and Revision : Draft your thesis, then revise to ensure clarity and coherence.
• Final Presentation : Prepare to present your findings in a clear and professional manner.

By following these steps, you can reduce uncertainty and manage your thesis with precision, ultimately leading to a successful completion.

7. Infographics

Infographics are a powerful tool for undergraduate research projects, allowing you to present complex data and insights in a visually engaging and easily digestible format. By transforming your research findings into infographics, you can enhance comprehension and retention among your audience. List infographics , for example, are particularly effective for summarizing steps, processes, or lists of items, making them ideal for projects that involve sequential information or categorization.

Consider using infographics to compare and contrast different elements of your study, such as theoretical frameworks or case study outcomes. This method not only makes the information more accessible but also more compelling to review. Below is an example of how you might structure an infographic for a project comparing different educational theories :

• Key Concept: Concept 1
• Application: How it applies
• Key Concept: Concept 2

By employing infographics, you ensure that your research is not only academically rigorous but also visually impactful, making it easier for your peers and professors to grasp the nuances of your work.

8. Brochures

Brochures are a powerful tool for undergraduate research projects, allowing you to present your findings in a visually appealing and concise format. Creating a compelling brochure involves more than just listing facts; it requires a strategic layout and engaging content that captures the essence of your research. Start by defining the purpose of your brochure and identifying your target audience. This will guide the design choices and the complexity of the information you include.

Consider the following structure for your brochure:

• Cover Page: Introduce your project with a catchy title and an intriguing graphic.
• Introduction: Provide a brief overview of your research question and objectives.
• Methodology: Explain how you conducted your research, highlighting any innovative techniques used.
• Results: Present your findings in a clear and structured manner, using charts or graphs if applicable.
• Conclusion: Summarize the implications of your research and any future directions.
• Contact Information: Include details for further communication, such as your email or a link to your academic profile.

By utilizing brochure templates and tools available online, you can create a professional-looking brochure that effectively communicates your research to peers, professors, and potential employers. Remember, the key to a successful brochure is clarity and visual impact, making your research accessible and engaging to a wider audience.

9. Presentations

When it comes to showcasing your research, presentations play a pivotal role in communicating your findings effectively. Whether you're presenting at a conference , in a classroom, or online, the ability to deliver a clear and engaging presentation is crucial. Here are some key elements to consider:

• Design : Use text size, weight, and color for emphasis. Keep the slides clean and uncluttered by including only essential information.
• Content : Focus on emphasizing key points . This can be achieved through a combination of text and visual aids such as graphs or images.
• Delivery : Practice your presentation multiple times to ensure smooth delivery. Pay attention to your pacing and make sure to engage with your audience through eye contact and questions.

By mastering these elements, you can ensure that your presentation not only delivers the necessary information but also keeps the audience engaged and interested.

10. Mind maps

Mind maps are a powerful tool for organizing and visualizing your research ideas. By creating a mind map, you can visually structure your thoughts, making complex topics easier to understand and communicate. This method is particularly effective for brainstorming sessions, where you can freely explore different aspects of your topic without the constraints of a linear format.

Benefits of Using Mind Maps

• Enhances creativity by allowing you to explore various pathways and connections.
• Improves memory and recall through the visual and organized representation of information.
• Facilitates a better understanding of relationships and hierarchies within your research topic.

How to Create an Effective Mind Map

• Start with a central idea and branch out into major themes.
• Use colors and images to differentiate and emphasize different sections.
• Keep branches curved and flowing to enhance readability and aesthetic appeal.

Mind maps are not just a learning strategy ; they are a multi-sensory tool that can significantly enhance your academic performance. As highlighted in studies, mind maps help students organize and integrate knowledge effectively, making them a valuable addition to any research project.

Explore the power of mind maps in our latest article section '10. Mind maps' on Research Rebels. Mind maps are an incredible tool for organizing your thoughts and tackling complex projects like thesis writing. Dive into our comprehensive guide and learn how to effectively use mind maps to streamline your academic work. Don't miss out on enhancing your study techniques— visit our website now to read more and claim your special offer!

In conclusion, the diverse array of undergraduate research projects presented in this article exemplifies the profound impact that focused academic inquiry can have, not only within the confines of academia but also in broader societal contexts. These projects, ranging from scientific investigations to creative endeavors, highlight the potential of undergraduate research to foster innovation, solve real-world problems, and contribute to the academic and professional growth of students. As these examples show, engaging in research projects can be a transformative component of the undergraduate experience, providing students with invaluable skills, insights, and opportunities to contribute to their fields of study. Whether you are a student contemplating a research project or an educator guiding scholarly pursuits, these examples serve as a beacon of inspiration and a testament to the possibilities that await in the world of academic research.

Frequently Asked Questions

What is project based learning.

Project based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

How can I effectively use infographics in my research project?

Infographics can be used to visually represent data, making complex information easier to understand and more engaging. They are particularly useful for summarizing research findings, illustrating trends, and comparing statistics.

What are the benefits of using a Thesis Dialogue Blueprint?

The Thesis Dialogue Blueprint helps structure your thesis discussions, ensuring clarity and coherence in presenting your arguments. It aids in organizing your thoughts and aligning them with your research objectives.

How can I manage thesis anxiety?

Managing thesis anxiety involves planning, seeking support from advisors, using organizational tools like the Thesis Action Plan, and maintaining a healthy work-life balance. Engaging with supportive communities like Research Rebels can also alleviate anxiety.

What should I consider when choosing a research project?

Consider your interests, the relevance to your field, the resources available, and the scope of the project. It's important to choose a topic that is both intriguing and manageable within the constraints of your program.

How can project based learning enhance student success?

Project based learning promotes critical thinking, creativity, and problem-solving skills. It encourages active learning and collaboration among students, which are key factors in enhancing student success and engagement in the learning process.

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A student’s guide to undergraduate research

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Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

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• CAREER COLUMN
• 15 March 2019

A student’s guide to undergraduate research

• Shiwei Wang 0

Shiwei Wang is a junior undergraduate student studying Integrated Science and Chemistry at Northwestern University in Evanston, Illinois. Twitter: @W_Shiwei

You can also search for this author in PubMed   Google Scholar

I have thoroughly enjoyed my experience working in a materials-chemistry laboratory at Northwestern University in Evanston, Illinois, for the past two years. Being able to mix an undergraduate education with original research in a proper laboratory has been a fantastic opportunity.

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doi: https://doi.org/10.1038/d41586-019-00871-x

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

Wang, S. et al. Preprint at ChemRxiv https://doi.org/10.26434/chemrxiv.7824707.v2 (2019).

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How to Do Your Research Project: A Guide for Students

Student resources, welcome to the digital roadmap and resources.

Work your way through  interactive exercises  for each stage of the research project roadmap and watch  videos   from your pocket supervisor, Gary Thomas. Explore real-world practice through  case studies   and  journal articles . Reflect, revise, and take your learning on the go with  worksheets  and get to grips with key terms and concepts using digital  flashcards .

Click a base camp below to get started.

For lecturers:

Teach the book in a way that suits your lecturer hall and classroom by modifying and adapting PowerPoint templates that include the key points of each chapter. Log in using the tab at the top for access.

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Undergraduate Research Experience: A Roadmap to Guide Your Journey

• Conducting Research

Students usually get pretty good guidance on which courses they need to complete to fulfill their major and graduation requirements. Course catalogues detail the general curricular path and advisors are typically available to help students build their semester schedules. 

But coursework is only one piece of the career preparation puzzle. Both employers and graduate programs highly value the real-world training students get when they take advantage of experiential learning opportunities like internships and research assistantships. Unfortunately, the path into these experiences can be challenging to navigate. The goal of this article is to provide you with a roadmap to help you get started on this journey. 

Why is research experience valuable?   

Research experience can help you: 

• hone the skills that all employers seek in college graduates such as the ability to work effectively in teams, engage in critical thinking, and analyze and interpret data (Finley, 2021)
• delve more deeply into the areas within psychology that interest you the most
• cultivate a closer relationship with your professors and gain mentorship
• prepare for a job after graduation as a social science research assistant
• bolster your competitiveness as an applicant for graduate school in psychology or other STEM fields  

Psychology alumni who gain research experience during college rate themselves higher on the skills needed to succeed in the job market, perceive their psychology training to be more useful to them in their current job, and report more satisfaction with their undergraduate education than those without research experience, regardless of the career path they follow (Budesheim et al., 2021).

What is research experience? 

What students actually do when they gain “research experience” can vary widely depending on the nature and setting of the experience. 

From start to finish, the psychology research projects you learn about in your classes involve a lot of complex steps, completed by a team of researchers, over a period of time that can last several years.  

Some of those steps can include:

• conducting a literature review to identify what we already know about a particular psychological phenomenon
• identifying a knowledge gap that a new research project can fill
• designing a study – choosing the participants, methods, and measures
• considering ethical issues related to designing, conducting, and reporting on research
• applying for approval from the Institutional Review Board
• conducting the study, collecting data, etc.
• coding, managing, and analyzing data
• preparing posters and/or manuscripts to share the results with others
• presenting at local, regional, or national conferences

Contributing to ongoing research as a team member.

Most students gain research experience by joining a team that is already in the process of conducting a research study and helping out with one or more of these steps. For example, you might spend a semester helping to run participants through a research study. Or devote part of your summer to coding data that has already been collected. If you join a team at the start of a project, you might be asked to find, read, and summarize research articles that could stimulate the design of a new study. And if your research team is busy juggling multiple projects at one time, you might get the chance to do a little bit of all of the above on different projects.

Designing and conducting your own research project.

Working on specific tasks as one member of a research team is a valuable way to learn more about the field, hone your skills, and gain mentorship. But it is not always what students envision when they imagine gaining research experience. Some students hope to design and conduct their own independent research project. Although that is certainly possible, it can be extremely time intensive, and it requires finding a faculty member or researcher who is willing to provide intensive supervision. Students who’ve developed research skills earlier in their academic journey by working with teams will be better prepared to take on this challenge.  At many institutions, these opportunities are only available to students who are approved to complete an undergraduate thesis and there may be GPA or other requirements. 

Deepening your research experience.

Although it can be rewarding to design and conduct one’s own research project, there are definitely other paths one can follow to deepen their research experience. For example, many students who work on research teams get the opportunity to present a piece of their work at a local, regional, or national conference. Some get the opportunity to contribute to a paper that is published in an academic journal. Authorship on presentations and papers can definitely bolster the application of those looking to pursue a graduate degree in psychology. 

How do I find a research experience and get started on this journey?    

• Take coursework early . Ideally, you should consider completing coursework in research methods and statistics as early as you can in your program of study. Taking these classes early will prepare you to take advantage of opportunities to gain research experience within your college or university. 
• Find out about opportunities within your institution. You can always volunteer to work on a faculty members’ research team, but many departments also offer research experience for academic credit. Check your program manual and ask your academic advisor about research opportunities within your program. Use these resources to figure out if your program offers students the opportunity to conduct a thesis (and if so, if there are any GPA or other eligibility criteria). 
• Use your research skills to find a potential research mentor. Faculty members often have webpages where they describe their research interests and current projects. Once you identify a few faculty members doing research in an area that interests you, reach out and ask if you can set up a meeting or drop in to their office hours to learn more about their research. 
• Don’t start the meeting by asking, “Tell me about your research.”
• Do start the meeting by saying something like “I was fascinated by the paper you recently published on XX, especially the finding that XXXX, and I was wondering if you were working on a follow-up to that study.” 
• Look for research opportunities outside of your institution. Researchers work in a variety of settings including academic institutions, medical centers, research institutes, community-based organizations, and in private industry. Look for opportunities to volunteer, complete an internship, or find a part or full-time paid position in these settings. Some of these opportunities are advertised on the APA webpage , but it can also be helpful to go directly to an organization’s website to search for employment listings. For example, research positions with the U.S. Department of Veterans Affairs can be found at the USA Jobs Website. Exploring the employment websites of large research-oriented medical centers such as Massachusetts General Hospital , the Mayo Clinic or John’s Hopkins can yield research opportunities. Keep in mind that you will be more competitive for these external experiences if you first gain research experience at your institution.   

Although I recommend this path into research for psychology majors who are just starting their journey, there are many roads that lead to research experience. So, if you are a senior or recent graduate who is just now looking for research experience, don’t be discouraged. It is definitely possible to enter the research experience pathways at different points in the journey, although you may need to put in some extra work to secure a position. For example, if you are struggling to secure   a paid research position, you might consider looking for volunteer opportunities. Reach out to faculty members from your undergraduate institution, as well as researchers in your local community to express your interest and ask for help. 

Finley, A. (2021). How College Contributes" to" Workforce Success: Employer Views on What Matters Most.  Association of American Colleges and Universities .

Budesheim, T. L., Khanna, M. M., Klanecky Earl, A. K., & Guenther, C. L. (2021). The Long-Term Impact of Undergraduate Internships and Research Experiences in Psychology: An Alumni Survey Study.  Teaching of Psychology .  https://doi.org/10.1177/009862832110410

About the author:

Sue is also a licensed clinical psychologist, whose clinical research focuses how acceptance-based behavioral therapy–informed strategies can help buffer against contextual stressors, build resilience, improve psychosocial functioning, and enhance quality of life among students and individuals struggling with anxiety and related disorders.

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How to do a research project for your academic study

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Writing a research report is part of most university degrees, so it is essential you know what one is and how to write one. This guide on how to do a research project for your university degree shows you what to do at each stage, taking you from planning to finishing the project.

What is a research project? 

The big question is: what is a research project? A research project for students is an extended essay that presents a question or statement for analysis and evaluation. During a research project, you will present your own ideas and research on a subject alongside analysing existing knowledge. 

How to write a research report 

The next section covers the research project steps necessary to producing a research paper. 

Developing a research question or statement 

Research project topics will vary depending on the course you study. The best research project ideas develop from areas you already have an interest in and where you have existing knowledge. 

The area of study needs to be specific as it will be much easier to cover fully. If your topic is too broad, you are at risk of not having an in-depth project. You can, however, also make your topic too narrow and there will not be enough research to be done. To make sure you don’t run into either of these problems, it’s a great idea to create sub-topics and questions to ensure you are able to complete suitable research. 

A research project example question would be: How will modern technologies change the way of teaching in the future? 

Finding and evaluating sources 

Secondary research is a large part of your research project as it makes up the literature review section. It is essential to use credible sources as failing to do so may decrease the validity of your research project.

Examples of secondary research include:

• Peer-reviewed journals
• Scholarly articles
• Newspapers 

Great places to find your sources are the University library and Google Scholar. Both will give you many opportunities to find the credible sources you need. However, you need to make sure you are evaluating whether they are fit for purpose before including them in your research project as you do not want to include out of date information. 

When evaluating sources, you need to ask yourself:

• Is the information provided by an expert?
• How well does the source answer the research question?
• What does the source contribute to its field?
• Is the source valid? e.g. does it contain bias and is the information up-to-date?

It is important to ensure that you have a variety of sources in order to avoid bias. A successful research paper will present more than one point of view and the best way to do this is to not rely too heavily on just one author or publication. 

Conducting research 

For a research project, you will need to conduct primary research. This is the original research you will gather to further develop your research project. The most common types of primary research are interviews and surveys as these allow for many and varied results. 

Examples of primary research include: 

• Interviews and surveys 
• Focus groups 
• Experiments 
• Research diaries 

If you are looking to study in the UK and have an interest in bettering your research skills, The University of Sheffield is a  world top 100 research university  which will provide great research opportunities and resources for your project. 

Research report format  

Now that you understand the basics of how to write a research project, you now need to look at what goes into each section. The research project format is just as important as the research itself. Without a clear structure you will not be able to present your findings concisely. 

A research paper is made up of seven sections: introduction, literature review, methodology, findings and results, discussion, conclusion, and references. You need to make sure you are including a list of correctly cited references to avoid accusations of plagiarism. 

Introduction 

The introduction is where you will present your hypothesis and provide context for why you are doing the project. Here you will include relevant background information, present your research aims and explain why the research is important. 

Literature review  

The literature review is where you will analyse and evaluate existing research within your subject area. This section is where your secondary research will be presented. A literature review is an integral part of your research project as it brings validity to your research aims. 

What to include when writing your literature review:

• A description of the publications
• A summary of the main points
• An evaluation on the contribution to the area of study
• Potential flaws and gaps in the research 

Methodology

The research paper methodology outlines the process of your data collection. This is where you will present your primary research. The aim of the methodology section is to answer two questions: 

• Why did you select the research methods you used?
• How do these methods contribute towards your research hypothesis? 

In this section you will not be writing about your findings, but the ways in which you are going to try and achieve them. You need to state whether your methodology will be qualitative, quantitative, or mixed. 

• Qualitative – first hand observations such as interviews, focus groups, case studies and questionnaires. The data collected will generally be non-numerical. 
• Quantitative – research that deals in numbers and logic. The data collected will focus on statistics and numerical patterns.
• Mixed – includes both quantitative and qualitative research.

The methodology section should always be written in the past tense, even if you have already started your data collection. 

Findings and results 

In this section you will present the findings and results of your primary research. Here you will give a concise and factual summary of your findings using tables and graphs where appropriate. 

Discussion 

The discussion section is where you will talk about your findings in detail. Here you need to relate your results to your hypothesis, explaining what you found out and the significance of the research. 

It is a good idea to talk about any areas with disappointing or surprising results and address the limitations within the research project. This will balance your project and steer you away from bias.

Some questions to consider when writing your discussion: 

• To what extent was the hypothesis supported?
• Was your research method appropriate?
• Was there unexpected data that affected your results?
• To what extent was your research validated by other sources?

Conclusion 

The conclusion is where you will bring your research project to a close. In this section you will not only be restating your research aims and how you achieved them, but also discussing the wider significance of your research project. You will talk about the successes and failures of the project, and how you would approach further study. 

It is essential you do not bring any new ideas into your conclusion; this section is used only to summarise what you have already stated in the project. 

References 

As a research project is your own ideas blended with information and research from existing knowledge, you must include a list of correctly cited references. Creating a list of references will allow the reader to easily evaluate the quality of your secondary research whilst also saving you from potential plagiarism accusations. 

The way in which you cite your sources will vary depending on the university standard.

If you are an international student looking to  study a degree in the UK , The University of Sheffield International College has a range of  pathway programmes  to prepare you for university study. Undertaking a Research Project is one of the core modules for the  Pre-Masters programme  at The University of Sheffield International College.

Frequently Asked Questions 

What is the best topic for research .

It’s a good idea to choose a topic you have existing knowledge on, or one that you are interested in. This will make the research process easier; as you have an idea of where and what to look for in your sources, as well as more enjoyable as it’s a topic you want to know more about.

What should a research project include? 

There are seven main sections to a research project, these are:

• Introduction – the aims of the project and what you hope to achieve
• Literature review – evaluating and reviewing existing knowledge on the topic
• Methodology – the methods you will use for your primary research
• Findings and results – presenting the data from your primary research
• Discussion – summarising and analysing your research and what you have found out
• Conclusion – how the project went (successes and failures), areas for future study
• List of references – correctly cited sources that have been used throughout the project. 

How long is a research project? 

The length of a research project will depend on the level study and the nature of the subject. There is no one length for research papers, however the average dissertation style essay can be anywhere from 4,000 to 15,000+ words. 

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From laboratory study to archival research to investigations in the field, Harvard students engage in world-class research across all disciplines and make groundbreaking contributions to their fields.

With support from a variety of funding sources, students collaborate with renowned faculty researchers whose work has been featured in top journals and awarded prestigious grants. Whether you assist your professor or lead your own project, you'll receive guidance, support, and the benefit of their expertise.

Research Opportunities

Are there research opportunities for undergraduates.

Yes - available to students as early as their freshman year. You may find research projects through individual inquiries with departments and professors, through the  Harvard College Research Program  (HCRP), or through the  Mellon Mays Undergraduate Fellowship Program  (MMUF). The  Faculty Aide Program , run by the Student Employment Office, links professors to undergraduates interested in becoming research assistants. Read more about HCRP and MMUF on the  Office of Undergraduate Research and Fellowships website , and find additional opportunities on the  Student Employment Office website . 

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Term-Time Research

During the academic year, you can conduct research for credit, as determined by the director of undergraduate study in each department.

Students can also receive funding from one of many sources. Additionally, many faculty members across academic departments hire students directly to serve as research assistants.

funding sources

Harvard college research program.

The  Harvard College Research Program  (HCRP) provides term-time and summer grants for students conducting independent research in collaboration with a faculty mentor.

Faculty Aide Program

The  Faculty Aide Program  (FAP) provides half of a student’s total wages when working for an approved faculty member as a research assistant.

Mellon Mays Undergraduate Fellowship Program

The  Mellon Mays Undergraduate Fellowship Program  (MMUF) provides a term-time stipend, as well as the option for summer research funds, to a group of approximately 20 juniors and seniors, selected in the spring of their sophomore years.

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Summer Research

Harvard offers many residential research programs for students staying on campus during the summer. In addition, funding is available to support independent research locally, domestically, and internationally.

Building Learning through Inquiry in the Social Sciences

Building Learning through Inquiry in the Social Sciences  (BLISS) is a 10-week program for students working with Harvard faculty on research projects in the social sciences. BLISS provides a stimulating, collegial, and diverse residential community in which students conduct substantive summer research.

Harvard College-Mindich Program in Community-Engaged Research

The  Harvard College-Mindich Program in Community-Engaged Research  (PCER) introduces students to the field of engaged scholarship, which seeks to advance the public purpose of higher education through scholarship that has impact within and beyond the academy.

Program for Research in Markets and Organizations

The  Program for Research in Markets and Organizations  (PRIMO) is a 10-week summer program that allows students to work closely with Harvard Business School faculty on projects covering topics from business strategy to social media, and from innovation management to private equity.

Program for Research in Science and Engineering

The Program for Research in Science and Engineering  (PRISE) is a 10-week summer program that aims to build community and stimulate creativity among Harvard undergraduate researchers in the life, physical/natural, engineering, and applied sciences.

Summer Humanities and Arts Research Program

The  Summer Humanities and Arts Research Program  (SHARP) is a 10-week summer immersion experience in which students engage in substantive humanities- and arts-based research designed by Harvard faculty and museum and library staff.

Summer Undergraduate Research in Global Health Program

The  Summer Undergraduate Research in Global Health Program (SURGH) is a 10-week summer program in which students research critical issues in global health under the direction of a Harvard faculty or affiliate mentor. Participants live in a diverse residential community of researchers, attend weekly multidisciplinary seminars with professionals in the global health field, and make connections beyond the traditional health sphere.

Summer Program for Undergraduates in Data Science

The Summer Program for Undergraduates in Data Science (SPUDS) is a 10-week summer data science research experience that encourages community, creativity, and scholarship through applications across the arts, humanities, sciences and more fields. Students interested in mathematics, statistics, and computer science collaborate on projects with a Harvard faculty host.

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• Starting the research process
• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

Prevent plagiarism. Run a free check.

As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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• Psychology General
• Psychological Methods, Research & Statistics

How to do a Research Project: A Guide for Undergraduate Students

ISBN: 978-1-405-11489-9

January 2007

Wiley-Blackwell

Colin Robson

Friendly and accessible, this text includes a number of accompanying support materials to aid students further. Closely integrated sets of end-of-chapter tasks covering all aspects of research projects from design to completion, as well as lists of suggested further reading, enhance each chapter. Additionally, an extensive associated website at www.blackwellpublishing.com/researchproject gives students access to a wide range of helpful materials relevant to their particular needs, making this book an invaluable resource.

• A student-friendly and supportive guide to designing, implementing, analyzing and reporting on undergraduate degree projects.
• A key new volume for the vast study skills market, written by the author of the bestselling Real World Research, Second Edition (Blackwell, 2002).
• Useful for students studying within the fields of education, health, social work, and the social sciences.
• Includes closely integrated end-of-chapter tasks, covering all aspects of designing and completing the project.
• Features links to extensive website material appropriate for a wide range of disciplines and fields of study which use social research methods.

Academic Affairs

Office of the provost, examples of undergraduate research.

Want to know what kind of projects happen through undergraduate research at VCU? See below for just a few examples of the work our students do.

‘She’s really come into her own’: How Glynis Boyd Hughes disrupted her story, and found her voice Her UROP project is an intricate comparison of the works of Zora Neale Hurston and Flannery O’Connor, two of her favorite authors. In particular, Hughes examines their views on religion and personal responsibility, noting differences and similarities that she has never seen addressed before.

Want to predict real estate market activity? Chris Morris has an approach for that Morris, a financial technology student, has developed a pluralistic method to apply math to real estate industry predictors.

Double major Caroline Meyers makes art from art history “The Biography of Marilyn Stokstad: Generating Radical Future Art Histories” chronicles the feminist contributions that Stokstad — an art historian and author of art history textbooks who died in 2016 — made to the survey of historic art inventory through a multimedia exhibition comprising art historical writing, sculpture and performance.

Vanessa Oppong studies the importance of ethnic identity in promoting sexual health The senior in VCU’s Department of Kinesiology and Health Sciences is passionate about reducing health disparities, particularly those affecting African Americans.

An aspiring dentist discovers a passion for ecology Drashty Mody is examining saltwater intrusion in wetlands — and the James River's water quality — as an undergraduate researcher.

This VCU student is researching a poorly understood gene that might help treat ALS Richard Albright came to VCU to study music. Now he continues his passion for guitar as he pursues a degree in biology.

Celebrating Creative Thinkers From students doing research in women’s health to engineering students designing the next new gadget, from student artists exhibiting their work to business students pitching a new company, VCU was overflowing with displays of student talent, ingenuity and creativity at the 4th annual Student Research Weeks.

True Detectives Highlighting five undergraduate researchers who, thanks to fellowships from VCU’s Undergraduate Research Opportunities Program and guidance from faculty mentors, have been able to do very real, very hands-on research on projects they’re passionate about.

Student’s Civil War Music Ready for the Spotlight Allen Wittig received a grant from the Undergraduate Research Opportunities Program that allowed him to research music of the Civil War era up to the Battle of Gettysburg.

Virus Fighters Joanna Kettlewell a biology major and chemistry minor has explored what it means to be a scientist by studying one of the enzymes that gives HIV its bite.

Alien Invasion of the Trees Stephanie Roddy has been studying gypsy moth pupae at six locations across Virginia.

Overcoming Barriers Yeimarie Lopez examines the needs of non-English speaking cancer patients.

Becoming the Researcher MARC research training program offers Nisan Hubbard intensive research experience.

Mark Making Techniques in Indigenous Peoples Art, indigenous peoples and their cultures have always held a strong interest for Tobias Wilbur.

Smile, Pass it On Laura Peters is conducting a two-part, cross-cultural study on the facial feedback hypothesis.

Sharing the Joy of Art Victoria Hribar creates a device to give the visually-impaired a more personal experience of art.

Bringing Communities Together Through Art As long as she's teaching art in some fashion or another, Virginia "Ginnie" Driggers says she'll be extremely satisfied with wherever her career takes her.

English Major Creates 'Zine Honoring Richmond's Poetry Past and Present Addison Herron-Wheeler thought combining a verse miscellany with a 'zine would create a compelling product

Jazz Studies Major Alters his Perspective after Research Project When Samuel Sherman traveled to Brazil last summer to experience that country's music, he was surprised to discover that Brazilian music was more varied and less rigid than he had imagined.

Manipulating Mold "The best thing about research," said Krystina Cocco, "is that you're going to get an answer either way. Maybe you're not doing well as far as your hypothesis is concerned, but you're still going to get answers."

Solving Complex Problems Using Math Undergraduate student researcher Garrett Howe puts math skills to use to predict and solve homeland security problems

Get Started

Main navigation, find your research focus.

Start with your interests. What would you like to learn more about? Talk to your advisors, professors, and peers. Get suggestions for where to look for existing project opportunities, or brainstorm project ideas.

Learn more about  Getting Started With Undergraduate Research: Options and Opportunities  (recorded video link).

Develop Your Project

The first step in taking on any independent project is to reflect on your intellectual interests, questions, and goals.

Team up with other Stanford scholars to learn how different disciplines approach the research process.

A good relationship with a faculty mentor is the cornerstone of all successful undergrad research and independent projects.

Fill your research toolbox with a unique combination of skills and knowledge.

Consider the time scale and resources you have to build a successful independent project.

Off-campus projects require extra preparation and careful planning.

• Connecting your research with public service
• Fund your research

• Faculty of Science
• Current Students

Undergraduate research projects

Undertaking a research project is a fantastic way to develop practical scientific skills. It will also provide valuable experience to students considering honours, masters or a PhD in Science.

SCIE30001 Science Research Project

The Science Research Project is an individual program of supervised research in which the student, in consultation with a supervisor, contributes to the design, execution and presentation of a research project.

The project may be ‘stand-alone’ or part of a larger research program being undertaken by the supervisor. The specific details of the project, including its scope and the compilation, analysis and presentation of the results, are negotiated with the supervisor and, as appropriate, the Science Research Project Coordinator(s).

You can undertake a project in most disciplines within the Faculty of Science, and should approach a potential supervisor within a discipline area that is aligned to your research interest. You will receive feedback on progress through ongoing consultation with your supervisor.

This subject provides an opportunity for students to gain first-hand experience of scientific research, and is intended for undergraduate students who have achieved excellent results in the discipline related to the project. Undertaking the Science Research Project provides invaluable insights for students considering a career in scientific research.

Application process

1. discuss potential projects with the supervisor.

To enrol in this subject, you will need to find an academic willing to act as your supervisor. This requires initiative on your part because we cannot predict who has the resources or capacity to offer a project at any particular time. So the first step is to identify some potential supervisors whose expertise aligns with your interests.

There are several avenues for discovering who is doing what research at Melbourne: for example, you can search ‘Find an expert’ ; you can read the research pages of the relevant School; and you can recall which classes you found really interesting and identify the lecturer that gave those classes.

Once you've gathered a list of potential supervisors, you should reach out to them to inquire about their availability for supervising a research project. It’s a good idea to describe the areas of research that interest you, and perhaps mention which of their research questions (or published papers) you find especially interesting.  It’s also helpful to attach a copy of your academic record, since this reveals your discipline expertise. If they are available, you can then arrange a suitable time for a meeting. While the meeting is an important way of discovering what projects might be available, it's also an important opportunity to work out whether you can work well with this person (and they are probably doing the same thing).

When you have found someone willing to be your supervisor, you can initiate your enrolment application, by following Step 2.

If you are unable to find a suitable supervisor, despite following the steps outlined above, then feel free to contact the relevant local coordinator for discipline-specific issues, or the coordinator for more general concerns.

• Ecology and Evolutionary Biology of Plants: Associate Professor Andrew Drinnan
• Molecular, Cellular and Developmental Biology: Professor  Alex Andrianopoulos
• Ecology and Evolutionary Biology of Animals: Professor  Alex Andrianopoulos

Contact: Professor Trevor Smith

Students should consult with the School of Chemistry about enrolment in either SCIE30001 Science Research Project or the alternative subject CHEM30013 Chemical Research Project.

• Ecosystem and Forest Sciences, coordinator:  Associate Professor Christopher Weston
• Agriculture and Food Sciences, coordinator:  Dr Antanas Spokevicius

Earth and Atmospheric Sciences : Professor  Ralf Haese .

Geography : Professor  Russell Drysdale .

Contact: Dr Diarmuid Crowley

Students should also investigate  Third-year opportunities in Mathematics and Statistics .

Contact: Associate Professor  Matthew Dolan .

Coordinator: Associate Professor Carol Hartley

If you are interested in a SCIE30001 project in a discipline outside the Faculty of Science, you will need to discuss potential projects with staff from the relevant school. For assistance you can contact the relevant local area coordinator:

• Computing and Information Technology, Associate Professor Antonette Mendoza
• Electrical and Electronic Engineering, Professor Christopher Manzie
• Infrastructure Engineering, Professor Andrew Western
• Mechanical Engineering, Professor Jason Monty
• Biomedical Engineering, Professor Leigh Johnston
• Chemical Engineering, A/Prof Kathryn Mumford
• Psychological Sciences, Professor Rob Hester

2. Complete the science research project application via the application portal

This form must be initiated by the student and will be signed off by the supervisor, relevant discipline coordinator and subject coordinator.

Tips for your application and the portal

• Remember to indicate that you are applying to the Faculty of Science.
• The application portal features guides on navigating the portal and completing your application.
• You will receive email notifications from the portal when your application has been lodged and when it has been approved.

Accessing the application portal

Use the buttons below to first connect to the University VPN, then login to the application portal. You will only be able to access the application portal while connected to the University VPN.

Connect to the University VPN Login to the application portal

Application dates Applications for the coming year (including Summer) will open when the re-enrolment period opens in November. To ensure timely enrolment, applications should be lodged at least 2 weeks before the start of the relevant semester.

BIOM30003 Biomedical Science Research Project

If you are interested in completing a research project in the Biomedical Science disciplines, please visit the Biomedical Science page for information.

The Science Research Project was an awesome opportunity to see what goes on in the day-to-day life of a researcher. It gave me an extra push towards further study, and I can now definitely imagine myself as a researcher. Sonia Poetrodjojo, Bachelor of Science with a major in Chemistry

Department of Biological Sciences

Examples of Undergraduate Research Projects

Fall 2021 projects.

Previous Projects

30 Seriously Impressive Undergrad Research Projects

At UT, research isn’t exclusively for faculty and graduate students. Need proof? Just take a look at this impressive list of undergraduate research from this year. “ Unfeminist Coalition in Game of Thrones,” anyone?

At The University of Texas at Austin, r esearch is an essential part of our DNA. (Coincidentally,  DNA is an essential part of our research .)  UT is one of the most highly rated public research universities in the nation. 

But research isn’t exclusively within the purview of faculty and graduate students. Undergraduates can start as early as freshman year , supported by programs like student-run research journals , the EUREKA Research Database and the Freshman Research Initiative , the nation’s largest effort to involve first-year students in meaningful research, placing them in faculty-led laboratories working on real-world research projects.

Need more proof? Just take a look at this impressive list of undergraduate research poster presentations made at this year’s Research Week , UT’s annual celebration of undergraduate research and creative activity. (For the full list, go here .)

Analyzing and predicting shoreline change rates along the Aransas National Wildlife Refuge

Preston McLaughlin, geography

Bayesian modeling of neuron firing rate maps using a B-spline prior

Eszter Kish, neuroscience; Eric Rincon, computer science

Biological filtration of contaminants from drinking water

Ethan Howley

Building personality

Evan Delord, neuroscience

Computational sequencing and humanization of antibodies

Coral Loockerman, biology

Identifying a novel inhibitor for GES-5 Carbapenemase in Klebsiella pneumonia infections by virtual drug screening

Xenia Gonzalez, biology

Searching for high redshift (z=8) galaxies using the Brightest of Reionizing Galaxies survey (BoRG)

James Diekmann, astronomy

The Herschel Space Telescope confirms the decay of supersonic turbulence

Rebecca Larson, astronomy, physics

Transcriptional control of the Manganese Efflux Transporter, SLC30A10

Jonathan Mercado, biology

Arts and Humanities

Artistic freedom: What is the boundary between freedom of speech and the public good?

Crystal Schreiber, visual art studies; Yeun Jae Chang, visual art studies; Minhye Choi, studio art; Gregory Castillo, visual art studies

College athletics: Athletes first, students second?

Daniel Escobar, philosophy

Fakers of aboriginal art

Ashley Stanford, art history

From the bones of wolves: Guitar music from the southwest United States

Thales Smith, music performance, plan II

Meaning in public space: The Texas State Capitol as epideictic rhetoric

David DeVine, rhetoric and writing

Mistakes were made: On the use of agency and other factors in the analysis of political apology speeches

Alina Carnahan, rhetoric and writing

No crusades, no Columbus: A study of cultural interchange 1100–1500

Jeremy Wenzel, computer science

Rehabilitating canines: The journey of former fighting dogs

Larissa Zelezniak, history

The media and crime: What is real and what is perceived?

Michelle Jackson, psychology

Unfeminist coalition in Game of Thrones

Choyette Mahtab, anthropology

Social Sciences

Gender beliefs and mental health outcomes among Mexican Americans in borderland communities

Maria Renteria, social work, anthropology

Evolving obesity prevention policies in United States elementary schools: 1966–2014

Stephanie Astle, nursing

Investing foul play in financial crisis: An introduction to forensic finance

Kevin Mei, economics, finance

Online activism and networked feminism: Wendy Davis and her filibuster

Ketty Loo, psychology

Prevention of substance use with military veterans in college: Beliefs system and psychological distress

Christine Rodriguez, social work

Testing global colorectal cancer incidence in developing countries using risk factor data

Austin Porter, plan II

The development of auditory category learning: A computational modeling approach

Nicole Tsao, communication sciences and disorders

The effect of candidate race on federal campaign contributions

David Singer, government

The missing piece: Music in geriatric health

Alice Jean, environmental science

The war on coal: A case study in agenda setting

Hannah Johnson, geological sciences, government

Understanding speech patterns in young children with hearing impairments

Samantha Moses, John Torres (both communication sciences and disorders)

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UR Research > River Campus Libraries > RCL Publications, Papers, and Presentations >

Studying students: the undergraduate research project at the university of rochester, url to cite or link to: http://hdl.handle.net/1802/7520.

The University of Rochester’s River Campus Libraries are known as innovative and forward thinking, especially in the areas of reference outreach, online catalogs, institutional repositories, and Web-based services. Still, the library staff wanted to do more to reach students and their instructors in support of the university’s educational mission. But to do more, we realized we needed to know more about today’s undergraduate students— their habits, the academic work they are required to do, and their library-related needs. In particular, we were interested in how students write their research papers and what services, resources, and facilities would be most useful to them. As Katie Clark, director of the Carlson Science and Engineering Library, remarked early in this project, “Papers happen,” but we did not know how they happen. Thus, in the summer of 2004, a group of librarians and the River Campus Libraries’ lead anthropologist met at a park on the shore of Lake Ontario for lunch and a discussion of some research we might do to enlarge our knowledge of undergraduate work processes. Many of us had participated in a previous study, supported by a grant from the Institute for Museum and Library Services, to examine the work practices of faculty members in order to build a better institutional repository (Foster and Gibbons 2005). Based on the success of that study, we decided to use similar anthropological and ethnographic methods to examine how undergraduate students write their research papers. The information collected in this study would guide the libraries’ efforts to improve library facilities, reference outreach, and the libraries’ Web presence. Contributor(s): - Author - Author - Author - Author - Author - Author - Author - Author - Author - Author - Author - Author Primary Item Type: Book Identifiers: ISBN 978-0-8389-8437-6 Language: English Subject Keywords: undergraduate search project; River Campus Libraries; anthropology; ethnography First presented to the public: 9/2007 Originally created: 5/2007 Original Publication Date: 9/2007 Previously Published By: Association of College & Research Libraries Place Of Publication: Chicago Citation: License Grantor / Date Granted: Susan Gibbons / 2009-08-13 15:54:18.192 ( ) Date Deposited 2009-08-13 15:54:18.192 Date Last Updated 2012-09-26 16:35:14.586719 Submitter: Susan Gibbons Copyright © This item is protected by copyright, with all rights reserved. All Versions Thumbnail Name Version Created Date Studying Students: The Undergraduate Research Project at the University of Rochester 2009-08-13 15:54:18.192 Help  |  Contact Us  |  About  |  Privacy Policy Reason for withdraw :* Display metadata: Withdraw all versions: Reason for reinstate :* Reinstate all versions: Do you want to delete this Institutional Publication? Supporting Student Mental Health: Key… Supporting Student Mental Health: Key Takeaways From School and District Staff Date posted:. Mental health concerns among youth remain prevalent following the COVID-19 pandemic. Percentages of youth experiencing symptoms of depression, anxiety or traumatic stress are particularly troublesome. In fact, the National Center for Education Statistics reported that almost 60% of public schools noted increases in youth requesting school-based mental health services last school year. Given these rising mental health concerns, K-12 schools are an important setting to help address youth mental health needs. In particular, schools are well-suited to provide mental health prevention programs to support the well-being of all students, which are known as Tier I services, as well as to provide targeted interventions to those at risk, which are Tier II services. Researchers from PolicyLab have worked closely with local school districts on several studies of Tier I and Tier II mental health programs and other initiatives. This connection provided an opportunity to build on these relationships to work together on the Children’s Hospital of Philadelphia (CHOP) Tri-County School Mental Health Consortium (SMHC) . In SMHC, our team of CHOP researchers is partnering with the Chester, Delaware and Montgomery County Intermediate Units to support public schools’ Tier I and Tier II mental health efforts. In Pennsylvania, Intermediate Units are regional education agencies that provide a range of services to schools and districts.  During the first phase of this project, we wanted to learn from district and school leaders, teachers, and other student support staff who are on the front lines of supporting student mental health and well-being. We surveyed school district leaders and conducted qualitative interviews with each of these groups of school professionals. Our goals were to learn about the current landscape of Tier I and Tier II mental health programming in this region. We also wanted to understand what programs are in place, what is going well, and what school and district staff see as key needs and priorities to help support students. Through this phase of our research, we identified several key takeaways: 1. Regardless of their roles, school and district staff care deeply about student mental health and well-being. Many educators we spoke with recognized that student mental health and well-being are closely linked with academic engagement. Although they shared that it can be challenging to support student mental health within the context of limited resources, competing demands, and schools' primary focus on academics, they also shared their dedication to doing so. 2. Schools and districts face continued challenges regarding unmet youth mental health needs. Many of the school professionals we spoke with shared that they have seen increased mental health needs among students in recent years. Many educators expressed particular concern about anxiety among students. They frequently attributed this and related concerns to structural factors, including disruptions due to the COVID-19 pandemic, stressors related to social media use, and academic demands. One district leader emphasized the link between youth anxiety and increased school demands: “I think anxiety is probably at the top of the list, and I think there’s a variety of reasons. I think there’s a lot of pressure around students being exceptional all the time.” 3. Schools and districts are utilizing innovative and thoughtful approaches to support implementation of Tier I and Tier II programming . School and district staff described approaches they use to garner buy-in from key parties in many roles, including students and caregivers. They also described the importance of using a “common language” within the school building and aligning programming to school and district structures and priorities. 4. Supporting youth mental health takes a team effort. Educators spoke about the importance of partnerships: they highlighted the value of their partnerships with Intermediate Units and academic partners, and how much they benefit from collaborating with and learning from other schools and districts. As one school principal shared, “I think communication is critical, and just the partnerships between the different agencies…and make sure that the stakeholders that need to be at that table talking about this are at the table.” Other educators highlighted the critical importance of being able to connect students to mental health resources in the community, including higher levels of care when necessary. We were grateful to have the opportunity to learn from school and district staff, as these individuals have important perspectives about youth mental health needs and priorities for school-based programming. Our learnings from this phase of the research highlight the importance of mental health prevention programming in schools, particularly given the level of mental health needs that school and district staff see during their day-to-day work. Our learnings also highlight the excellent work that schools and districts are already doing to support student mental health and well-being. We plan to disseminate these findings over the coming year, through presentations and publications aimed at both school and research audiences. We hope that the next phase of the SMHC project , which includes learning collaboratives to inform and support Tier I and Tier II programs, can build upon these strengths to provide another layer of support for schools and districts in helping their students thrive.  Latest Blog Posts Improving access to vision care for youth in foster care: we can’t lose sight of this fundamental back-to-school need. Ads for children’s back-to-school supplies are everywhere this time of year. While the notebooks and backpacks featured in these ads are important,… Unraveling Preterm Birth Disparities: How A Better Understanding of Data Enables Tailored Solutions In the United States, where approximately 1 in 10 infants are born too early, preterm birth (generally defined as born before 37 weeks gestation) is… Strategies to Improve Connections to Services for Families Affected by Perinatal Substance Use As Philadelphians wrestle with increasing morbidity and mortality related to substance use and substance use disorder (SUD), we must continue to call… Check out our new Publications   View Publications Adolescent Health & Well-Being Behavioral health, population health sciences, health equity, family & community health. Undergraduate Admission Graduate Admission Tuition & Financial Aid Communications Health Sciences and Human Performance Humanities and Sciences Music, Theatre, and Dance IC Resources Office of the President Ithaca College at a Glance Awards and Accolades Five-Year Strategic Plan Fall Orientation Directories Course Catalog Undergraduate Student Staff Positions Student positions. The Audio Visual Technician student position within the Audio Visual Services unit (AVS) provides technical support for audio/visual equipment in classrooms, lecture halls, and meeting rooms on campus. Other responsibilities include performing preventative maintenance on classroom equipment, staffing the AVS office, answering the hot line, and responding to troubleshooting calls on short notice. Time Commitment : Approximately 10 hours/week Hours : Monday-Thursday, 7:30 AM-9:30 PM and Friday 7:30 AM-5 PM Supervisor : Esther Moore Location : Job Hall Desired Qualifications: Desire to learn about A/V equipment Work well with existing team Ability to troubleshoot problems independently, knowing that backup is available Work well under pressure Be professional, courteous and have a positive attitude Attention to detail Ability to work with hand tools Knowledge of audio/visual/multimedia equipment preferred Work closely with the IT Business Services team to provide customer service and support for IT full-time staff. Responsible for other clerical duties such as answering the phones, responding to emails, data entry, and other projects as assigned. In addition to these tasks, BCAs work collaboratively to develop and implement a communication strategy for IT through printed and digital platforms. The team is responsible for promoting IT services, events, and information to Ithaca College students, faculty, and staff. Time Commitment : Approximately 8 hours/week Hours : Monday-Friday, 8 AM-5 PM Supervisor : Chris Corbin Location : Alumni Hall Excellent phone, interpersonal and organizational skills Excellent customer service Self-motivated Strong attention to detail Ability to work on a team Excellent written and verbal communication skills Fluency with social media platforms including Facebook, Twitter, and Instagram Knowledge of basic design principles for social media content Ability to develop/execute campaigns for different target audiences Willingness to learn new software programs Experience with Canva, Buffer, Hootsuite or similar applications preferred Experience with Microsoft Office Suite Gain experience working with the Business Intelligence team. Opportunities span the entire data collection, storage, engineering, and analytics lifecycle. Depending on your experience, interests, and the college’s data needs, you may work on the following: data infrastructure, data transformation, reports, dashboards, machine learning, and graph databases. You will also have the opportunity to gather requirements from subject matter experts and learn about project management, version control, and other practical IT best practices.  Time Commitment : Approximately 10 hours/week   Hours : Monday-Friday, 8 AM-5 PM  Supervisor : Micky Akers-Coville  Location : Alumni Hall  DESIRED QUALIFICATIONS:   Attention to detail  Strong professionalism   Motivated to learn about Business Intelligence  Able to work independently and on teams  Excellent written and verbal communication skills  Business and/or Computer Science Major preferred  Provide direct support for users of the Ithaca College Makerspace, a hands-on creative technology and academic fabrication laboratory. Time Commitment : Approximately 8-10 hours/week (2 hour blocks of time or more) Hours : Monday-Friday, 9 AM-5:00 PM Supervisor : Ash Bailot Location : Job Hall 102 - Center for Creative Technology Customer service experience Willingness to learn Desire to teach and help others Experience with Makerspaces and technologies such as laser cutting, 3D Printing, Circuitry, hand tools, and crafts We are seeking a team with a variety of skills and experiences. It is not necessary for applicants to have experience in all of the above areas. Training will be provided. Provide software and hardware installation, repair, and maintenance on college-owned devices in faculty and staff offices and computer labs. Assist in the replacement of campus machines as part of the technology renewal process. Time Commitment : Approximately 8 hours/week (2 hour blocks of time or more) Supervisor : Wyatt Maszczak Location : Job Hall Advanced knowledge of Windows and Macintosh platforms Knowledge of basic software, such as Microsoft Office Knowledge in computer hardware and networking Good customer service skills Ability to work independently Ability to troubleshoot problems in front of users Ability to remain calm under pressure Reliability and dependability Assist with various information security initiatives for Ithaca College. These include vulnerability assessment, incident detection and response, network and computer security, security awareness training, and others. Assist with the research, testing, deployment, and management of network-based information security systems and end-point security technologies. Research and evaluate new security solutions, and document findings and recommendations.  Time Commitment: Approximately 10-12 hours/week (2-hour blocks of time or more)  Hours:   Mon-Fri, 9am-5pm  Supervisor:  Mike Hanson Desired Qualifications  Trustworthy  Highly motivated to learn about Information Security  Strong written communication skills  Curiosity about how technologies work  Technical experience with one or more of the following preferred: Windows, macOS, Linux, Networking, Security  Gain hands-on experience with the full-time web team. Help improve the college website using containerized development environment, continuous integration pipelines, automated visual regression testing, and a collaborative process. Assist with website testing, maintenance, and troubleshooting. Address feedback to improve the user experience, and participate in code review and pull request processes. Build new apps and integrations using serverless architecture and low-code tools, as well as make recommendations to optimize security, stability, flexibility, and scalability. Time Commitment : Approximately 8-10 hours/week Hours : Monday-Friday, 9 AM-5 PM Supervisor : Christine McKinnie Interest in web development Independent worker with strong initiative Problem solving skills Provide direct support for faculty, staff and students with the use of learning technologies. Areas of support include Microsoft Office suite of products,  Zoom, and more.   Supervisor: Lisa Efing-Guida Customer service experience  Willingness to learn  Desire to teach and help others  Strong verbal and written communication skills  Comfortability working with faculty members  Experience with Microsoft Office and Canvas preferred   Work with the IT Project Managers and Business Analysts to provide support for the department's IT projects. This involves preparing project documents and reports, writing technical documentation, and interfacing with campus partners to discuss business needs. This also involves evaluating business processes and developing and implementing solutions to streamline processes. Supervisors : Jenna Lamb Offer telephone, email, and walk-in support for all aspects of campus technology including hardware, software, telephones, networking, user accounts, and more. Create, update, route, and maintain TeamDynamix tickets for all issues. Oversee the process for loaning out college-owned equipment through a detail-oriented process. Provide a variety of other services to faculty, staff and students. Hours : Monday-Friday, 8 AM-5 PM, SaturdaySunday 12 PM-5 PM Supervisor : Donavan Duffus Location : Job Hall 104 Resourcefulness Reliability Excellent problem solving skills Desire to learn and teach others about the campus computing environment Self-motivated to continuously expand their knowledge Strong foundation in computer technology is beneficial The Student Coordinator Assistants (SCAs) provide direct support to the Student Services Manager as well as the Area Supervisors and Student Managers in IT to enhance the overall student employment experience. This leadership position is available to IT student employees after one semester of employment with our organization. Job Responsibilities: Provide general leadership for all Information Technology & Analytics student employees and facilitate and encourage communication among student employees and full time staff Responsible for interviewing new student staff, training and mentoring all employees, facilitating meetings, coordinating schedules, planning events and providing administrative support to the Student Services Manager Assist in maintaining the IT student employment and hiring email accounts. Assist with training, hiring and scheduling, making reservations, maintaining spreadsheets and databases, updating forms, and more Desired Qualifications Excellent written and verbal communication skills   Strong attention to detail   Excellent organizational skills   Ability to work on a team   Familiarity with all student-staffed areas of IT and the IT department Student Managers serve as leaders to their student teams within IT&A. They work with the Student Services Manager and Area Supervisor to enhance the overall student employment experience in IT and within their area. This role is available to students after one semester working with IT. Job Duties: Facilitate and encourage communication among student employees and full time staff. Responsible for interviewing new student staff, training and mentoring all employees, facilitating meetings, coordinating schedules, planning events, and providing administrative support for the Area Supervisor. In addition, the Student Manager performs all regular duties of their primary position. Work on a collaborative team to help with the Technology Renewal Program on an administrative level. Help re-envision the technology renewal policy and procedures. Creating a workflow from the point of views of IT and the Client. Assist with the Replacement Timeframes and the Reporting and Ticketing. Data Entry is also needed within this position. This role is great for someone who would like to work on business practices and understanding the flow of a college wide program with many moving parts.  Supervisor : Kayla van Dinther Job Duties:  Technology Renewal Day to Day  Technology Renewal Program Reports – Scheduling them to be sent to Customers/ Reviewing those reports.  Data Entry / TDX Tickets Communication – Workflows/Processes/Procedures Desired Skills:   Ability to work independently and on a team   Problem-solving   Knowledge of basic software, such as Microsoft Office Team Dynamix knowledge Work with the Business Communications Assistants and independently to create high-quality graphics content for the Information Technology Division. Graphic Design Specialists receive work requests via the BCA pipeline, and also from full-time IT Staff to support outreach, intra-division and other projects. Graphic content creation Meet with IT Staff and BCA Supervisors to plan graphic design projects Support IT events/programming/marketing as needed.  Skill with Adobe Photoshop, Adobe InDesign, Adobe Illustrator  Creative  Knowledge of graphic design/artistic concepts Ability to work in and receive feedback from groups The Generative AI Exploration Guide will play a pivotal role in leading exploration and facilitating effective use of generative AI tools by students and staff at Ithaca College. This position involves providing technical support, training, and guidance on the optimal use of generative AI technologies to enhance and support administrative functions and student academic learning. The AI Exploration Guide will work closely with IT services and departments to ensure that users can leverage these tools responsibly and effectively. This is an exciting chance to impact the cutting-edge adoption of generative AI in the Ithaca College community!   Time Commitment: 8-12 hours per week  Hours: Business hours, 9am-5pm  Supervisor: Jenna Lamb  Location: AI Exploratory Space (Coming soon!), Friends Hall  Job Description:  Support and Training: Under the guidance of the Area Supervisor, assist in design and delivery of one-on-one and group training sessions for students and staff on using generative AI tools, including basics, advanced features, and ethical, privacy, and data considerations.  Resource Development: Create and maintain guides, tutorials, and FAQs on generative AI tool usage tailored to student learning and administrative needs.  Technical Assistance: Provide troubleshooting support for common issues encountered with generative AI tools, liaising with IT services as needed.  Feedback Collection: Gather user feedback on tool usability, effectiveness, and additional training needs, reporting back to IT leadership.  Policy and Ethical Guidance: Assist users in understanding responsible use of generative AI emphasizing ethical considerations, data security and privacy, and academic integrity.  Research Support: Work with IT leadership to explore and pilot internal uses of generative AI and related tools.  Learning Outcomes  Gain valuable experience in working for an IT organization and in the rapidly growing field of generative AI.  Develop skills in training, support, and the practical application of AI technologies.  Build written and verbal communication skills and the ability to solve challenges with technical applications.  Expand teamwork and collaboration skills while facilitating clients’ curiosity and learning.  Formal Learning / Certification Opportunities  LinkedIn Learning & Other Trainings: Your Area Supervisor will assign video courses on a wide range of topics, including AI and machine learning, along with a focus on professional development, facilitation, and customer service.  Desired Qualifications:   Technical curiosity, desire to learn, explore, and problem solve, with a keen interest in AI and machine learning technologies.  Good communication and interpersonal skills, capable of explaining complex concepts to a non-technical audience.  Ability to work independently and as part of a team.  Commitment to ethical considerations and responsible use of AI technology.  Preferred Qualifications:  Previous experience in a support, customer service, or training role is an advantage.  Coursework or experience related to AI, machine learning, information technology, or a related field.  Job Description: As a Network and Phone Technician, you will be responsible for a range of tasks including the installation, repair, and maintenance of software and hardware on all college-owned devices. This role extends to faculty and staff offices, computer labs, and includes specialized duties in cabling, softphone setup, as well as phone moves and changes across the campus. You'll also be involved in basic network troubleshooting and will play a key role in the technology renewal process through the replacement and upgrade of campus computing machines. Time Commitment: Approximately 8 hours per week, preferably in 2-hour blocks or more. Work Hours: Monday to Friday, 8 AM to 5 PM Supervisor: Work Location: Platform Proficiency : Advanced expertise in Windows and Macintosh operating systems. Software Skills : Familiarity with fundamental software applications like Microsoft Office. Hardware & Networking : Sound knowledge of concepts in computer hardware, networking, and cabling infrastructure. Telephony : Experience in setting up softphones and conducting moves and changes related to phone systems. Network Troubleshooting : Ability to conduct basic network troubleshooting to ensure optimum system performance. Customer Service : Exceptional customer service skills with the ability to clearly explain technical issues to non-technical users. Independence : Ability to work autonomously, taking initiative in problem-solving and project completion. Troubleshooting : Skillful in diagnosing and solving issues on the spot, in front of users without causing alarm. Pressure Management : Capacity to remain calm and effective under pressure. Reliability : Must be dependable and punctual, ensuring all tasks are completed in a timely and efficient manner. Provide direct support for academic visits and projects organized in the Educational Technology Center, incorporating virtual and augmented reality into the course learning outcomes in a welcoming, transdisciplinary environment. This position will provide support, develop documentation materials, conduct training tutorials and workshops, and assist with immersive technology themed course visits. Time Commitment: 8-10 hours/week Work Hours: Approximately 9-5 Supervisor: Tristan Ross Location: Job Hall Responsibilities :  Internal (IT) project work and/or academic visit prep work – may include signage, event posters, promotional materials  Assist with academic visits/projects   Support VR demos for students/faculty using VR for academic purposes  Conduct research on immersive and educational technology innovations  Able to understand the design thinking process and guide others through starting the ideation process  Desired Qualifications    Customer Service Experience    Willingness to learn   Desire to teach and help others   Ability to complete assigned tasks under minimal supervision  Experience with both Mac and PCs preferred  Video and Audio production experience preferred  An interest in visual design principles, media production, and/or making  Assist in innovative collaboration efforts with groups/organizations across campus  Identify stages of the design and planning process, including what steps come next  Ability to use and learn AR/VR hardware and software – Meta (Oculus), Vive, Unity, ARKit, ARCore.   Experience with digital fabrication and prototyping tools such as 3D Printing, Circuitry, 3D scanning, simple hand tools, and other craft supplies and methods.  Experience with Adobe Photoshop, InDesign, Audition, Adobe Premiere, and Adobe Media Encoder is a plus   STEM Majors strongly encouraged to apply, but all majors and skill levels are welcome to apply  Experience with Blender, Unity, Unreal Engine or other 3D modeling software is a plus  Doctoral Student Grant The Doctoral Student Grant provides funding for scientific research projects related to nursing regulation and policy. Submission Due Dates October 4, 2024 April 4, 2025 Award Information Doctoral students may apply for grants up to $30,000. All projects must be completed in 12 months of the project start date. How to Apply • Proposals must be submitted using  NCSBN's Grant Application form by 11:59pm CST of the submission deadline. • Proposals must be typed in 12pt Times New Roman font and should be double spaced (excluding CVs, biographical sketches, budget and timeline. • Application may not exceed 7,000 words (excluding CVs, biographical sketches, budget and timeline). Proposals should be sent to: [email protected] 147 IMAGES Student Project Proposal How to Write an Effective Undergraduate Research Project Undergraduate Research Showcase Sample Project Proposal For Undergraduate Students FREE 12+ Sample Research Project Templates in PDF 30+ SAMPLE Undergraduate Research Proposal in PDF COMMENTS 10 Successful Undergraduate Research Project Examples To Inspire You As these examples show, engaging in research projects can be a transformative component of the undergraduate experience, providing students with invaluable skills, insights, and opportunities to contribute to their fields of study. ... Embarking on an undergraduate research project can be a transformative experience, offering students the ... Sample Project Proposals Sample Project Proposals. Check out a few sample grant proposals below. Read ones annotated with reviewer notes (even if the topic is outside your area of interest) to learn what reviewers look for. You can also see also how resubmitted proposals respond to reviewer comments. Please note that these proposals serve as exemplars for students ... A student's guide to undergraduate research A student's guide to undergraduate research. Published on August 16, 2021. Originally written by Shiwei Wang for Nature journal in March 2019. Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here's a short but ... MIT UROP Collaborate with renowned MIT faculty on the exciting, real-world research happening across the Institute. Start here if you're new to UROP. Find Projects Apply Online (Once you have found your UROP) Research Preparation & Training Tips for Finding a UROP Student Advice & Resources UROP for Wellesley Students. Examples of Student Research Projects Research Proposals including Research Plans ; Coming Up With a Research Question; Getting Ethics Approval; Struggling with a Literature Review; Qualitative, Quantitative or Mixed-Methods ; Data Collection; Working with Primary Data ; Using the Internet for Research; Data Management; Writing Up Your Research ; Preparing for the Research Project Undergraduate Research ASPIRE grants : Promote independent research projects among undergrads in the School of Arts and Sciences; awards range from $500 to $4,500 per academic year. Learn more: Hopkins Office of Undergraduate Research. Student research opportunities at the School of Engineering. Student research opportunities at the School of Arts and Sciences. A student's guide to undergraduate research As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It's hard to do both at the same ... How to Do Your Research Project: A Guide for Students Work your way through interactive exercises for each stage of the research project roadmap and watch videos from your pocket supervisor, Gary Thomas. Explore real-world practice through case studies and journal articles. Reflect, revise, and take your learning on the go with worksheets and get to grips with key terms and concepts using digital ... Undergraduate Research Experience: A Roadmap to Guide Your Journey From start to finish, the psychology research projects you learn about in your classes involve a lot of complex steps, completed by a team of researchers, over a period of time that can last several years. ... As someone who taught, supervised, and mentored undergraduate students, doctoral students in clinical psychology, interns, and ... How to do a research project for your academic study Methodology - the methods you will use for your primary research. Findings and results - presenting the data from your primary research. Discussion - summarising and analysing your research and what you have found out. Conclusion - how the project went (successes and failures), areas for future study. Research The Office of Undergraduate Research and Fellowships helps students navigate the research opportunities available here on campus, in the Cambridge area, and around the world. As a college within a research university, Harvard undergraduates have access to unparalleled research opportunities. Learn about research at Harvard. Summer Research Programs The Office of Undergraduate Research runs two concurrent summer research programs for Princeton undergraduates. ReMatch+ is the culmination of the yearlong ReMatch program. It offers freshmen and sophomores an opportunity to carry out paid graduate-mentored research projects over the summer. The Office of Undergraduate Research Student Initiated In Writing a Project Proposal Students interested in applying for a VPUE Undergraduate Research Grant should connect with their Faculty Mentor regarding their proposed project. Faculty Mentors should meet required eligibility criteria. Students should schedule a meeting with their Undergraduate Advising Director (UAD) as they write their proposal. UADs are well-versed with ... How to Write a Research Proposal As a student, you might have to write a research proposal as part of a grad school application, or prior to starting your thesis or dissertation. In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor. How to do a Research Project: A Guide for Undergraduate Students A student-friendly and supportive guide to designing, implementing, analyzing and reporting on undergraduate degree projects. A key new volume for the vast study skills market, written by the author of the bestselling Real World Research, Second Edition (Blackwell, 2002).; Useful for students studying within the fields of education, health, social work, and the social sciences. Examples of student projects See below for just a few examples of the work our students do. Expand All. Profiles of VCU undergraduate researchers. 'She's really come into her own': How Glynis Boyd Hughes disrupted her story, and found her voice. Her UROP project is an intricate comparison of the works of Zora Neale Hurston and Flannery O'Connor, two of her favorite ... Get Started The first step in taking on any independent project is to reflect on your intellectual interests, questions, and goals. Team up with other Stanford scholars to learn how different disciplines approach the research process. A good relationship with a faculty mentor is the cornerstone of all successful undergrad research and independent projects. Undergraduate research projects Undergraduate research projects. On this page. SCIE30001 Science Research Project. BIOM30003 Biomedical Science Research Project. Undertaking a research project is a fantastic way to develop practical scientific skills. It will also provide valuable experience to students considering honours, masters or a PhD in Science. How Undergraduates Benefit From Doing Research Benefits of Undergraduate Research. Studies show students who participate in research earn better grades, are more likely to graduate and are better equipped for graduate school or careers ... Examples of Undergraduate Research Projects Examples of Undergraduate Research Projects. Fall 2021 Projects Previous Projects Skip to main ... Graduate Students; Undergraduate Students; Room Reservations; Give; Department of Biological Sciences. Examples of Undergraduate Research Projects Fall 2021 Projects. Student Research Proposal; Whitney Brown: Characterizing the role of FOXP3 in ccRCC: Undergraduate students' involvement in research: Values, benefits Encourage undergraduate students to participate in scientific meetings, conferences, and seminars and to present their research, project, ideas or innovation in such gathering. Funding should be provided for undergraduate research conferences so that students can share their work, learn from the experiences of others, and improve institutional ... 30 Seriously Impressive Undergrad Research Projects Undergraduates can start as early as freshman year, supported by programs like student-run research journals, the EUREKA Research Database and the Freshman Research Initiative, the nation's largest effort to involve first-year students in meaningful research, placing them in faculty-led laboratories working on real-world research projects. Studying Students: The Undergraduate Research Project at the University Based on the success of that study, we decided to use similar anthropological and ethnographic methods to examine how undergraduate students write their research papers. The information collected in this study would guide the libraries' efforts to improve library facilities, reference outreach, and the libraries' Web presence. Contributor (s): Supporting Student Mental Health: Key Takeaways From School and During the first phase of this project, we wanted to learn from district and school leaders, teachers, and other student support staff who are on the front lines of supporting student mental health and well-being.We surveyed school district leaders and conducted qualitative interviews with each of these groups of school professionals ... 15 Best Research Tools for Students A solid grasp of research skills helped me through that process, and today, I want to help you, too. In this guide, we'll explore the best research tools for students to enhance their research skills so that they can write efficient papers, summaries, and articles with AI assistance. One tool you can use to help improve your research skills is Unriddle's AI research assistant. Student Staff Positions Expand All Audio Visual Technician The Audio Visual Technician student position within the Audio Visual Services unit (AVS) provides technical support for audio/visual equipment in classrooms, lecture halls, and meeting rooms on campus. Other responsibilities include performing preventative maintenance on classroom equipment, staffing the AVS office, answering the hot line, and responding to ... NCSBN Doctoral Student Grant The Doctoral Student Grant provides funding for scientific research projects related to nursing regulation and policy. Submission Due Dates. October 4, 2024; April 4, 2025; Award Information. Doctoral students may apply for grants up to $30,000. All projects must be completed in 12 months of the project start date. Hourly Paid Position Undergraduate Research Assistant About the Opportunity: We are currently seeking a dedicated and motivated Spanish-English bilingual students to join our team as a Research Assistants. This position offers a unique opportunity to work closely with Dr. Romero on various projects aimed at supporting Latine/x children and families. The selected candidate will play a crucial role in assisting with data collection. Responsibilities: assignment essay homework paper phd report resume review speech thesis