undergraduate student research ideas

Ultimate List of 265 Research Topics for College Students

How often do you freeze up after receiving an assignment to write a research paper? We know how tough it can be, particularly in a flood of possible research topics for students. Choosing that one idea from plenty of research proposal topics for college students is the foremost step in any academic project.

Lack of inspiration? We made an ultimate list of research topics for college students. You will find art, biology, social science, education, and even more fun research topics for college students. Don’t scour the tons of outdated or dull topics anymore. A much better alternative would be to look at essay examples instead. 

What’s more, we prepared three main steps to start converting the chosen topic into a successful research paper. Besides, we will dispel any uncertainty in research importance. 

Is Research Important?

• Art Research Topics
• Biology Research Topics
• Educational Topics
• Environmental Topics

Gender Research Topics

• Law Research Topics

Literature Research Topics

• Music Research Topics
• Psychology Topics
• Religion Research Topics
• Science Research Topics
• Social Science Topics

Sports Research Paper Topics

How to start a research paper, top 10 research topics for college students:.

• Human impact on biodiversity loss
• Internet’s effect on freedom of speech
• Is isolation a cause of child abuse?
• Negative effect of pop culture trends on youth
• Pros and cons of free education
• Is AI a threat to humans?
• The impact of modern technology on ecology
• Can nuclear power be safe?
• Economic impact of GMO food
• Negative effect of climate change on economy

Before getting into the importance of research, let’s understand what kind of work it is.

Research is an analysis aimed at discovering of new facts or revising existing theories. It consists of several steps. The most common are:

• Research methodology setting
• Research problem statement
• Data extraction and gathering
• Assessment of the gathered data
• Conclusions summarizing

What Are the Purposes of Research?

The intentions are countless, but here are the general ones:

✨ to accept or reject a hypothesis; ✨ to gather information on a phenomenon or subject; ✨ to initiate further research or to “dig deeper.”

Why Is It important?

Research makes our life easier. The underlying cause of new discoveries is to understand how things work. If we acquire that data, we’ll know how to get practical value out of it.

Think of Maslow’s hierarchy of needs. As we meet our deficiency needs, its level grows. At the same time, the demand for new knowledge increases. That is why discovering new is a never-ending process.

That is all clear. But you may ask: why do I need research skills in my day-to-day life?

After graduation, you will most likely still need research skills at work. No matter what the industry is. Either you decided to excel in science or form a hi-tech startup. If you want to achieve success, you should have strong research skills.

All in all, having research skills is one of the core elements of personal and social growth. It helps to generate additional findings or set new questions around existing knowledge.

Now let’s move on to the list of research topics.

Art Research Paper Topics

We’ll start from the study area, which is difficult to measure. We talk about art. For some, it may seem easier to study than exact sciences. But still, the number of questions about various genres, forms, and art styles is beyond imagination.

Why should we not overestimate the importance of studying art ?

Art is not just something for connoisseurs. It has always been and still is vital for the whole of society. What affected humanity’s development? Of course, the way people express their everyday life or feelings through art.

Besides, thanks to art, we can see things from different perspectives. It makes us open-minded and helps to develop critical thinking. And, most apparently, art fills our lives with beauty and elegance.

Art is so diverse that students may struggle to choose from a myriad of research areas. Here are some of the hottest art research paper topics for you:

• The influence of the internet and social networks on art.
• Researching of Greek mythological painting.
• The comparison of modern art in the United States and Europe.
• The representation of art in Lars von Trier’s films.
• The influence of African-American cultural heritage on modern American art.
• What are the features of contemporary art ?
• Frida Khalo and her sources of inspiration.
• The role of Kazimir Malevich in abstract art development.
• Art in the early renaissance and today’s European society .
• Art therapy techniques: what are they and are they effective?
• The difference of women’s representation in ancient and modern art .
• Comparative analysis of modern and classic cubism .
• The history and main features of abstract expressionism .
• The relationship between art and globalization .
• The influence of art on the fashion industry in Japan.

Biology Research Topics for College Students

Let’s move on to biology. This science deals with vital processes of living organisms. We’ve gathered a list of topics from different biology fields. You’ll find essay ideas from the fields of botany and zoology to genetics.

Research in biology has one distinctive feature. It is the use of research lab equipment. If you don’t use it and base your research on other sources — make sure they are credible.

What are the attributes of a research paper in biology?

Molecular biology, cellular, and other categories of biology imply accurate measurements. There is no place for mistakes here. Otherwise, the relevance of research results would be insignificant. A researcher should be scrupulous in calculations and statements.

So, feel free to pick up any topics from the list below. Study them thoroughly!

• The impact of global warming on marine life.
• Extensive research of photosynthesis aspects and functions.
• Thyroid hormones and their impact on the female body.

• DNA structure, modifications, and genetic disorders .
• Is it ethical to test cosmetics on animals ?
• The ability of living organisms to adapt to changing environments.
• The need for the protection of rare and endangered species .
• The role of sustainability in biology.
• Advantages and disadvantages of organic farming .
• The role of neurobiology in artificial intelligence development.
• The discovery and impact of Darwin’s theory .
• The discovery, history, and importance of vaccination .
• The role of microbes and microbiology in health .
• Neurobiology and its association with emotional trauma .
• Biology: mechanical signals regulating development .
• Cultural variations in environment and biology: AIDS .
• A review of the ecology and biology of the whale shark.
• Performance and quality assessment of methods for detection of point mutations.
• Optical imaging techniques in cell biology .
• Computational methods in molecular biology .

Educational Research Topics for Students

What can be trickier than studying how to study? Education research papers evolve at a rapid pace as the world changes every day. That is why new techniques and approaches are in demand.

No other discipline will answer the milestone questions as well as education. And the most important is about human nature.

What can make a precious contribution to society? The definite answer is — driving innovations in studying .

Want to remain in history as an author of a revolutionary breakthrough? Explore educational research paper topics for college students:

• Language distribution issues in bilingual schooling .
• Critical thinking as the primary goal of the educational process.
• Role-playing games as a learning tool .
• Pay-for-performance scheme for teachers .
• Moving from compliance to performance-based schools .
• Bilingual learning: advantages and disadvantages.
• Educational approaches in retrospective.
• Aspects of multicultural educational practices .
• The importance of inclusivity in teaching .
• Popular modern educational techniques: a comparison.
• Arithmetical problem-solving difficulties .
• Learning methods for blind children.
• The role of technology in lesson planning .
• Role-playing as an educational practice.
• The need for parents’ involvement in the educational process.
• Tools to develop the best teaching strategy .
• The efficiency of gamification .
• Individual approach to students.
• Popular educational mobile apps.
• Peculiarities of teaching disabled children .
• Same-gender and mixed-gender schools: a comparative analysis.
• Understanding the causes of school violence and bullying.
• The importance of sex education at schools.
• The educational system in America : problems and prospects.
• Cloud computing in educational institutions: an impact on the educational environment.
• Ethical behavior in higher educational institutions.
• Cooperation of educational institutions and businesses: successful cases.
• Information technology as a means of educational process improvement.
• Homeschooling and its influence on communication skills.
• Comparative analysis of distance learning and face-to-face education efficiency.
• Individualized versus group learning.
• The necessity of higher education for all students.
• Best practices of top higher education establishments.
• Peculiarities of teacher’s education in America.
• Preschool education versus tertiary education .
• Teacher as a researcher. Cross-age peer tutoring .
• Multicultural and monocultural education programs: a comparison.
• Comparison of advantages and disadvantages of tablets and printed textbooks .
• Should education be free?
• Education unification: reasons to apply in high schools.

Environmental Research Topics

Our day-to-day comfort is an inherent cause of environmental problems. We may drive a car and have no idea how we harm nature.

Eco activism is a growing trend. Ecology issues acquired a more frequent and lucid coverage. Regardless, people tend to overlook the environment. They got the idea that we should protect our planet, but not all of them are ready to act.

That is why we need to be aware of more facts and measures. This can’t be obtained without decent environmental science research papers.

Do you want to be a part of it? Use our list of environmental research topics for college students:

• Risks of climate change and global warming .
• Aspects and perspectives of Kyoto protocol .
• Green hydrogen in automotive industry : is it a great alternative?
• The origin of the carbon tax .
• Amazonian deforestation , its causes, and trends.
• The greenhouse effect : process, components, and risks.
• Types of pollution : air, water, and soil.
• Alternative energy in Europe.
• Water scarcity in the Middle East .

• Wind energy as an alternative source .
• Benefits of sustainable technology and living .
• Vulnerability of hazardville to flooding disasters .
• Environment protection authority and chemical waste .
• Population control in China.
• Geoengineering principles.
• Acid rains : the cause and current measures.
• Radioactive waste disposal.
• The protection of wildlife .
• E-mobility as an environmental protection measure.
• Ecological conservation.

Gender roles and aspects are one of the central social questions nowadays. Studies in this field are as relevant and necessary as never before. It pushes our society forward, eliminating gender inequality and discrimination.

Do you want to contribute to gender knowledge but don’t know where to start? Here is the list of most relevant gender studies essay topics:

• Public policy analysis on gender inequality in education in South Sudan.
• The history of gender concept.
• Gender imbalance in the developing countries.
• Sex reassignment in treating gender dysphoria : a way to psychological well-being.
• Employee issues: gender discrimination, sexual harassment , discrimination.
• Gender roles in couples and sex stereotypes in society.
• The diversity of gender and sexual orientation identities of transgender individuals.
• MeToo movement as sexual harassment fight measure.
• Feminism : the contraception movement in Canada.
• Maternity and paternity leaves .
• The correlation between gender and cognitive abilities .
• Transgender people and healthcare barriers .
• Race and gender in public relations .
• Gender stereotyping in American media .
• The health and well-being of LGBTQA+ young people in Australia.
• Cancel culture in America.
• Transgender healthcare issues.
• Transgender person in professional sports.
• Female genital mutilation.
• Gender roles in media.

Law Research Paper Topics

We cannot imagine a civilized society without law. Even though the fundamental rights and obligations in different countries are mostly similar, there is still a great scope of differences to research.

We gathered the list of law research paper topics to explore:

• Human rights violations in CIS countries.
• A self-enforcing model of corporate law .
• Corporate strategies and environmental regulations : organizing framework.
• The benefits of decriminalization .
• International criminal law and measures .
• Discrimination in the workplace in legal practice.
• Welfare legislation for families .
• Intellectual property law: copyright law, trademark law, patent law.
• Enforcement of civil rights law in private workplaces.
• The establishment of foreign and international law in American courts. A procedural overview.
• Family law : spousal support after a divorce in Canada.
• Employment law and workplace relations in Saudi Arabia.
• Applicable real estate laws and policies for sustainable development in South Africa.
• Retrospective of the immigration crisis in Europe.
• The need for a domestic violence law in Russian Federation.
• Religious crimes and religious laws.
• Terrorism in different countries’ law systems.
• Grievance procedure in the European court of human rights.
• Cybercrimes in legal practice.
• Human trafficking and slavery in the modern world.

When it comes to literature, there is a vast ocean of ideas to research. The topics can be classified into a large number of categories. Those can be literature genres, awards, trends in literature, different social aspects of literature, etc.

To make finding the best fit easier, we conducted a list of the world literature research topics:

• Golden Age writers and their impact on literature.
• Feminist literature authors.
• Y. Zamyatin’s “We” as the origin of dystopian literature.
• Trends of modern literature .
• Ancient Greece literature.
• Is best seller always good literature?
• Tricksters in literature.
• Post-modernism in literature .
• Sexual violence in the “Handmaid’s Tale” by Atwood .
• Children literature.
• The works of J. D. Salinger .
• Social perception of modern literature .
• Philosophy, literature, and religion in society: a comparative analysis of the impact on human life.
• The portrayal of racism in the literature of the 21st century.
• Censorship in literature.
• Professional literature trends.
• Central themes in American literature .
• The impact of digitalization on literature.
• The role of the main character in literature.
• Literature: print versus digitalized?

Music Research Paper Topics

Research is something we can do not only in astronomy or molecular biology. We need it in the music too. Music shapes our life in a way we can’t even imagine. It’s a tremendous social and cultural phenomenon to explore.

These are 20 potential topics for your research in the music industry :

• The effect of music on a human brain .
• The evolution of rap music .
• TikTok as the most efficient promotional channel for new music.
• The origin of music theory.
• The music industry and information technology .
• The influence of Kanye West performances on the music industry.
• Music journalism : the most influential music media.
• Feminism and sex in hip-hop music .
• Opera and instrumental music .
• The origin of music festivals .
• Reggae music and its aspects .
• Latin American women and trap music .
• Streaming services prospects.
• Music as the way of promoting new trends.
• Features of punk music.

Psychology Research Paper Topics

Psychology is a multidisciplinary kind of field. That means there’s a wide range of potential research questions.

Do you need to write a psychology paper? Explore the list of possible topics:

• Cross-cultural psychology : research and application.
• The psychology of self-esteem .
• Aspects of industrial and organizational psychology .
• The psychology of learning and motivation : skill and strategy in memory use.
• Description of remarkable experiments and their results in psychology.
• The influence of meditation on people’s health .
• Analyzing psychological disorders: disorders treatment and research .
• Personality psychology and zen Buddhism .
• Perception of psychology in society .
• Organizational behavior. Emotion and personality .
• Children’s emotional development .
• Predictors of postpartum depression.

• Symptoms, causes, and treatment of schizophrenia .
• The social, political, and religious reasons of homophobia .
• Eating disorders in males: current progress and challenges.
• The side effects of antidepressants .
• Cognitive psychology : best cognitive scientists’ practices.
• Social anxiety as a constraint in learning.
• Alzheimer’s disease : working strategies for disease modification.
• The relation between the aging process and psychology.

Religion Research Paper Topics

Religious institutions, beliefs, and customs also get explored in papers quite often. That is rather a controversial sphere of education, so we gathered the most relevant religion paper topics below to help you.

• The religious significance of the Bible .
• The place of women in Islam .
• The history of Christianity in Indonesia .
• Assessing a crisis of faith and making a pastoral crisis intervention.
• Forced religion: cause and effect on children.
• The problem of creation mythology in the study of Indian religion.
• Existence of God : a philosophical introduction.
• Religion and mythology: concepts, differences.
• The role of religion in attitudes toward LGBT individuals.
• Issues and traditions in western religion .
• Theology in the concepts of nature, time, and the future.
• Religion and government interaction in the US.
• The history of the Christian church in East Europe.
• Religion freedom and its limitation .
• Hinduism and Buddhism: similarities and differences .
• Baptism in Christianity .
• The impact of religion on terrorism .
• The God of Israel and Christian theology .
• Culture and religion: how they interact.
• Religion and social morality.

Science Research Topics for College Students

What is a better way to uncover the mysteries of our universe than through science? As it comprises multiple types and directions, there is a vast number of questions to answer.

We suggest you the following science research paper topics:

• Paris climate agreement perspectives.
• Ethical aspects of cloning .
• Political science in the US: past and present issues.
• Genetic engineering and cloning controversy .
• The development of life on Earth .
• The current state of nuclear energetics in America.
• Nuclear weapon -free zones: a history and assessment.
• Solid earth dynamics and the evolution of the Antarctic ice sheet.
• Natural hazards : local, national, global.
• Geophysical fluid dynamics: atmospheric dynamics, dynamo theory, and climate dynamics.
• Data science as a key element of data-driven decision-making.
• Robotics & mobility systems in agriculture: successful cases.
• Legal models of space resources exploration and utilization.
• The social context of recycling : factors influencing household recycling behavior.
• Trends in consumer attitudes about agricultural biotechnology .
• Theory of turbulence: a mathematical model that illustrates it.
• Dual-mode infrared and radar hardware-in-the-loop test equipment.
• Essentials of computational chemistry: theories and models.
• Genetic algorithms in astronomy and astrophysics.
• A fundamental relation between supermassive black holes and their host galaxies.

Social Science Research Topics

Sociology is an umbrella term that covers dozens of branches. It studies family, social movements, mass media, class theory, race, ethnicity, levels of income. We could go on and on.

As you can see, the options for research are endless. Don’t waste your time trying to understand the peculiarities of each social or cultural branch. Use our list of social science research paper topics for college students.

• Social movements of 21 st century.
• Strauss–howe generational theory in marketing.
• Social media as a “hotbed” of narcissism .
• The nutritional status of vegans and vegetarians .
• Gender identity and community among three transgender groups in the United States: MTFs, FTMs, and genderqueers.
• Social causes of anorexia in young women.
• The civil rights in South America.
• #BlackLivesMatter movement and its influence on society.
• Gay marriage in America : current debates.
• Dependency of the children mortality level on the anti-vaccination movement development.
• Judaism in the first centuries of the Christian era.
• School choice and segregation by race, class, and achievement.
• The correlation between race and wealth.
• Freedom and social status of blacks in America .
• The problem of abortion .
• Causes and effects of drug addiction .
• Horizontal and vertical gender segregation in employment .
• Effects of domestic violence on children.
• The poverty level in the US: a retrospective analysis.
• Women leadership and community development.

We are approaching the end of our ultimate research paper topics list. To wrap it up, let’s take a look at sports research ideas.

It has been present in our lives for a long time and is still developing. That’s why we need to answer new questions and build new knowledge. Explore the list below:

• How does globalization affect sports?
• History of doping scandals in the Olympics .
• Team sports as a socialization tool for children.
• The origin and history of ice hockey.
• Organizational aspects of Paralympic games.
• Aspects of independent Olympians at the Olympic games .
• The unique history of Pelé.
• Risk factors for injuries in football.
• Short interval versus long interval training.
• Sport as a communication medium .
• Nutritional support of young athletes .
• Mental training during competition preparation.
• Philosophical conflicts between the practices of sport and cybersport.
• Running as a treatment for heart diseases .
• Typical traumas of soccer players.

After getting familiar with the list of topics, let’s discuss the essential steps before beginning research.

Narrow Your Topic

Let’s say you selected that one topic from the list. What’s next? It’s time to outline the boundaries of the research. It should not be too broad or narrow . Its scope must strictly correspond to the problem’s scope under exploration.

What is the difference between a narrow and a broad topic?

Let’s look at three research topic examples:

• Eating Disorders. The topic is too general and comprehensive. If your research paper requires to be short, then there is no sense in choosing this topic. You better narrow it down.
• Eating Disorders in Young Females. In this topic, we try to segment the subjected populations to specify the research question. It is still rather broad but more focused.
• Anorexia in Young Females and Its Impact on Society. Here, we distinguish a particular type of eating disorder and leave a population segmentation. That is a perfect example of a narrowed topic. Now, it’s easier to ask specific questions, uncover insights and contribute to further research.

Focus on your narrowed topic and form a central research question. After that, research the existing data and find supporting facts. Don’t let your exploration be one-sided: explore different points of view. Compare and analyze counterpoints and draw conclusions.

After a profound studying, create a thesis statement to support your narrowed topic in a specific way.

To make things clear, use this step-by-step guide on finding and narrowing your topic.

Evaluate Sources

It takes a second to get access to billions of search results on any topic in Google. Most of the time, we jump through the first two or three links, and that’s it. If you seek quality, then it’s not the proper approach. You should acquire the skill of processing the sources.

What are the tips for source evaluation?

• Forget about Wikipedia as a scientific source. Wikipedia is a free platform where any user can make edits. Extracting information from wiki without fact-checking isn’t a good academic practice. Great alternatives to Wikipedia are College e-libraries, scholarly databases, Google Scholar, etc.
• Explore well-respected professional research journals. They contain up-to-date research data and conclusions which shape the most relevant views and understanding of what is going on in the modern world.
• Visit libraries. We tend to overlook them in our digital era. But you can find super valuable sources for research there.
• Avoid personal blogs, opinion articles, and self-published books . There can be heavy use of bias.

3 Main Tips on Writing a Thesis Statement

After you decide on a research topic and sources, it’s time to write a thesis statement.

• Ask a question. Here are two options. In the first one, your professor can assign you a concrete question. If it’s not your case, then ask what interests you. What would you like to explore?
• Give an initial answer. Try to answer the question before in-depth topic exploration. Work out some hypotheses.
• Enrich the initial answer. Prove the initial hypothesis by detailing the research. Use the calculations and quantitative data to make your thesis credible.

To back up these tips, let’s look at a couple of example thesis statements from the StudyCorgi essay database:

You’ve just explored an ultimate list of research paper topic ideas and important steps to turn those topics into excellent research papers.

Did you find our topics compilation helpful? Save it for a future reference or share with friends!

• What Is Research? — Hampshire College
• Definition of Research — Western Sydney University
• The Importance of Research to Students — Cleveland University Kansas City
• Guidelines for Writing Art History Research Papers — UA Little Rock University
• Areas of Research in Biology — Massachusetts Institute of Technology
• Environmental Science: Current Research — Herald Scholarly Open Access
• Thesis Statements — University of North Carolina
• Thesis Statement Tips — Purdue University
• What Is Education Research — National Center for Education Research
• Research in the Faculty of Music — University of Cambridge
• Research: Religion and Society Specialism — University of Birmingham
• Sociology Research Areas — Cornell University
• Narrowing a Topic Idea — UCS Libraries
• Developing a Research Question — The University of Arizona
• Organizing Academic Research Paper — Sacred Heart University
• How to Write a Conclusion for a Research Paper: Indeed
• Share to Facebook
• Share to Twitter X
• Share to LinkedIn

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)

Explore Latest Articles

Apr 22, 2024

How Potatoes, Corn and Beans Led to Smart Windows Breakthrough

McCombs School of Business Honors Harkey Institute Donors

Using Biomechanistic Modeling, Researchers Predict Prostate Cancer Growth

• Get Curious
• Talk to People
• Take Action
• Inspire Others
• Events and Outcomes
• JHU At-A-Glance
• Students and Schools
• Ready to Hire?
• Mentor Students
• Hire Students
• “When U Grow Up” Podcast

A student’s guide to undergraduate research

• Share This: Share A student’s guide to undergraduate research on Facebook Share A student’s guide to undergraduate research on LinkedIn Share A student’s guide to undergraduate research on X

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 .

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

You Might Also Like:

59 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to school of students

Research title related to students

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

I learned a lot from this site, thank you so much!

Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

Choose Your Test

Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

Are you also learning about dynamic equilibrium in your science class? We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium .

Thinking about becoming a nurse practitioner? Nurse practitioners have one of the fastest growing careers in the country, and we have all the information you need to know about what to expect from nurse practitioner school .

Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Department of Biological Sciences

Examples of Undergraduate Research Projects

Fall 2021 projects, previous projects.

• Advisers & Contacts
• Bachelor of Arts & Bachelor of Science in Engineering
• Prerequisites
• Declaring Computer Science for AB Students
• Declaring Computer Science for BSE Students
• Class of '25, '26 & '27 - Departmental Requirements
• Class of 2024 - Departmental Requirements
• COS126 Information
• Important Steps and Deadlines
• Independent Work Seminars
• Guidelines and Useful Information

Undergraduate Research Topics

• AB Junior Research Workshops
• Undergraduate Program FAQ
• How to Enroll
• Requirements
• Certificate Program FAQ
• Interdepartmental Committee
• Minor Program
• Funding for Student Group Activities
• Mailing Lists and Policies
• Study Abroad
• Jobs & Careers
• Admissions Requirements
• Breadth Requirements
• Pre-FPO Checklist
• FPO Checklist
• M.S.E. Track
• M.Eng. Track
• Departmental Internship Policy (for Master's students)
• General Examination
• Fellowship Opportunities
• Travel Reimbursement Policy
• Communication Skills
• Course Schedule
• Course Catalog
• Research Areas
• Interdisciplinary Programs
• Technical Reports
• Computing Facilities
• Researchers
• Technical Staff
• Administrative Staff
• Graduate Students
• Undergraduate Students
• Graduate Alumni
• Climate and Inclusion Committee
• Resources for Undergraduate & Graduate Students
• Outreach Initiatives
• Resources for Faculty & Staff
• Spotlight Stories
• Job Openings
• Undergraduate Program
• Independent Work & Theses

Suggested Undergraduate Research Topics

How to Contact Faculty for IW/Thesis Advising

Send the professor an e-mail. When you write a professor, be clear that you want a meeting regarding a senior thesis or one-on-one IW project, and briefly describe the topic or idea that you want to work on. Check the faculty listing for email addresses.

Parastoo Abtahi, Room 419

Available for single-semester IW and senior thesis advising, 2024-2025

• Research Areas: Human-Computer Interaction (HCI), Augmented Reality (AR), and Spatial Computing
• Input techniques for on-the-go interaction (e.g., eye-gaze, microgestures, voice) with a focus on uncertainty, disambiguation, and privacy.
• Minimal and timely multisensory output (e.g., spatial audio, haptics) that enables users to attend to their physical environment and the people around them, instead of a 2D screen.
• Interaction with intelligent systems (e.g., IoT, robots) situated in physical spaces with a focus on updating users’ mental model despite the complexity and dynamicity of these systems.

Ryan Adams, Room 411

Research areas:

• Machine learning driven design
• Generative models for structured discrete objects
• Approximate inference in probabilistic models
• Accelerating solutions to partial differential equations
• Innovative uses of automatic differentiation
• Modeling and optimizing 3d printing and CNC machining

Andrew Appel, Room 209

Available for Fall 2024 IW advising, only

• Research Areas: Formal methods, programming languages, compilers, computer security.
• Software verification (for which taking COS 326 / COS 510 is helpful preparation)
• Game theory of poker or other games (for which COS 217 / 226 are helpful)
• Computer game-playing programs (for which COS 217 / 226)
•  Risk-limiting audits of elections (for which ORF 245 or other knowledge of probability is useful)

Sanjeev Arora, Room 407

• Theoretical machine learning, deep learning and its analysis, natural language processing. My advisees would typically have taken a course in algorithms (COS423 or COS 521 or equivalent) and a course in machine learning.
• Show that finding approximate solutions to NP-complete problems is also NP-complete (i.e., come up with NP-completeness reductions a la COS 487). 
• Experimental Algorithms: Implementing and Evaluating Algorithms using existing software packages. 
• Studying/designing provable algorithms for machine learning and implementions using packages like scipy and MATLAB, including applications in Natural language processing and deep learning.
• Any topic in theoretical computer science.

David August, Room 221

Not available for IW or thesis advising, 2024-2025

• Research Areas: Computer Architecture, Compilers, Parallelism
• Containment-based approaches to security:  We have designed and tested a simple hardware+software containment mechanism that stops incorrect communication resulting from faults, bugs, or exploits from leaving the system.   Let's explore ways to use containment to solve real problems.  Expect to work with corporate security and technology decision-makers.
• Parallelism: Studies show much more parallelism than is currently realized in compilers and architectures.  Let's find ways to realize this parallelism.
• Any other interesting topic in computer architecture or compilers. 

Mark Braverman, 194 Nassau St., Room 231

• Research Areas: computational complexity, algorithms, applied probability, computability over the real numbers, game theory and mechanism design, information theory.
• Topics in computational and communication complexity.
• Applications of information theory in complexity theory.
• Algorithms for problems under real-life assumptions.
• Game theory, network effects
• Mechanism design (could be on a problem proposed by the student)

Sebastian Caldas, 221 Nassau Street, Room 105

• Research Areas: collaborative learning, machine learning for healthcare. Typically, I will work with students that have taken COS324.
• Methods for collaborative and continual learning.
• Machine learning for healthcare applications.

Bernard Chazelle, 194 Nassau St., Room 301

• Research Areas: Natural Algorithms, Computational Geometry, Sublinear Algorithms. 
• Natural algorithms (flocking, swarming, social networks, etc).
• Sublinear algorithms
• Self-improving algorithms
• Markov data structures

Danqi Chen, Room 412

• My advisees would be expected to have taken a course in machine learning and ideally have taken COS484 or an NLP graduate seminar.
• Representation learning for text and knowledge bases
• Pre-training and transfer learning
• Question answering and reading comprehension
• Information extraction
• Text summarization
• Any other interesting topics related to natural language understanding/generation

Marcel Dall'Agnol, Corwin 034

• Research Areas: Theoretical computer science. (Specifically, quantum computation, sublinear algorithms, complexity theory, interactive proofs and cryptography)
• Research Areas: Machine learning

Jia Deng, Room 423

•  Research Areas: Computer Vision, Machine Learning.
• Object recognition and action recognition
• Deep Learning, autoML, meta-learning
• Geometric reasoning, logical reasoning

Adji Bousso Dieng, Room 406

• Research areas: Vertaix is a research lab at Princeton University led by Professor Adji Bousso Dieng. We work at the intersection of artificial intelligence (AI) and the natural sciences. The models and algorithms we develop are motivated by problems in those domains and contribute to advancing methodological research in AI. We leverage tools in statistical machine learning and deep learning in developing methods for learning with the data, of various modalities, arising from the natural sciences.

Robert Dondero, Corwin Hall, Room 038

• Research Areas:  Software engineering; software engineering education.
• Develop or evaluate tools to facilitate student learning in undergraduate computer science courses at Princeton, and beyond.
• In particular, can code critiquing tools help students learn about software quality?

Zeev Dvir, 194 Nassau St., Room 250

• Research Areas: computational complexity, pseudo-randomness, coding theory and discrete mathematics.
• Independent Research: I have various research problems related to Pseudorandomness, Coding theory, Complexity and Discrete mathematics - all of which require strong mathematical background. A project could also be based on writing a survey paper describing results from a few theory papers revolving around some particular subject.

Benjamin Eysenbach, Room 416

• Research areas: reinforcement learning, machine learning. My advisees would typically have taken COS324.
• Using RL algorithms to applications in science and engineering.
• Emergent behavior of RL algorithms on high-fidelity robotic simulators.
• Studying how architectures and representations can facilitate generalization.

Christiane Fellbaum, 1-S-14 Green

• Research Areas: theoretical and computational linguistics, word sense disambiguation, lexical resource construction, English and multilingual WordNet(s), ontology
• Anything having to do with natural language--come and see me with/for ideas suitable to your background and interests. Some topics students have worked on in the past:
• Developing parsers, part-of-speech taggers, morphological analyzers for underrepresented languages (you don't have to know the language to develop such tools!)
• Quantitative approaches to theoretical linguistics questions
• Extensions and interfaces for WordNet (English and WN in other languages),
• Applications of WordNet(s), including:
• Foreign language tutoring systems,
• Spelling correction software,
• Word-finding/suggestion software for ordinary users and people with memory problems,
• Machine Translation 
• Sentiment and Opinion detection
• Automatic reasoning and inferencing
• Collaboration with professors in the social sciences and humanities ("Digital Humanities")

Adam Finkelstein, Room 424 

• Research Areas: computer graphics, audio.

Robert S. Fish, Corwin Hall, Room 037

• Networking and telecommunications
• Learning, perception, and intelligence, artificial and otherwise;
• Human-computer interaction and computer-supported cooperative work
• Online education, especially in Computer Science Education
• Topics in research and development innovation methodologies including standards, open-source, and entrepreneurship
• Distributed autonomous organizations and related blockchain technologies

Michael Freedman, Room 308 

• Research Areas: Distributed systems, security, networking
• Projects related to streaming data analysis, datacenter systems and networks, untrusted cloud storage and applications. Please see my group website at http://sns.cs.princeton.edu/ for current research projects.

Ruth Fong, Room 032

• Research Areas: computer vision, machine learning, deep learning, interpretability, explainable AI, fairness and bias in AI
• Develop a technique for understanding AI models
• Design a AI model that is interpretable by design
• Build a paradigm for detecting and/or correcting failure points in an AI model
• Analyze an existing AI model and/or dataset to better understand its failure points
• Build a computer vision system for another domain (e.g., medical imaging, satellite data, etc.)
• Develop a software package for explainable AI
• Adapt explainable AI research to a consumer-facing problem

Note: I am happy to advise any project if there's a sufficient overlap in interest and/or expertise; please reach out via email to chat about project ideas.

Tom Griffiths, Room 405

Available for Fall 2024 single-semester IW advising, only

Research areas: computational cognitive science, computational social science, machine learning and artificial intelligence

Note: I am open to projects that apply ideas from computer science to understanding aspects of human cognition in a wide range of areas, from decision-making to cultural evolution and everything in between. For example, we have current projects analyzing chess game data and magic tricks, both of which give us clues about how human minds work. Students who have expertise or access to data related to games, magic, strategic sports like fencing, or other quantifiable domains of human behavior feel free to get in touch.

Aarti Gupta, Room 220

• Research Areas: Formal methods, program analysis, logic decision procedures
• Finding bugs in open source software using automatic verification tools
• Software verification (program analysis, model checking, test generation)
• Decision procedures for logical reasoning (SAT solvers, SMT solvers)

Elad Hazan, Room 409  

• Research interests: machine learning methods and algorithms, efficient methods for mathematical optimization, regret minimization in games, reinforcement learning, control theory and practice
• Machine learning, efficient methods for mathematical optimization, statistical and computational learning theory, regret minimization in games.
• Implementation and algorithm engineering for control, reinforcement learning and robotics
• Implementation and algorithm engineering for time series prediction

Felix Heide, Room 410

• Research Areas: Computational Imaging, Computer Vision, Machine Learning (focus on Optimization and Approximate Inference).
• Optical Neural Networks
• Hardware-in-the-loop Holography
• Zero-shot and Simulation-only Learning
• Object recognition in extreme conditions
• 3D Scene Representations for View Generation and Inverse Problems
• Long-range Imaging in Scattering Media
• Hardware-in-the-loop Illumination and Sensor Optimization
• Inverse Lidar Design
• Phase Retrieval Algorithms
• Proximal Algorithms for Learning and Inference
• Domain-Specific Language for Optics Design

Peter Henderson , 302 Sherrerd Hall

• Research Areas: Machine learning, law, and policy

Kyle Jamieson, Room 306

• Research areas: Wireless and mobile networking; indoor radar and indoor localization; Internet of Things
• See other topics on my independent work  ideas page  (campus IP and CS dept. login req'd)

Alan Kaplan, 221 Nassau Street, Room 105

Research Areas:

• Random apps of kindness - mobile application/technology frameworks used to help individuals or communities; topic areas include, but are not limited to: first response, accessibility, environment, sustainability, social activism, civic computing, tele-health, remote learning, crowdsourcing, etc.
• Tools automating programming language interoperability - Java/C++, React Native/Java, etc.
• Software visualization tools for education
• Connected consumer devices, applications and protocols

Brian Kernighan, Room 311

• Research Areas: application-specific languages, document preparation, user interfaces, software tools, programming methodology
• Application-oriented languages, scripting languages.
• Tools; user interfaces
• Digital humanities

Zachary Kincaid, Room 219

• Research areas: programming languages, program analysis, program verification, automated reasoning
• Independent Research Topics:
• Develop a practical algorithm for an intractable problem (e.g., by developing practical search heuristics, or by reducing to, or by identifying a tractable sub-problem, ...).
• Design a domain-specific programming language, or prototype a new feature for an existing language.
• Any interesting project related to programming languages or logic.

Gillat Kol, Room 316

Aleksandra korolova, 309 sherrerd hall.

• Research areas: Societal impacts of algorithms and AI; privacy; fair and privacy-preserving machine learning; algorithm auditing.

Advisees typically have taken one or more of COS 226, COS 324, COS 423, COS 424 or COS 445.

Pravesh Kothari, Room 320

• Research areas: Theory

Amit Levy, Room 307

• Research Areas: Operating Systems, Distributed Systems, Embedded Systems, Internet of Things
• Distributed hardware testing infrastructure
• Second factor security tokens
• Low-power wireless network protocol implementation
• USB device driver implementation

Kai Li, Room 321

• Research Areas: Distributed systems; storage systems; content-based search and data analysis of large datasets.
• Fast communication mechanisms for heterogeneous clusters.
• Approximate nearest-neighbor search for high dimensional data.
• Data analysis and prediction of in-patient medical data.
• Optimized implementation of classification algorithms on manycore processors.

Xiaoyan Li, 221 Nassau Street, Room 104

• Research areas: Information retrieval, novelty detection, question answering, AI, machine learning and data analysis.
• Explore new statistical retrieval models for document retrieval and question answering.
• Apply AI in various fields.
• Apply supervised or unsupervised learning in health, education, finance, and social networks, etc.
• Any interesting project related to AI, machine learning, and data analysis.

Lydia Liu, Room 414

• Research Areas: algorithmic decision making, machine learning and society
• Theoretical foundations for algorithmic decision making (e.g. mathematical modeling of data-driven decision processes, societal level dynamics)
• Societal impacts of algorithms and AI through a socio-technical lens (e.g. normative implications of worst case ML metrics, prediction and model arbitrariness)
• Machine learning for social impact domains, especially education (e.g. responsible development and use of LLMs for education equity and access)
• Evaluation of human-AI decision making using statistical methods (e.g. causal inference of long term impact)

Wyatt Lloyd, Room 323

• Research areas: Distributed Systems
• Caching algorithms and implementations
• Storage systems
• Distributed transaction algorithms and implementations

Alex Lombardi , Room 312

• Research Areas: Theory

Margaret Martonosi, Room 208

• Quantum Computing research, particularly related to architecture and compiler issues for QC.
• Computer architectures specialized for modern workloads (e.g., graph analytics, machine learning algorithms, mobile applications
• Investigating security and privacy vulnerabilities in computer systems, particularly IoT devices.
• Other topics in computer architecture or mobile / IoT systems also possible.

Jonathan Mayer, Sherrerd Hall, Room 307 

Available for Spring 2025 single-semester IW, only

• Research areas: Technology law and policy, with emphasis on national security, criminal procedure, consumer privacy, network management, and online speech.
• Assessing the effects of government policies, both in the public and private sectors.
• Collecting new data that relates to government decision making, including surveying current business practices and studying user behavior.
• Developing new tools to improve government processes and offer policy alternatives.

Mae Milano, Room 307

• Local-first / peer-to-peer systems
• Wide-ares storage systems
• Consistency and protocol design
• Type-safe concurrency
• Language design
• Gradual typing
• Domain-specific languages
• Languages for distributed systems

Andrés Monroy-Hernández, Room 405

• Research Areas: Human-Computer Interaction, Social Computing, Public-Interest Technology, Augmented Reality, Urban Computing
• Research interests:developing public-interest socio-technical systems.  We are currently creating alternatives to gig work platforms that are more equitable for all stakeholders. For instance, we are investigating the socio-technical affordances necessary to support a co-op food delivery network owned and managed by workers and restaurants. We are exploring novel system designs that support self-governance, decentralized/federated models, community-centered data ownership, and portable reputation systems.  We have opportunities for students interested in human-centered computing, UI/UX design, full-stack software development, and qualitative/quantitative user research.
• Beyond our core projects, we are open to working on research projects that explore the use of emerging technologies, such as AR, wearables, NFTs, and DAOs, for creative and out-of-the-box applications.

Christopher Moretti, Corwin Hall, Room 036

• Research areas: Distributed systems, high-throughput computing, computer science/engineering education
• Expansion, improvement, and evaluation of open-source distributed computing software.
• Applications of distributed computing for "big science" (e.g. biometrics, data mining, bioinformatics)
• Software and best practices for computer science education and study, especially Princeton's 126/217/226 sequence or MOOCs development
• Sports analytics and/or crowd-sourced computing

Radhika Nagpal, F316 Engineering Quadrangle

• Research areas: control, robotics and dynamical systems

Karthik Narasimhan, Room 422

• Research areas: Natural Language Processing, Reinforcement Learning
• Autonomous agents for text-based games ( https://www.microsoft.com/en-us/research/project/textworld/ )
• Transfer learning/generalization in NLP
• Techniques for generating natural language
• Model-based reinforcement learning

Arvind Narayanan, 308 Sherrerd Hall 

Research Areas: fair machine learning (and AI ethics more broadly), the social impact of algorithmic systems, tech policy

Pedro Paredes, Corwin Hall, Room 041

My primary research work is in Theoretical Computer Science.

 * Research Interest: Spectral Graph theory, Pseudorandomness, Complexity theory, Coding Theory, Quantum Information Theory, Combinatorics.

The IW projects I am interested in advising can be divided into three categories:

 1. Theoretical research

I am open to advise work on research projects in any topic in one of my research areas of interest. A project could also be based on writing a survey given results from a few papers. Students should have a solid background in math (e.g., elementary combinatorics, graph theory, discrete probability, basic algebra/calculus) and theoretical computer science (226 and 240 material, like big-O/Omega/Theta, basic complexity theory, basic fundamental algorithms). Mathematical maturity is a must.

A (non exhaustive) list of topics of projects I'm interested in:   * Explicit constructions of better vertex expanders and/or unique neighbor expanders.   * Construction deterministic or random high dimensional expanders.   * Pseudorandom generators for different problems.   * Topics around the quantum PCP conjecture.   * Topics around quantum error correcting codes and locally testable codes, including constructions, encoding and decoding algorithms.

 2. Theory informed practical implementations of algorithms   Very often the great advances in theoretical research are either not tested in practice or not even feasible to be implemented in practice. Thus, I am interested in any project that consists in trying to make theoretical ideas applicable in practice. This includes coming up with new algorithms that trade some theoretical guarantees for feasible implementation yet trying to retain the soul of the original idea; implementing new algorithms in a suitable programming language; and empirically testing practical implementations and comparing them with benchmarks / theoretical expectations. A project in this area doesn't have to be in my main areas of research, any theoretical result could be suitable for such a project.

Some examples of areas of interest:   * Streaming algorithms.   * Numeric linear algebra.   * Property testing.   * Parallel / Distributed algorithms.   * Online algorithms.    3. Machine learning with a theoretical foundation

I am interested in projects in machine learning that have some mathematical/theoretical, even if most of the project is applied. This includes topics like mathematical optimization, statistical learning, fairness and privacy.

One particular area I have been recently interested in is in the area of rating systems (e.g., Chess elo) and applications of this to experts problems.

Final Note: I am also willing to advise any project with any mathematical/theoretical component, even if it's not the main one; please reach out via email to chat about project ideas.

Iasonas Petras, Corwin Hall, Room 033

• Research Areas: Information Based Complexity, Numerical Analysis, Quantum Computation.
• Prerequisites: Reasonable mathematical maturity. In case of a project related to Quantum Computation a certain familiarity with quantum mechanics is required (related courses: ELE 396/PHY 208).
• Possible research topics include:

1.   Quantum algorithms and circuits:

• i. Design or simulation quantum circuits implementing quantum algorithms.
• ii. Design of quantum algorithms solving/approximating continuous problems (such as Eigenvalue problems for Partial Differential Equations).

2.   Information Based Complexity:

• i. Necessary and sufficient conditions for tractability of Linear and Linear Tensor Product Problems in various settings (for example worst case or average case). 
• ii. Necessary and sufficient conditions for tractability of Linear and Linear Tensor Product Problems under new tractability and error criteria.
• iii. Necessary and sufficient conditions for tractability of Weighted problems.
• iv. Necessary and sufficient conditions for tractability of Weighted Problems under new tractability and error criteria.

3. Topics in Scientific Computation:

• i. Randomness, Pseudorandomness, MC and QMC methods and their applications (Finance, etc)

Yuri Pritykin, 245 Carl Icahn Lab

• Research interests: Computational biology; Cancer immunology; Regulation of gene expression; Functional genomics; Single-cell technologies.
• Potential research projects: Development, implementation, assessment and/or application of algorithms for analysis, integration, interpretation and visualization of multi-dimensional data in molecular biology, particularly single-cell and spatial genomics data.

Benjamin Raphael, Room 309  

• Research interests: Computational biology and bioinformatics; Cancer genomics; Algorithms and machine learning approaches for analysis of large-scale datasets
• Implementation and application of algorithms to infer evolutionary processes in cancer
• Identifying correlations between combinations of genomic mutations in human and cancer genomes
• Design and implementation of algorithms for genome sequencing from new DNA sequencing technologies
• Graph clustering and network anomaly detection, particularly using diffusion processes and methods from spectral graph theory

Vikram Ramaswamy, 035 Corwin Hall

• Research areas: Interpretability of AI systems, Fairness in AI systems, Computer vision.
• Constructing a new method to explain a model / create an interpretable by design model
• Analyzing a current model / dataset to understand bias within the model/dataset
• Proposing new fairness evaluations
• Proposing new methods to train to improve fairness
• Developing synthetic datasets for fairness / interpretability benchmarks
• Understanding robustness of models

Ran Raz, Room 240

• Research Area: Computational Complexity
• Independent Research Topics: Computational Complexity, Information Theory, Quantum Computation, Theoretical Computer Science

Szymon Rusinkiewicz, Room 406

• Research Areas: computer graphics; computer vision; 3D scanning; 3D printing; robotics; documentation and visualization of cultural heritage artifacts
• Research ways of incorporating rotation invariance into computer visiontasks such as feature matching and classification
• Investigate approaches to robust 3D scan matching
• Model and compensate for imperfections in 3D printing
• Given a collection of small mobile robots, apply control policies learned in simulation to the real robots.

Olga Russakovsky, Room 408

• Research Areas: computer vision, machine learning, deep learning, crowdsourcing, fairness&bias in AI
• Design a semantic segmentation deep learning model that can operate in a zero-shot setting (i.e., recognize and segment objects not seen during training)
• Develop a deep learning classifier that is impervious to protected attributes (such as gender or race) that may be erroneously correlated with target classes
• Build a computer vision system for the novel task of inferring what object (or part of an object) a human is referring to when pointing to a single pixel in the image. This includes both collecting an appropriate dataset using crowdsourcing on Amazon Mechanical Turk, creating a new deep learning formulation for this task, and running extensive analysis of both the data and the model

Sebastian Seung, Princeton Neuroscience Institute, Room 153

• Research Areas: computational neuroscience, connectomics, "deep learning" neural networks, social computing, crowdsourcing, citizen science
• Gamification of neuroscience (EyeWire  2.0)
• Semantic segmentation and object detection in brain images from microscopy
• Computational analysis of brain structure and function
• Neural network theories of brain function

Jaswinder Pal Singh, Room 324

• Research Areas: Boundary of technology and business/applications; building and scaling technology companies with special focus at that boundary; parallel computing systems and applications: parallel and distributed applications and their implications for software and architectural design; system software and programming environments for multiprocessors.
• Develop a startup company idea, and build a plan/prototype for it.
• Explore tradeoffs at the boundary of technology/product and business/applications in a chosen area.
• Study and develop methods to infer insights from data in different application areas, from science to search to finance to others. 
• Design and implement a parallel application. Possible areas include graphics, compression, biology, among many others. Analyze performance bottlenecks using existing tools, and compare programming models/languages.
• Design and implement a scalable distributed algorithm.

Mona Singh, Room 420

• Research Areas: computational molecular biology, as well as its interface with machine learning and algorithms.
• Whole and cross-genome methods for predicting protein function and protein-protein interactions.
• Analysis and prediction of biological networks.
• Computational methods for inferring specific aspects of protein structure from protein sequence data.
• Any other interesting project in computational molecular biology.

Robert Tarjan, 194 Nassau St., Room 308

• Research Areas: Data structures; graph algorithms; combinatorial optimization; computational complexity; computational geometry; parallel algorithms.
• Implement one or more data structures or combinatorial algorithms to provide insight into their empirical behavior.
• Design and/or analyze various data structures and combinatorial algorithms.

Olga Troyanskaya, Room 320

• Research Areas: Bioinformatics; analysis of large-scale biological data sets (genomics, gene expression, proteomics, biological networks); algorithms for integration of data from multiple data sources; visualization of biological data; machine learning methods in bioinformatics.
• Implement and evaluate one or more gene expression analysis algorithm.
• Develop algorithms for assessment of performance of genomic analysis methods.
• Develop, implement, and evaluate visualization tools for heterogeneous biological data.

David Walker, Room 211

• Research Areas: Programming languages, type systems, compilers, domain-specific languages, software-defined networking and security
• Independent Research Topics:  Any other interesting project that involves humanitarian hacking, functional programming, domain-specific programming languages, type systems, compilers, software-defined networking, fault tolerance, language-based security, theorem proving, logic or logical frameworks.

Shengyi Wang, Postdoctoral Research Associate, Room 216

Available for Fall 2024 single-semester IW, only

• Independent Research topics: Explore Escher-style tilings using (introductory) group theory and automata theory to produce beautiful pictures.

Kevin Wayne, Corwin Hall, Room 040

• Research Areas: design, analysis, and implementation of algorithms; data structures; combinatorial optimization; graphs and networks.
• Design and implement computer visualizations of algorithms or data structures.
• Develop pedagogical tools or programming assignments for the computer science curriculum at Princeton and beyond.
• Develop assessment infrastructure and assessments for MOOCs.

Matt Weinberg, 194 Nassau St., Room 222

• Research Areas: algorithms, algorithmic game theory, mechanism design, game theoretical problems in {Bitcoin, networking, healthcare}.
• Theoretical questions related to COS 445 topics such as matching theory, voting theory, auction design, etc. 
• Theoretical questions related to incentives in applications like Bitcoin, the Internet, health care, etc. In a little bit more detail: protocols for these systems are often designed assuming that users will follow them. But often, users will actually be strictly happier to deviate from the intended protocol. How should we reason about user behavior in these protocols? How should we design protocols in these settings?

Huacheng Yu, Room 310

• data structures
• streaming algorithms
• design and analyze data structures / streaming algorithms
• prove impossibility results (lower bounds)
• implement and evaluate data structures / streaming algorithms

Ellen Zhong, Room 314

Opportunities outside the department.

We encourage students to look in to doing interdisciplinary computer science research and to work with professors in departments other than computer science.  However, every CS independent work project must have a strong computer science element (even if it has other scientific or artistic elements as well.)  To do a project with an adviser outside of computer science you must have permission of the department.  This can be accomplished by having a second co-adviser within the computer science department or by contacting the independent work supervisor about the project and having he or she sign the independent work proposal form.

Here is a list of professors outside the computer science department who are eager to work with computer science undergraduates.

Maria Apostolaki, Engineering Quadrangle, C330

• Research areas: Computing & Networking, Data & Information Science, Security & Privacy

Branko Glisic, Engineering Quadrangle, Room E330

• Documentation of historic structures
• Cyber physical systems for structural health monitoring
• Developing virtual and augmented reality applications for documenting structures
• Applying machine learning techniques to generate 3D models from 2D plans of buildings
•  Contact : Rebecca Napolitano, rkn2 (@princeton.edu)

Mihir Kshirsagar, Sherrerd Hall, Room 315

Center for Information Technology Policy.

• Consumer protection
• Content regulation
• Competition law
• Economic development
• Surveillance and discrimination

Sharad Malik, Engineering Quadrangle, Room B224

Select a Senior Thesis Adviser for the 2020-21 Academic Year.

• Design of reliable hardware systems
• Verifying complex software and hardware systems

Prateek Mittal, Engineering Quadrangle, Room B236

• Internet security and privacy 
• Social Networks
• Privacy technologies, anonymous communication
• Network Science
• Internet security and privacy: The insecurity of Internet protocols and services threatens the safety of our critical network infrastructure and billions of end users. How can we defend end users as well as our critical network infrastructure from attacks?
• Trustworthy social systems: Online social networks (OSNs) such as Facebook, Google+, and Twitter have revolutionized the way our society communicates. How can we leverage social connections between users to design the next generation of communication systems?
• Privacy Technologies: Privacy on the Internet is eroding rapidly, with businesses and governments mining sensitive user information. How can we protect the privacy of our online communications? The Tor project (https://www.torproject.org/) is a potential application of interest.

Ken Norman,  Psychology Dept, PNI 137

• Research Areas: Memory, the brain and computation 
• Lab:  Princeton Computational Memory Lab

Potential research topics

• Methods for decoding cognitive state information from neuroimaging data (fMRI and EEG) 
• Neural network simulations of learning and memory

Caroline Savage

Office of Sustainability, Phone:(609)258-7513, Email: cs35 (@princeton.edu)

The  Campus as Lab  program supports students using the Princeton campus as a living laboratory to solve sustainability challenges. The Office of Sustainability has created a list of campus as lab research questions, filterable by discipline and topic, on its  website .

An example from Computer Science could include using  TigerEnergy , a platform which provides real-time data on campus energy generation and consumption, to study one of the many energy systems or buildings on campus. Three CS students used TigerEnergy to create a  live energy heatmap of campus .

Other potential projects include:

• Apply game theory to sustainability challenges
• Develop a tool to help visualize interactions between complex campus systems, e.g. energy and water use, transportation and storm water runoff, purchasing and waste, etc.
• How can we learn (in aggregate) about individuals’ waste, energy, transportation, and other behaviors without impinging on privacy?

Janet Vertesi, Sociology Dept, Wallace Hall, Room 122

• Research areas: Sociology of technology; Human-computer interaction; Ubiquitous computing.
• Possible projects: At the intersection of computer science and social science, my students have built mixed reality games, produced artistic and interactive installations, and studied mixed human-robot teams, among other projects.

David Wentzlaff, Engineering Quadrangle, Room 228

Computing, Operating Systems, Sustainable Computing.

• Instrument Princeton's Green (HPCRC) data center
• Investigate power utilization on an processor core implemented in an FPGA
• Dismantle and document all of the components in modern electronics. Invent new ways to build computers that can be recycled easier.
• Other topics in parallel computer architecture or operating systems

You are using an outdated browser. Please upgrade your browser to improve your experience.

• Undergraduate Research

You are in a modal window. Press the escape key to exit.

• News & Events
• See programs

Common Searches

• Why is it called Johns Hopkins?
• What majors and minors are offered?
• Where can I find information about graduate programs?
• How much is tuition?
• What financial aid packages are available?
• How do I apply?
• How do I get to campus?
• Where can I find job listings?
• Where can I log in to myJHU?
• Where can I log in to SIS?
• University Leadership
• History & Mission
• Diversity & Inclusion
• Notable Alumni
• Hopkins in the Community
• Hopkins Around the World
• News from Johns Hopkins
• Undergraduate Studies
• Graduate Studies
• Online Studies
• Part-Time & Non-Degree Programs
• Summer Programs
• Academic Calendars
• Advanced International Studies
• Applied Physics Laboratory
• Arts & Sciences
• Engineering
• Peabody Conservatory
• Public Health
• Undergraduate Admissions
• Graduate Admissions
• Plan a Visit
• Tuition & Costs
• Financial Aid
• Innovation & Incubation
• Bloomberg Distinguished Professors
• Our Campuses
• About Baltimore
• Housing & Dining
• Arts & Culture
• Health & Wellness
• Disability Services
• Calendar of Events
• Maps & Directions
• Contact the University
• Employment Opportunities
• Give to the University
• For Parents
• For News Media
• Office of the President
• Office of the Provost
• Gilman’s Inaugural Address
• Academic Support
• Study Abroad
• Nobel Prize winners
• Homewood Campus
• Emergency Contact Information

As  America’s first research university , we have been tackling difficult questions and finding answers since 1876.

Every day, our faculty and students work side by side in a tireless pursuit of discovery, continuing our founding mission to bring knowledge to the world. Whether you study engineering, chemistry, music, anthropology, or all of the above, every student here—no matter his or her major—is an investigator.

You can find research in whatever field you want because everyone here is doing some sort of research, and you can help out.

Explore supernovae alongside a Nobel laureate. Learn how to make music with lasers . Create devices that will save lives in impoverished countries . Take a grand tour of the cities that inspired some of the Western world’s great thinkers—Venice, Florence, Paris, or London.

At Hopkins, you can do all of the above. The possibilities are limited only by your imagination.

Image caption: Kyra Bowden (left) and Grace Luettgen

Two juniors named Goldwater Scholars

Credit: Johns Hopkins University

Program funds undergraduate summer research experiences

Rising senior earns Beinecke Scholarship

Programs & fellowships.

• Provost’s Undergraduate Research Awards : Receive up to $3,000 and be paired with a full-time faculty sponsor for research on any topic of your choosing
• Woodrow Wilson Undergraduate Research Fellowship Program : Engage in hands-on, independent learning with faculty mentors and receive funding of up to $10,000 over four years
• 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

• Johns Hopkins University
• Address Baltimore, Maryland
• Phone number 410-516-8000
• © 2024 Johns Hopkins University. All rights reserved.
• Schools & Divisions
• Admissions & Aid
• Research & Faculty
• Campus Life
• University Policies and Statements
• Privacy Statement
• Title IX Information and Resources
• Higher Education Act Disclosures
• Clery Disclosure
• Accessibility

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• CAREER COLUMN
• 14 November 2018

How to make undergraduate research worthwhile

• Shaun Khoo 0

Shaun Khoo is a postdoc at the Center for Studies in Behavioral Neurobiology at Concordia University in Montreal, Canada, where he studies the neural mechanisms underlying appetitive motivation in rats.

You can also search for this author in PubMed   Google Scholar

One of the things that excited me about taking up a Canadian postdoctoral position was that, for the first time, I would get a chance to work with and mentor enthusiastic undergraduate researchers. I looked forward to the chance to gain mentorship skills while helping out future scientists, and maybe, eventually, freeing up some of my own time.

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 51 print issues and online access

185,98 € per year

only 3,65 € per issue

Rent or buy this article

Prices vary by article type

Prices may be subject to local taxes which are calculated during checkout

doi: https://doi.org/10.1038/d41586-018-07427-5

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].

Klowak, J., Elsharawi, R., Whyte, R., Costa, A. & Riva, J. Can. Med. Educ. J. 9 , e4–e13 (2018).

PubMed   Google Scholar  

Smaglik, P. Nature 518 , 127–128 (2015).

Article   PubMed   Google Scholar  

Ankrum, J. Nature https://doi.org/10.1038/d41586-018-05823-5 (2018).

Article   Google Scholar  

Trant, J. Nature 560 , 307 (2018).

Download references

Related Articles

Bring training forward for undergraduate researchers

A guide to mentoring undergraduates in the lab

Breaking ice, and helicopter drops: winning photos of working scientists

Career Feature 23 APR 24

Londoners see what a scientist looks like up close in 50 photographs

Career News 18 APR 24

Deadly diseases and inflatable suits: how I found my niche in virology research

Spotlight 17 APR 24

Chemistry lab destroyed by Taiwan earthquake has physical and mental impacts

Correspondence 23 APR 24

How young people benefit from Swiss apprenticeships

Ready or not, AI is coming to science education — and students have opinions

Career Feature 08 APR 24

After the genocide: what scientists are learning from Rwanda

News Feature 05 APR 24

Postdoctoral Position - Synthetic Cell/Living Cell Spheroids for Interactive Biomaterials

Co-assembly of artificial cells and living cells to make co-spheroid structures and study their interactive behavior for biomaterials applications.

Mainz, Rheinland-Pfalz (DE)

University of Mainz

2024 Recruitment notice Shenzhen Institute of Synthetic Biology: Shenzhen, China

The wide-ranging expertise drawing from technical, engineering or science professions...

Shenzhen,China

Shenzhen Institute of Synthetic Biology

Recruitment of Global Talent at the Institute of Zoology, Chinese Academy of Sciences (IOZ, CAS)

The Institute of Zoology (IOZ), Chinese Academy of Sciences (CAS), is seeking global talents around the world.

Beijing, China

Institute of Zoology, Chinese Academy of Sciences (IOZ, CAS)

Research Associate - Brain Cancer

Houston, Texas (US)

Baylor College of Medicine (BCM)

Senior Manager, Animal Care

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Secondary Menu

• Events & Workshops
• Join our Listserv!
• Guide to Undergraduate Research at Duke

Duke is among the top universities for research, but when you think of research, do you think of undergraduates?

If you answered no, think again. Research isn’t only for faculty or graduate students; undergrads can begin participating in research in a multitude of ways from as early as their first year at Duke.

The  Directors of Academic Engagement , faculty, and students from across Duke took time this year to explain the value of research experiences for undergraduates and break down the elusive process of finding a research project.

From Dance and English, Political Science and Psychology, to Biology and Neuroscience, these Duke researchers demonstrate the various types of opportunities available to students in all areas of Duke while breaking down myths that research is out of reach.

 Welcome to Undergraduate Research at Duke 

Start with a passion

If students feel overwhelmed by the options available to them, they aren’t alone, says  Bridgette Hard , professor of the practice of  Psychology & Neuroscience . There are many options for students at Duke to pursue research, whether through independent study or work with individual faculty mentors,  summer research programs  or through established, interdisciplinary programs like  Bass Connections .

The first step in research is taking a step — any step — especially if it is still the first year.

What is successful research?

Sometimes research fails. You uncover information or results that you didn’t expect. Plans fall apart, or new hurdles appear along the way. What’s next? Duke researchers discuss why this isn’t necessarily a bad thing and how “failing” research might actually be successful in the long run. 

“Nothing is unproductive in research…and nothing is unproductive in the way you get involved in research at Duke. Everything is a learning process,” says Director of Academic Engagement Jules Odendahl-James.

Finding partners in research

At Duke, there are many avenues to connect to others doing research and lots of people who are interested in helping. The key is finding the right people.

“The institution is resource rich,” says  Iyun Ashani Harrison , associate professor of the practice in  Dance . “Access to intellectuals, to ideas, it influences your processes, your research, how you imagine yourself in the world and what you might be able to do.”

The unexpected gifts of research

The benefits of engaging in research aren’t limited merely to research outcomes.

“Meeting people that you didn’t know you should know,” is one of the most important outcomes of participating in research according to  Candis Watts Smith , associate professor of  Political Science . Listen as other faculty and students share the benefits they have found from participating in research at Duke.

To take the next step — or the first step — in exploring research opportunities at Duke, students can visit this  page for   many resources on identifying mentors conducting research of interest and ideas for contacting potential mentors. 

• Getting Started in Research
• Undergrad Research Calendar
• Honors Theses
• Explore Research by Department
• Compensation for International Students
• Research Abroad: Safety Considerations
• Human Subjects: Institutional Review Board
• Responsible Conduct of Research Training and Tutorials
• Frequently Asked Questions
• URS Academic Term Grants
• Program II Research Funds
• Duke Opportunities
• Opportunities Database
• Non-Duke Opportunities
• Resources for Presentations
• Undergraduate Research Journals
• Student Team Grants
• Eligibility & Requirements
• Application Instructions
• Background & Facts
• Duke ASP Faculty Mentors
• Duke ASP Scholars
• Financial Support
• Contact the Amgen Scholars Program
• PRIME-Cancer Research Program Mentors
• Student Stories
• Student Advisory Council
• Annual Undergraduate Research Symposium
• 2024 Symposium Abstract Booklets
• Previous Abstract Books

Students & Educators  —Menu

• Educational Resources
• Educators & Faculty
• College Planning
• ACS ChemClub
• Project SEED
• U.S. National Chemistry Olympiad
• Student Chapters
• ACS Meeting Information
• Undergraduate Research
• Internships, Summer Jobs & Coops
• Study Abroad Programs
• Finding a Mentor
• Two Year/Community College Students
• Social Distancing Socials

Planning for Graduate School

• Grants & Fellowships
• Career Planning
• International Students
• Planning for Graduate Work in Chemistry
• ACS Bridge Project
• Graduate Student Organizations (GSOs)
• Schedule-at-a-Glance
• Standards & Guidelines
• Explore Chemistry
• Science Outreach
• Publications
• ACS Student Communities
• You are here:
• American Chemical Society
• Students & Educators
• Undergraduate
• Undergraduate Research Guide

Undergraduate Research in Chemistry Guide

Research is the pursuit of new knowledge through the process of discovery. Scientific research involves diligent inquiry and systematic observation of phenomena. Most scientific research projects involve experimentation, often requiring testing the effect of changing conditions on the results. The conditions under which specific observations are made must be carefully controlled, and records must be meticulously maintained. This ensures that observations and results can be are reproduced. Scientific research can be basic (fundamental) or applied. What is the difference? The National Science Foundation uses the following definitions in its resource surveys:

• Basic research The objective of basic research is to gain more comprehensive knowledge or understanding of the subject under study, without specific applications in mind. In industry, basic research is defined as research that advances scientific knowledge but does not have specific immediate commercial objectives, although it may be in fields of present or potential commercial interest.
• Applied research Applied research is aimed at gaining knowledge or understanding to determine the means by which a specific, recognized need may be met. In industry, applied research includes investigations oriented to discovering new scientific knowledge that has specific commercial objectives with respect to products, processes, or services.

Get on the path to graduate school with our comprehensive guide to selecting an institution and preparing for graduate studies.

What is research at the undergraduate level?

At the undergraduate level, research is self-directed work under the guidance and supervision of a mentor/advisor ― usually a university professor. A gradual transition towards independence is encouraged as a student gains confidence and is able to work with minor supervision. Students normally participate in an ongoing research project and investigate phenomena of interest to them and their advisor. In the chemical sciences, the range of research areas is quite broad. A few groups maintain their research area within a single classical field of analytical, inorganic, organic, physical, chemical education or theoretical chemistry. More commonly, research groups today are interdisciplinary, crossing boundaries across fields and across other disciplines, such as physics, biology, materials science, engineering and medicine.

What are the benefits of being involved in undergraduate research?

There are many benefits to undergraduate research, but the most important are:

• Learning, learning, learning. Most chemists learn by working in a laboratory setting. Information learned in the classroom is more clearly understood and it is more easily remembered once it has been put into practice. This knowledge expands through experience and further reading. From the learning standpoint, research is an extremely productive cycle.
• Experiencing chemistry in a real world setting. The equipment, instrumentation and materials used in research labs are generally more sophisticated, advanced, and of far better quality than those used in lab courses
• Getting the excitement of discovery. If science is truly your vocation, regardless of any negative results, the moment of discovery will be truly exhilarating. Your results are exclusive. No one has ever seen them before.
• Preparing for graduate school. A graduate degree in a chemistry-related science is mostly a research degree. Undergraduate research will not only give you an excellent foundation, but working alongside graduate students and post-doctorates will provide you with a unique opportunity to learn what it will be like.

Is undergraduate research required for graduation?

Many chemistry programs now require undergraduate research for graduation. There are plenty of opportunities for undergraduate students to get involved in research, either during the academic year, summer, or both. If your home institution is not research intensive, you may find opportunities at other institutions, government labs, and industries.

What will I learn by participating in an undergraduate research program?

Conducting a research project involves a series of steps that start at the inquiry level and end in a report. In the process, you learn to:

• Conduct scientific literature searches
• Read, interpret and extract information from journal articles relevant to the project
• Design experimental procedures to obtain data and/or products of interest
• Operate instruments and implement laboratory techniques not usually available in laboratories associated with course work
• Interpret results, reach conclusions, and generate new ideas based on results
• Interact professionally (and socially) with students and professors within the research group, department and school as well as others from different schools, countries, cultures and backgrounds
• Communicate results orally and in writing to other peers, mentors, faculty advisors, and members of the scientific community at large via the following informal group meeting presentations, reports to mentor/advisor, poster presentations at college-wide, regional, national or international meetings; formal oral presentations at scientific meetings; or journal articles prepared for publication

When should I get involved in undergraduate research?

Chemistry is an experimental science. We recommended that you get involved in research as early in your college life as possible. Ample undergraduate research experience gives you an edge in the eyes of potential employers and graduate programs.

While most mentors prefer to accept students in their research labs once they have developed some basic lab skills through general and organic lab courses, some institutions have programs that involve students in research projects the summer prior to their freshman year. Others even involve senior high school students in summer research programs. Ask your academic/departmental advisor about the options available to you.

How much time should I allocate to research?

The quick answer is as much as possible without jeopardizing your course work. The rule of thumb is to spend 3 to 4 hours working in the lab for every credit hour in which you enroll. However, depending on the project, some progress can be achieved in just 3-4 hours of research/week. Most advisors would recommend 8-10 hours/week.

Depending on your project, a few of those hours may be of intense work and the rest may be spent simply monitoring the progress of a reaction or an instrumental analysis. Many research groups work on weekends. Saturdays are excellent days for long, uninterrupted periods of lab work.

How do I select an advisor?

This is probably the most important step in getting involved in undergraduate research. The best approach is multifaceted. Get informed about research areas and projects available in your department, which are usually posted on your departmental website under each professor’s name.

Talk to other students who are already involved in research. If your school has an ACS Student Chapter , make a point to talk to the chapter’s members. Ask your current chemistry professor and lab instructor for advice. They can usually guide you in the right direction. If a particular research area catches your interest, make an appointment with the corresponding professor.

Let the professor know that you are considering getting involved in research, you have read a bit about her/his research program, and that you would like to find out more. Professors understand that students are not experts in the field, and they will explain their research at a level that you will be able to follow. Here are some recommended questions to ask when you meet with this advisor:

• Is there a project(s) within her/his research program suitable for an undergraduate student?
• Does she/he have a position/space in the lab for you?
• If you were to work in her/his lab, would you be supervised directly by her/him or by a graduate student? If it is a graduate student, make a point of meeting with the student and other members of the research group. Determine if their schedule matches yours. A night owl may not be able to work effectively with a morning person.
• Does she/he have funding to support the project? Unfunded projects may indicate that there may not be enough resources in the lab to carry out the project to completion. It may also be an indication that funding agencies/peers do not consider this work sufficiently important enough for funding support. Of course there are exceptions. For example, a newly hired assistant professor may not have external funding yet, but he/she may have received “start-up funds” from the university and certainly has the vote of confidence of the rest of the faculty. Otherwise he/she would not have been hired. Another classical exception is computational chemistry research, for which mostly fast computers are necessary and therefore external funding is needed to support research assistants and computer equipment only. No chemicals, glassware, or instrumentation will be found in a computational chemistry lab.
• How many of his/her articles got published in the last two or three years? When prior work has been published, it is a good indicator that the research is considered worthwhile by the scientific community that reviews articles for publication. Ask for printed references. Number of publications in reputable refereed journals (for example ACS journals) is an excellent indicator of the reputation of the researcher and the quality of his/her work.

Here is one last piece of advice: If the project really excites you and you get satisfactory answers to all your questions, make sure that you and the advisor will get along and that you will enjoy working with him/her and other members of the research group.

Remember that this advisor may be writing recommendation letters on your behalf to future employers, graduate schools, etc., so you want to leave a good impression. To do this, you should understand that the research must move forward and that if you become part of a research team, you should do your best to achieve this goal. At the same time, your advisor should understand your obligations to your course work and provide you with a degree of flexibility.

Ultimately, it is your responsibility to do your best on both course work and research. Make sure that the advisor is committed to supervising you as much as you are committed to doing the required work and putting in the necessary/agreed upon hours.

What are some potential challenges?

• Time management . Each project is unique, and it will be up to you and your supervisor to decide when to be in the lab and how to best utilize the time available to move the project forward.
• Different approaches and styles . Not everyone is as clean and respectful of the equipment of others as you are. Not everyone is as punctual as you are. Not everyone follows safety procedures as diligently as you do. Some groups have established protocols for keeping the lab and equipment clean, for borrowing equipment from other members, for handling common equipment, for research meetings, for specific safety procedures, etc. Part of learning to work in a team is to avoid unnecessary conflict while establishing your ground to doing your work efficiently.
• “The project does not work.” This is a statement that advisors commonly hear from students. Although projects are generally very well conceived, and it is people that make projects work, the nature of research is such that it requires patience, perseverance, critical thinking, and on many occasions, a change in direction. Thoroughness, attention to detail, and comprehensive notes are crucial when reporting the progress of a project.

Be informed, attentive, analytical, and objective. Read all the background information. Read user manuals for instruments and equipment. In many instances the reason for failure may be related to dirty equipment, contaminated reagents, improperly set instruments, poorly chosen conditions, lack of thoroughness, and/or lack of resourcefulness. Repeating a procedure while changing one parameter may work sometimes, while repeating the procedure multiple times without systematic changes and observations probably will not.

When reporting failures or problems, make sure that you have all details at hand. Be thorough in you assessment. Then ask questions. Advisors usually have sufficient experience to detect errors in procedures and are able to lead you in the right direction when the student is able to provide all the necessary details. They also have enough experience to know when to change directions. Many times one result may be unexpected, but it may be interesting enough to lead the investigation into a totally different avenue. Communicate with your advisor/mentor often.

Are there places other than my institution where I can conduct research?

Absolutely! Your school may be close to other universities, government labs and/or industries that offer part-time research opportunities during the academic year. There may also be summer opportunities in these institutions as well as in REU sites (see next question).

Contact your chemistry department advisor first. He/she may have some information readily available for you. You can also contact nearby universities, local industries and government labs directly or through the career center at your school. You can also find listings through ACS resources:

• Research Opportunities (US only)
• International Research Opportunities
• Internships and Summer Jobs

What are Research Experiences for Undergraduates (REU) sites? When should I apply for a position in one of them?

REU is a program established by the National Science Foundation (NSF) to support active research participation by undergraduate students at host institutions in the United States or abroad. An REU site may offer projects within a single department/discipline or it may have projects that are inter-departmental and interdisciplinary. There are currently over 70 domestic and approximately 5 international REU sites with a chemistry theme. Sites consist of 10-12 students each, although there are larger sites that supplement NSF funding with other sources. Students receive stipends and, in most cases, assistance with housing and travel.

Most REU sites invite rising juniors and rising seniors to participate in research during the summer. Experience in research is not required to apply, except for international sites where at least one semester or summer of prior research experience is recommended. Applications usually open around November or December for participation during the following summer. Undergraduate students supported with NSF funds must be citizens or permanent residents of the United States or its possessions. Some REU sites with supplementary funds from other sources may accept international students that are enrolled at US institutions.

• Get more information about REU sites

How do I prepare a scientific research poster?

Here are some links to sites with very useful information and samples.

• How to Prepare a Proper Scientific Paper or Poster
• Creating Effective Poster Presentations
• Designing Effective Poster Presentations

Research and Internship Opportunities

• Internships and Fellowships Find internships, fellowships, and cooperative education opportunities.
• SCI Scholars Internship Program Industrial internships for chemistry and chemical engineering undergraduates.
• ACS International Center Fellowships, scholarships, and research opportunities around the globe

Accept & Close The ACS takes your privacy seriously as it relates to cookies. We use cookies to remember users, better understand ways to serve them, improve our value proposition, and optimize their experience. Learn more about managing your cookies at Cookies Policy .

1155 Sixteenth Street, NW, Washington, DC 20036, USA |  service@acs.org  | 1-800-333-9511 (US and Canada) | 614-447-3776 (outside North America)

• Terms of Use
• Accessibility

Copyright © 2024 American Chemical Society

• Search this journal
• Search all journals

Article Sections

• Workshop overview
• Conclusions
• References cited

Related Content

• Next Article

Engaging Undergraduate Students in Research

Click author's name to view affiliation information

A primary goal of undergraduate education is to provide a comprehensive and diverse educational experience to prepare and promote student success in their professional and personal pursuits. Increased academic success and program connectivity have been demonstrated when undergraduate students are engaged in research early in their degree programs. Despite the known benefits of undergraduates engaging in research, there are challenges associated with conducting undergraduate research programs. Reported barriers include the lack of student knowledge about research methods, lack of preparedness, and lack of student identification and understanding of their specific interests which may not facilitate research ideas and affinity to conduct research. Additional challenges are related to the lack of faculty resources (e.g., time, specific equipment, research space, etc.), the ability to train and supervise undergraduates who may have very limited or no research experience and those students who are true beginners lacking foundational skills. Moreover, involving, engaging, and supporting underrepresented students (e.g., first-generation college students, females, ethnic minorities) in undergraduate research experiences can require different approaches for mentors to be effective. The “Engaging Undergraduate Students in Research” workshop was organized by the Vice Presidents of the American Society for Horticultural Science (ASHS) Research and Education Divisions at the ASHS 2022 Annual Conference in Chicago, IL, USA. The workshop featured three speakers who described their experiences engaging undergraduate students in research. After each speaker provided comments for ≈5 minutes, the workshop attendees self-selected into three breakout groups with the speakers for roundtable discussions related to engaging students in research through coursework, engaging students via formal research projects, and engaging underrepresented students in research. After the breakout group discussions, a summary was given by each group, and whole group discussions and comments were facilitated. This is a summary of the information discussed and shared during the workshop, along with information that can assist faculty with developing and implementing undergraduate research experiences.

Engaging undergraduate students in undergraduate research experiences (UREs) is important for student development, both professionally and personally ( National Academies of Sciences, Engineering, and Medicine 2017 ). Increased involvement of undergraduates in research has been a major focus of science education ( American Association for the Advancement of Science 2011 ). Undergraduate research experiences have been thought to improve critical thinking, writing, and speaking skills to such an extent that a challenge was presented to research institutions in the late 1990s to engage more undergraduates in research experiences ( Boyer Commission on Educating Undergraduates in the Research University 1998 ). More recent research demonstrated a correlation between participation in UREs and increased grade point averages, even if the experience was as brief as only one semester ( Fechheimer et al. 2011 ).

Many universities are strategically and actively developing UREs ( Blanton 2008 ). To facilitate UREs, universities often have specific offices and collaborative efforts devoted to undergraduate research, such as the Office of Undergraduate Research and Creative Inquiry of Kansas State University (Manhattan, KS, USA), The Ohio State University (Columbus, OH, USA), and the Innovation, Discovery, Exploration, Analysis (IDEA) Center of Texas State University (San Marcos, TX, USA). As part of the Kansas State University 2025 Visionary Plan, an explicit goal of the undergraduate experience is to expand opportunities for undergraduate students to participate in high-impact experiential learning and research by promoting and increasing opportunities for undergraduate research and allocating resources and assigning responsibility to coordinate and lead applied learning efforts, including a formal program for undergraduate research, service, community-based learning, and internships ( Kansas State University 2022 ).

Hernandez et al. (2018 ) demonstrated that underrepresented students who engaged in UREs benefitted in several areas, including academic performance, graduating with a scientific degree, being accepted into a science-based graduate degree program, and longer-term scientific workforce participation. Undergraduate research experiences were found to increase retention of students in science-related disciplines while also increasing enrollment in graduate school programs ( Russell et al. 2007 ), including those of underrepresented groups of ethnic minorities and women ( Bauer and Bennett 2008 ; Campbell and Skoog 2008 ; Gregerman 1999 ; Hathaway et al. 2002 ; Lopatto 2004 ; Nagda et al. 1998 ). Previous research also indicated that UREs build career confidence, self-awareness of career goals, leadership, and teamwork skills, especially when students complete collaborative projects with other researchers ( Madan and Teitge 2013 ).

These are important considerations because undergraduate enrollment has decreased steadily over the past several decades in agricultural-related fields ( Arnold et al. 2014 ; Dole 2015 ). Suggested reasons include increased urbanization and a poor image associated with agriculture as a major and career choice ( Hansen et al. 2007 ). However, more recent research revealed a lack of public awareness of the term “horticulture” and the career opportunities that the field provides ( Meyer et al. 2016 ). Exposing students to various disciplines within agriculture while also increasing their awareness of the application of the majors to real-world environmental issues generally help attract environmentally conscious urban students to programs ( Hansen et al. 2007 ). Engaging students in UREs also gave students confidence in their career choice and abilities ( Lopatto 2004 ; Madan and Teitge 2013 ).

Research has suggested that the most positive outcomes regarding undergraduate research experiences come from highly engaged and organized faculty mentors facilitating the experience ( Russell et al. 2007 ). With typical university teaching, research, and service workloads, the additional mentoring of an undergraduate can be a challenge for some faculty ( Fechheimer et al. 2011 ; Shortlidge et al. 2015 ). Other obstacles to including undergraduates in research are finding funding to support students as well as for research questions that fit into an undergraduate timeline (O’Donnell et al. 2015). Furthermore, undergraduate students require more supervision than graduate students ( Russell et al. 2007 ). It should be noted, however, that previous research suggested that faculty members experience great satisfaction and benefits from participating in UREs ( Chopin 2002 ; Russell et al. 2007 ; Shortlidge et al. 2015 ; Zydney et al. 2002 ).

The goal of the workshop was to provide American Society for Horticultural Science (ASHS) members an opportunity to learn and explore methods used by faculty at different institutions to recruit, implement, and engage undergraduate students in research within horticultural and agricultural disciplines. Workshop participants learned about successes and challenges associated with the different methods implemented by the speaker panel.

Dr. Ryan Contreras (Oregon State University, Corvallis, OR, USA), Vice President of the ASHS Research Division, and Dr. Tina Marie (Waliczek) Cade (Texas State University), Vice President of the ASHS Education Division, were the workshop organizers and coordinators. The panelists were Dr. Chad Miller (Kansas State University), who shared insight about integrating undergraduate research activities in the classroom, Dr. Chieri Kubota (The Ohio State University), who provided details about engaging undergraduates through formal research projects, and Dr. Merritt Drewery (Texas State University), who shared experiences and approaches to engage underrepresented students in research. Dr. Contreras was the moderator during the session.

Engaging students Through CourseWork

Course-based UREs (CUREs) are UREs incorporated into program coursework and curriculum as an avenue to engage students in research. These CUREs can improve critical thinking and writing skills, along with the opportunity to broaden student awareness and knowledge of topic areas that may not be extensively covered in-depth through the course ( Allyn 2013 ). The UREs in coursework can range from a single laboratory period to several weeks over a semester, or longer, depending on the course structure. Several challenges have been identified by faculty when developing and implementing CUREs ( Shortlidge et al. 2015 ). Three challenges when incorporating URE into coursework discussed during the workshop (across all three topic areas) were: addressing background/experience with the scientific method and process, because many students are not familiar; some students are not interested in research or scientific inquiry; and time and resource limitations or constraints.

Research experiences should be designed and implemented based on the appropriate level for the students enrolled. These types of experiences can influence students in their educational and career trajectories ( Dolan 2016 ). For example, simple and guided research projects and assignments would be more appropriate for introductory or lower-level courses. Moreover, introductory courses taken early in a degree program in which students experience (positive) scaffolded research activities can assist students with learning scientific methods, building confidence, and preparing them for scientific writing/reporting in other higher-level courses and ongoing research activities ( Beatty et al. 2021 ; Buffalari et al. 2020 ). With upper-level or advanced courses, students would have a more “authentic” CURE ( Beatty et al. 2021 ), characterized by less guidance and more autonomy, and perform tasks like data analysis and poster or manuscript writing. UREs of these upper-level courses can provide students an opportunity to confirm their career interests and confirm their desire to pursue science research via additional CUREs during their undergraduate program and/or their career paths ( Dolan 2016 ). One method discussed during the workshop to address background differences involved the instructor facilitating group or class wikis and/or small groups, where information can be and is encouraged to be shared. With this approach, students can assist each other by using their individual strengths. Moreover, near-peer mentoring, which involves pairing current graduate students in the department or course with undergraduates, can be helpful.

In the HORT 350 Plant Propagation course at Kansas State University, select laboratory activities are designed and implemented as research experiences. The scope of these laboratories could be considered “inquiry laboratories” ( Dolan 2016 ); the activities are guided, and a research question and experiment protocol already exist. During these activities, students are tasked with developing their own questions and experimental details (e.g., treatments, data collection). Students are responsible for creating two formally graded laboratory reports that follow a scientific manuscript template. During the first laboratory meeting, students are given a sample laboratory report with a discussion about and explanation of the different parts of scientific research and reporting (e.g., abstract, materials and methods, results). The first laboratory report is submitted near the end of the first half of the semester. The report is graded based on a rubric, and comments and suggestions are provided. A second report is submitted near the end of the semester, with the goal being that students can improve the second report based on feedback from the first report.

One challenge highlighted by faculty is that incorporating UREs into courses can require significant amounts of time, which is not to be ignored. Although time commitments may be relatively high, several benefits from a faculty standpoint can be realized, including opportunities to incorporate disciplinary research into teaching. When properly documented and recognized, these opportunities could assist faculty in the performance and promotion review process ( Shortlidge et al. 2015 ). Workshop participants also raised the issue of a lack of interest among some students. These students may view research as “extra” work that is not applicable to their career path and, as such, disengage in the CURE. The discussion of this topic encouraged faculty to stress the transferability of skills developed during the research process and to help design experiments for which the applicability of the problem is clear and cuts across crops and disciplines to appeal to the widest audience of students. Moreover, providing students with data and information about the demand for employees in careers related to science and engineering disciplines in the food, agriculture, renewable natural resources, and environmental industries ( Fernandez et al. 2020 ) could increase student engagement in CUREs and participation in UREs.

Engaging Students through Formal Research Projects

Undergraduate research experiences in the United States related to the Bachelor of Science (BS) curricula are often implemented through honors programs or senior capstone courses; however, they may not be required for successful degree completion. In contrast, BS curricula in other countries include undergraduate research and senior theses as core requirements for graduation, depending on the institution (van der Rijst and Visser-Wijnveen 2011; Wuetherick 2020). Undergraduate research and thesis writing experiences are invaluable for students because they help them build their skill sets that are required to be effective in a professional work setting ( Lopatto 2007 ). In the United States, a major goal of the BS curriculum for horticultural sciences is to provide students with a broad understanding of core scientific concepts and horticulture industry practices to prepare students for careers related to plant science or horticulture. Hands-on project experiences, discussions of scientific data, and technical writing experiences enrich undergraduate educational experiences and are often effective for connecting classroom knowledge to professional practices. For faculty members, undergraduate students on their research team provide unique opportunities. First, undergraduate students can provide opportunities to examine research ideas that have not been tested and are therefore considered “risky” because they may or may not generate data that warrant scientific publications or graduate student theses. These could be “pilot studies” useful for further research endeavors. Second, having undergraduate students in the laboratory provides opportunities for graduate students to mentor students who do not have laboratory research experiences. These mentoring opportunities can provide valuable experience and training useful to the professional development of graduate students while also reducing time demands on faculty. Third, in some cases, students in different majors (e.g., engineering or computer sciences) can join the research team. In these situations, the undergraduates may bring valuable insight and knowledge that can enhance the research laboratory and program.

In Dr. Kubota’s Controlled Environment Plant Physiology and Technology Laboratory at The Ohio State University, there are typically two to three undergraduate students who conduct their own research at any given time during an academic year. They are often recruited by the principal investigator (PI), or they are students who seek and approach the PI for UREs. The laboratory conducts science-based technology development in controlled-environment agriculture (CEA). The research requires a solid understanding of plant responses to environmental factors and environmental control. Typically, undergraduate students who have a limited understanding of CEA (e.g., when they have never taken courses taught by the PI) will be asked to start as an undergraduate student worker assisting with ongoing projects of the laboratory before being assigned to their own project. Students can choose to conduct research as a paid research experience (student research assistant) or for research credit (typically three to four credit hours per semester). For the former option, the research project must be relevant to the funded research projects of the PI so that expenses can be justified. Expenses for student participation in scientific meetings can be funded by project grants or gift funds and other revenues earned by the program.

Some challenges of working with undergraduate students were discussed during the workshop. Because the research is not a curriculum requirement and is an extracurricular activity, students could leave the project without completing the planned experiment. This risk can be avoided with better communication by assuring a realistic timeline and establishing guidelines ( Beer and Myers 1995 ). In the Kubota Laboratory, all students with their own research projects meet with the PI at least once weekly to discuss their progress. Additionally, all laboratory members meet weekly or every other week to discuss research. During each of the 1.5-h meetings, one student gives a research progress presentation, and another student introduces a research paper that they found interesting and relevant to their research. These meetings help undergraduate students build a sense of community, which prevents early termination of their project without completion. A second challenge is that the availability of undergraduate students may not work for seasonal research cycles. It is necessary to adapt the research plan to the academic cycle of the students. Undergraduate students often leave for home or internships during the summer. Flexibility is required when planning undergraduate student research; however, this presents a major hurdle when the research is related to seasonal occurrences outside of controlled environments, such as flowering time, planting dates, and other activities with limited ability to change timing.

Engaging Underrepresented Students in Research

Black and Hispanic students are underrepresented among degree recipients and in the workforce of the fields of science, technology, engineering, and mathematics (STEM), as well as agricultural sciences ( National Science Foundation 2019 ). Underrepresented students encounter additional barriers to academic engagement, including a lack of same-race peers and faculty mentors, a lack of faculty contact and mentorship, a lack of emotional support and encouragement from family, a lack of finances, which prevents participation in research, and a lack of validation from meaningful scientific others ( Carlone and Johnson 2007 ; Chang et al. 2011 ; Hurtado et al. 2008 ). These barriers contribute to the lack of science identity and sense of belonging that underrepresented students feel ( Hazari et al. 2013 ), especially in male-dominated fields ( Sinclair et al. 2014 ), such as agricultural sciences. When students do not feel they are legitimate or valued members of their discipline, they are less likely to persist ( Zaniewski and Reinholz 2016 ).

Benefits of UREs for STEM students have been documented ( Haeger and Fresquez 2017 ; Hernandez et al. 2018 ; Slovacek et al. 2012 ) and could arguably help underrepresented students overcome the aforementioned barriers to academic engagement. However, underrepresented students (e.g., Hispanic) are less likely to engage in UREs at primarily White institutions and minority-serving institutions (Haeger et al. 2015), perhaps because education and culture in STEM departments often align with masculine and White culture norms that may make UREs challenging and negative ( Carlone and Johnson 2007 ; Thompson and Jensen-Ryan 2018 ).

When engaging underrepresented students in UREs, especially in male-dominated fields (e.g., agricultural sciences), it is important to understand the aforementioned barriers and implement strategies that maximize recruitment, retention, and success. We outline best practices that are evidence-based and/or informed through our experiences in engaging underrepresented students in our laboratories that were also presented during the workshop and discussed during the breakout sessions.

Recruiting and hiring underrepresented students for UREs

Noninclusive or intimidating recruiting and hiring practices can introduce barriers to entry in UREs for underrepresented students. When promoting UREs to students, faculty should communicate early and often. A best practice is to introduce UREs in lower-level undergraduate courses, even if these students are not the target population. This early introduction familiarizes underrepresented students with UREs and prepares them to participate in later stages of their academic careers. When recruiting, it is also important to be authentic; faculty mentors should share their stories and identities. Women identify with other women in STEM who they believe have encountered strggles similar to their own ( Pietri et al. 2018a ), especially if they are the same ethnicity ( Pietri et al. 2018b ). If faculty mentors do not belong to an underrepresented population, then they can educate themselves about the adversity and bias that these groups face and publicly identify themselves as an ally. Alternatively, or additionally, faculty can allow a current student who is underrepresented to lead the recruitment. If recruitment involves physical or verbal advertisements for URE positions, then those advertisements should not tokenize target populations, because this can cause underrepresented students to feel isolated and individually disregarded ( Hall and Stevenson 2007 ; Stroshine and Brandl 2011 ). A best practice is to allow other underrepresented students to design or approve advertisements to ensure that the verbiage and graphics are welcoming and inclusive. Finally, the application process should not introduce additional barriers to URE entry. Data indicate that underrepresented college students tend to be less academically prepared because of lower academic achievement and underdeveloped academic skills in high school ( Terenzini et al. 2001 ; Zalaquett 1999 ); therefore, if the application process relies on the grade point average, writing samples, or letters of recommendation, then they may be eliminated from the candidate pool.

Retaining and supporting underrepresented students in UREs

Financial considerations should be made for any student facing economic challenges or hardships. Regarding underrepresented students, finances are often a barrier for underrepresented student participation in UREs ( Hurtado et al. 2008 ). Black and Hispanic first-generation college students often finance college themselves, and White first-generation college students often receive financial support from their parents early during their college career; however, these funds are eventually depleted ( McCabe and Jackson 2016 ). Therefore, underrepresented students should be compensated at or above fair market value for UREs, but they still may need to have an additional job. Faculty mentors should be mindful of these external pressures and adjust timelines and expectations accordingly. Furthermore, underrepresented students will likely not understand their role in the URE. A best practice is for the faculty mentor and student mentee to jointly develop and sign contracts clarifying performance and behavior expectations. This will demystify the URE process for the student.

Positive mentorship is especially critical for underrepresented students in STEM ( McCormick et al. 2014 ; Tsui 2007 ); however, student characteristics (e.g., ethnicity, first-generation status, sex, financial resources, age, etc.) impact the type of faculty contact they have. For example, first-generation college students have less frequent and less satisfying interactions with faculty ( Kim and Sax 2009 ). Near-peer mentoring is an effective approach for supporting underrepresented students ( Zaniewski and Reinholz 2016 ) involved in UREs and could complement traditional mentorship received from faculty. Near-peer mentoring, especially when the mentor is from a similar background as the mentee, connects students with role models from similar communities ( Inzlicht and Good 2006 ). Role models alleviate negative stereotypes and provide representation because students see others like themselves who can be and are successful in their fields. Therefore, providing an underrepresented student who is beginning the URE with an experienced student to serve as a mentor can increase the success of that URE while also providing the experienced student an opportunity to develop as a mentor. The near-peer pair should be encouraged to discuss academic and nonacademic topics; furthermore, the struggles associated with being an underrepresented student in STEM should be normalized to provide academic and psychosocial support ( Zaniewski and Reinholz 2016 ).

Underrepresented students often feel isolated in the classroom and are intimidated by peers and faculty ( Shehab et al. 2007 ). Whereas ethnic majority students require relationships with peers to feel they belong in their discipline, underrepresented students require formal relationships with both faculty and peers ( Meeuwisse et al. 2010 ). Social integration in college increases the students’ sense of belonging and perceived social support ( Hurtado and Carter 1997 ; Strayhorn 2008 ; Wilcox et al. 2005 ). Therefore, faculty engaging with underrepresented students in UREs should cultivate environments that involve experiential learning and dynamic social interactions. To achieve this, faculty mentors can arrange laboratory field trips or “lunch and learn” events. These opportunities provide a venue for supportive interactions in academic and social environments that enhance the students’ sense of belonging ( Hoffman et al. 2003 ) and community.

Perhaps most importantly, to support underrepresented students in UREs, faculty mentors should meet students where they are and acknowledge them as valid members of the STEM fields and their specific discipline. Faculty–student engagement and faculty validation significantly predict underrepresented students’ sense of belonging with faculty ( Cole et al. 2020 ; Newman et al. 2015 ).

Conducting and facilitating UREs can be challenging for both students and faculty; however, the end product can be rewarding for all involved. It is important, regardless of a student’s background and previous experiences, that faculty and mentors ensure inclusivity and equitability when mentoring students. There are various techniques and opportunities to provide UREs that can be adapted to fit the individual terms of faculty and students. Including undergraduate students in UREs increases their awareness of areas within their discipline and of the industry that they may otherwise overlook. Furthermore, it aids in the success of students beyond their time in the URE. Moreover, UREs can assist in graduate student recruitment when undergraduate programs overlap with a master’s degree program. Examples include a 3 + 2 Program (Kansas State University, Horticulture and Natural Resources 2022) and the Accelerated Master’s Program ( Oregon State University Graduate School 2022 ).

There are many benefits to faculty facilitating UREs, including broadening research interests, connecting research and teaching programs, and publications. All of these can positively impact performance reviews, promotion, and tenure. Because of the benefits derived by the students, faculty, individual academic units, and institutions, increased incentives for faculty who engage undergraduates in UREs should be considered.

Allyn, D. 2013 Course-based undergraduate research – It can be accomplished! J. Phys. Educ. Recreat. Dance 84 9 32 36 https://doi.org/10.1080/07303084.2013.838113

• Search Google Scholar
• Export Citation

American Association for the Advancement of Science 2011 Vision and change in undergraduate biology education: A call to action https://visionandchange.org/ [accessed 11 Oct 2022]

Arnold, M.A. , Lineberger, R.D. , Davis, T.D. , Reed, D.W. & McKinley, W.J. 2014 A survey of North American horticulture graduate programs: Demographics, policies, finances, and metrics HortTechnology 24 2 241 251 https://doi.org/10.21273/HORTTECH.24.2.241

Bauer, K.W. & Bennett, J.S. 2008 Evaluation of the undergraduate research program at the University of Delaware: A multifaceted design 81 111 Taraban, R. & Blanton, R.L. Creating effective undergraduate research programs in science: The transformation from student to scientist. Teachers College Press New York, NY, USA

Beatty, A.E. , Ballen, C.J. , Driessen, E.P. , Schwartz, T.S. & Graze, R.M. 2021 Addressing the unique qualities of upper-level biology course-based undergraduate research experiences through the integration of skill-building Integr. Comp. Biol. 61 3 981 991 https://doi.org/10.1093/icb/icab006

Beer, R.H. & Myers, C. 1995 Guidelines for the supervision of undergraduate research J. Chem. Educ. 72 8 721 https://doi.org/10.1021/ed072p721

Blanton, R.L. 2008 A brief history of undergraduate research 233 46 Taraban, R. & Blanton, R.L. Creating effective undergraduate research programs in science: The transformation from student to scientist. Teachers College Press New York, NY, USA

Boyer Commission on Educating Undergraduates in the Research University 1998 Reinventing undergraduate education: A blueprint for America’s research universities https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/26012/Reinventing%20Undergraduate%20Education%20%28Boyer%20Report%20I%29.pdf?sequence=1&isAllowed=y . [accessed 11 Oct 2022]

Buffalari, D. , Fernandes, J.J. , Chase, L. , Lom, B. , McMurray, M. , Morrison, M. & Stavnezer, A.J. 2020 Integrating research into the undergraduate curriculum: 1. Early research experiences and training J. Undergrad. Neurosci. Educ. 19 1 A52 A63

Campbell, A. & Skoog, G.D. 2008 Transcending deficits and differences through undergraduate research 206 214 Taraban, R. & Blanton, R.L. Creating effective undergraduate research programs in science: The transformation from student to scientist. Teachers College Press New York, NY, USA

Carlone, H.B. & Johnson, A. 2007 Understanding the science experiences of successful women of color: Science identity as an analytic lens J. Res. Sci. Teach. 44 8 1187 1218 https://doi.org/10.1002/tea.20237

Chang, M.J. , Eagan, M.K. , Lin, M.H. & Hurtado, S. 2011 Considering the impact of racial stigma and science identity: Persistence among biomedical and behavioral science students J. High. Educ. (Columb. Ohio) 82 5 564 597 https://doi.org/10.1353/jhe.2011.0030

Chopin, S.F. 2002 Undergraduate research experiences: The transformation of science education from reading to doing Anat. Rec. 269 1 3 10 https://onlinelibrary.wiley.com/doi/10.1002/ar.10058

Cole, D. , Newman, C.B. & Hypolite, L.I. 2020 Sense of belonging and mattering among two cohorts of first-year students participating in a comprehensive college transition program Am. Behav. Sci. 64 3 276 297 https://doi.org/10.1177/0002764219869417

Dolan, E.L. 2016 Course-based undergraduate research experiences: Current knowledge and future directions https://advance.louisiana.edu/sites/advance/files/Course-based%20Undergraduate%20Research%20Experiences%20Current%20knowledge%20and%20future%20directions.pdf . [accessed 27 Oct 2022]

Dole, J. 2015 Status of student numbers and program identity at two-year and four-year horticultural programs Amer Soc Hort Sci Nwsl. 31 1 5 6

Fechheimer, M. , Webber, K. & Kleiber, P.B. 2011 How well do undergraduate research programs promote engagement and success of students? CBE Life Sci. Educ. 10 2 156 163 https://doi.org/10.1187/cbe.10-10-0130

Fernandez, J.M. , Goecker, A.D. , Smith, E. , Moran, E.R. & Wilson, C.A. 2020 Employment opportunities for college graduates in food, renewable energy, and the environment; United States 2020–2025 https://www.purdue.edu/usda/employment/#:∼:text=We%20expect%20employment%20opportunities%20in,with%20bachelor%27s%20or%20higher%20degrees . [accessed 20 Sep 2022]

Gregerman, S. 1999 Improving academic success of diverse students through undergraduate research Counc. Undergrad. Res. Q. 20 2 54 59

Haeger, H. , BrckaLorenz, A. & Webber, K. 2015 Participation in undergraduate research at minority-serving institutions Perspect Undergrad Res Mentoring. 4(1):1–22. https://core.ac.uk/download/pdf/229534389.pdf . [accessed 25 Oct. 2022]

Haeger, H. & Fresquez, C. 2017 Mentoring for inclusion: The impact of mentoring on undergraduate researchers in the sciences CBE Life Sci. Educ. 15 36 1 9 https://doi.org/10.1187/cbe.16-01-0016

Hall, D.M. & Stevenson, H.C. 2007 Double jeopardy: Being African-American and “doing diversity” in independent schools Teach. Coll. Rec. 109 1 1 23 https://doi.org/10.1177/016146810710900102

Hansen, N. , Ward, S. , Khosla, R. , Fenwick, J. & Moore, B. 2007 What does undergraduate enrollment in soil and crop sciences mean for the future of agronomy? Agron. J. 99 4 1169 1174 https://doi.org/10.2134/agronj2006.0318

Hathaway, R.S. , Nagda, B. & Gregerman, S. 2002 The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study J. Coll. Student Dev. 43 5 614 631

Hazari, Z. , Sadler, P.M. & Sonnert, G. 2013 The science identity of college students: Exploring the intersection of gender, race, and ethnicity J. Coll. Sci. Teach. 42 5 82 91 https://www.jstor.org/stable/43631586 . [accessed 19 Oct 2022]

Hernandez, P.R. , Woodcock, A. , Estrada, M. & Schultz, P.W. 2018 Undergraduate research experiences broaden diversity in the scientific workforce Bioscience 68 3 204 211 https://doi.org/10.1093/biosci/bix163

Hoffman, M. , Richmond, J. , Morrow, J. & Salomone, K. 2003 Investigating “sense of belonging” in first-year college students J. Coll. Stud. Retent. 4 3 227 256 https://doi.org/10.2190/DRYC-CXQ9-JQ8V-HT4V

Hurtado, S. & Carter, D.F. 1997 Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging Sociol. Educ. 70 4 324 345 https://doi.org/10.2307/2673270

Hurtado, S. , Eagan, M.K. , Cabrera, N.L. , Lin, M.H. , Park, J. & Lopez, M. 2008 Training future scientists: Predicting first-year minority student participation in health science research Res. High. Educ. 49 2 126 152 https://doi.org/10.1007/s11162-007-9068-1

Inzlicht, M. & Good, C. 2006 How environments can threaten academic performance, self-knowledge, and sense of belonging 129 150 Levin, S. & van Laar, C. Stigma and group inequality: Social psychological perspectives. Lawrence Erlbaum Associates Publishers Mahwah, NJ, USA

Kansas State University 2022 2025 Theme 2: Undergraduate educational experience – Strategic action plan https://www.k-state.edu/2025/documents/2025-2-undergraduate-final-action-plan.pdf . [accessed 26 Oct 2022]

Kansas State University, Horticulture and Natural Resources 2022 Concurrent BS & MS https://hnr.k-state.edu/academics/graduate-programs/concurrent-degree.html . [accessed 25 Oct 2022]

Kim, Y.K. & Sax, L.J. 2009 Student-faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status Res. High. Educ. 50 5 437 459 https://doi.org/10.1007/s11162-009-9127-x

Lopatto, D. 2004 Survey of undergraduate research experience (SURE): First findings Cell Biol. Educ. 3 4 270 277 https://www.lifescied.org/doi/10.1187/cbe.04-07-0045

Lopatto, D. 2007 Undergraduate research experiences support science career decisions and active learning Cell Biol. Educ. 6 4 297 306 https://doi.org/10.1187/cbe.07-06-0039

Madan, C.R. & Teitge, B.D. 2013 The benefits of undergraduate research: The student’s perspective Mentor. 15 https://doi.org/10.26209/mj1561274

McCabe, J. & Jackson, B.A. 2016 Pathways to financing college: Race and class in students’ narratives of paying for school Soc. Currents 3 4 367 385 https://doi.org/10.1177/2329496516636404

McCormick, M. , Barthelemy, R.S. & Henderson, C. 2014 Women’s persistence into graduate astronomy programs: The roles of support, interest, and capital J. Women Minor. Sci. Eng. 20 4 317 340 https://doi.org/10.1615/JWomenMinorScienEng.2014009829

Meeuwisse, M. , Severiens, S.E. & Born, M.P. 2010 Learning environment, interaction, sense of belonging and study success in ethnically diverse student groups Res. High. Educ. 51 6 528 545 https://doi.org/10.1007/s11162-010-9168-1

Meyer, M.H. , Needham, D. , Dole, J. , Trader, B. , Fox, J. , Conley, M. , Neff, M. & Shaw, J. 2016 Importance of horticulture and perception as a career HortTechnology 26 2 114 120 https://doi.org/10.21273/HORTTECH.26.2.114

Nagda, B.A. , Gregerman, S. , Jonides, J. , von Hippel, W. & Lerner, J. 1998 Undergraduate student-faculty research partnerships affect student retention Rev. High. Educ. 22 1 55 72 https://doi.org/10.1353/rhe.1998.0016

National Academies of Sciences, Engineering, and Medicine 2017 Undergraduate research experiences for STEM students: Successes, challenges and opportunities National Academies Press Washington, DC, USA https://doi.org/10.17226/24622

National Science Foundation 2019 Women, minorities, and persons with disabilities in science and engineering https://ncses.nsf.gov/pubs/nsf21321/data-tables . [accessed 19 Oct 2022]

Newman, C.B. , Wood, J.L. & Harris, F. III 2015 Black mens’ perceptions of sense of belonging with faculty members in community colleges J. Negro Educ. 84 4 564 577 https://doi.org/10.7709/jnegroeducation.84.4.0564

O’Donnell, K. , Botelho, J. , Brown, J. , González, G.M. & Head, W. 2015 Undergraduate research and its impact on student success for underrepresented students New Dir. Higher Educ. 169 27 38 https://doi.org/10.1002/he.20120

Oregon State University Graduate School 2022 Accelerated Master’s platform https://gradschool.oregonstate.edu/accelerated-masters-platform . [accessed 25 Oct 2022]

Pietri, E.S. , Johnson, I.R. , Ozgumus, E. & Young, A.I. 2018a Maybe she is relatable: Increasing women’s awareness of gender bias encourages their identification with women scientists Psychol. Women Q. 42 2 192 219 https://doi.org/10.1177/0361684317752643

Pietri, E.S. , Johnson, I.R. & Ozgumus, E. 2018b One size may not fit all: Exploring how the intersection of race and gender and stigma consciousness predict effective identity-safe cues for Black women J. Exp. Soc. Psychol. 74 1 291 306 https://doi.org/10.1016/j.jesp.2017.06.021

van der Rijst, R.M. & Visser-Wijnveen, G.J. 2011 Undergraduate research and inquiry in the Netherlands Counc. Undergrad. Res. Q. 32 2 32 36 https://hdl.handle.net/1887/44766 . [accessed 19 Oct 2022]

Russell, S.H. , Hancock, M.P. & McCullough, J. 2007 Benefits of undergraduate research experiences Science 316 5824 548 549 https://doi.org/10.1126/science.1140384

Shehab, R. , Murphy, T. , Davidson, J. , Foor, C. , Reed Roads, T. , Trytten, T. & Walden, S. 2007 AC 2007-1691: Experiences as a non-majority engineering student Proc Amer Soc Eng Educ. https://www.academia.edu/19359368/AC_2007_1691_EXPERIENCES_AS_A_NON_MAJORITY_ENGINEERING_STUDENT?from_sitemaps=true . [accessed 25 Oct 2022]

Shortlidge, E.E. , Bangera, G. & Brownell, S.E. 2015 Faculty perspectives on developing and teaching course-based undergraduate research experiences Bioscience 66 1 54 62 https://doi.org/10.1093/biosci/biv167

Sinclair, S. , Carlsson, R. & Björklund, F. 2014 The role of friends in career compromise: Same-gender friendship intensifies gender differences in educational choice J. Vocat. Behav. 84 2 109 118 https://doi.org/10.1016/j.jvb.2013.12.007

Slovacek, S. , Whittinghill, J. , Flenoury, L. & Wiseman, D. 2012 Promoting minority success in the sciences: The minority opportunities in research programs at CSULA J. Res. Sci. Teach. 49 2 199 217 https://doi.org/10.1002/tea.20451

Strayhorn, T.L. 2008 Sentido de pertenencia. A hierarchal analysis predicting sense of belonging among Latino college students J. Hisp. High. Educ. 7 4 301 320 https://doi.org/10.1177/1538192708320474

Stroshine, M.S. & Brandl, S.G. 2011 Race, gender, and tokenism in policing: An empirical elaboration Police Q. 14 4 323 343 https://doi.org/10.1177/1098611111423738

Terenzini, P.T. , Cabrera, A.F. & Bernal, E.M. 2001 Swimming against the tide: The poor in American higher education https://files.eric.ed.gov/fulltext/ED562879.pdf . [accessed 19 Oct 2022]

Thompson, J.J. & Jensen-Ryan, D. 2018 Becoming a “science person”: Faculty recognition and the development of cultural capital in the context of undergraduate biology research CBE Life Sci. Educ. 17 62 1 17 https://doi.org/10.1187/cbe.17-11-0229

Tsui, L. 2007 Effective strategies to increase diversity in STEM fields: A review of the research literature J. Negro Educ. 76 4 555 581 https://www.jstor.org/stable/40037228 . [accessed 19 Oct 2022]

Wilcox, P. , Winn, S. & Fyvie-Gauld, M. 2005 ‘It was nothing to do with the university, it was just the people’: The role of social support in the first-year experience of higher education Stud. High. Educ. 30 6 707 722 https://doi.org/10.1080/03075070500340036

Wuetherick, B. 2020 Transforming undergraduate research at Canadian Universities 265 280 Hensel, N.H. & Blessinger, P. International perspectives on undergraduate research. Palgrave Macmillan Cham, Switzerland https://doi.org/10.1007/978-3-030-53559-9_15

Zalaquett, C.P. 1999 Do students of noncollege-educated parents achieve less academically than students of college educated parents? Psychol. Rep. 85 2 417 421 https://doi.org/10.2466/pr0.1999.85.2.417

Zaniewski, A.M. & Reinholz, D. 2016 Increasing STEM success: A near-peer mentoring program in the physical sciences Int. J. STEM Educ. 3 14 1 12 https://doi.org/10.1186/s40594-016-0043-2

Zydney, A. , Bennett, J. , Shahid, A. & Bauer, K.W. 2002 Faculty perspectives regarding the undergraduate research in science and engineering J. Eng. Educ. 91 3 291 297 https://doi.org/10.1002/j.2168-9830.2002.tb00706

Contributor Notes

C.T.M. is the corresponding author. E-mail: [email protected] .

  Headquarters:

  1018 Duke Street

  Alexandria, VA 22314

  Phone : 703.836.4606

  Email : [email protected]

© 2018-2024 American Society for Horticultural Science

• [66.249.64.20|81.177.182.159]
• 81.177.182.159

Character limit 500 /500

Search form

Research and innovation menu, research and innovation, engaging undergraduate students in research.

There is no singular set of prescriptions or best way to engage undergraduate students in research. This is particularly true when one views undergraduate research as a learning activity, as we encourage you to do in the  Defining Undergraduate Research  section. Students learn, develop, and mature in different ways and at different velocities.  Therefore, the best preparation for engaging undergraduate students in research begins with gaining a basic understanding of student development, and how they obtain and develop research skills, so that you can be a flexible and resourceful practitioner and best prepared to take on students of varying ability.

Before moving forward, it is important to take a moment to talk about setting your expectations appropriately. As it is with any new learning and research activity, the amount of preparatory work required is substantial. If this fact isn’t obvious by now, it will become so in the near future. Undergraduate research and creative scholarship is as much a teaching activity as it is a research endeavor. Bridging these two areas, undergraduate research can inhibit the best attributes of both practices, but getting there can be difficult and often messy. To be effective, an undergraduate research activity requires thoughtful planning, careful conceptualization, and dedication from all parties involved (faculty, staff, and students).

We begin by examining what motivates students to learn and then discuss the implications this evidence has for student learning activities, programs, and support structures.

What Motivates Students to Learn

Research on student motivation in learning stems from research on motivation in general. Unsurprisingly, motivation is a complex phenomena and varies according to multiple factors and influences.  That said, McMillan and Forsyth (1991) cite three factors that are instrumental in determining student motivation:

• Whether the student’s needs are being met.
• Whether the student sees value in the learning that occurs.
• Whether the student believes they have the ability to be successful when a reasonable amount of effort has been given.

From this perspective, McMillan and Forsyth (1991) posit a model of student motivation that is developed through an examination of theories on student needs and expectations  The model looks at the implications that these two factors have on student perceptions of the value of their educational activities and their ability to achieve.  We begin exploring this model by examining the area of students needs.

Next – Student Needs

• McMillan, J. H., & Forsyth, D. R. (1991). What theories of motivation say about why learners learn.  New Directions for Teaching and Learning , 45, 39-52.

Mentoring Undergraduate Research Directory

How Undergraduates Benefit From Doing Research

Undergraduate research isn't just for STEM subjects.

Benefits of Undergraduate Research

Getty Images

Studies show students who participate in research earn better grades, are more likely to graduate and are better equipped for graduate school or careers.

Jessica Stewart understands from personal experience the value of doing research as a college undergraduate. In her junior year at the University of California, Berkeley , Stewart worked with art historian Darcy Grimaldo Grigsby on her book, "Colossal," researching the Suez Canal, Eiffel Tower and other massive art and engineering monuments.

She loved the research so much that she went on to get her Ph.D. in art history. Almost 20 years after working on "Colossal," Stewart now directs the program that gave her the opportunity: UC Berkeley’s Undergraduate Research Apprenticeship Program.

But the initial benefit of doing undergraduate research was even more practical. When she was deciding which projects to apply for as an undergraduate, she got to explore many academic disciplines. This process opened her eyes.

“From the moment I set foot on campus, URAP allowed me to see what kinds of ideas I could study,” Stewart says. “The research and credit are great, but there’s this wayfinding side, too, where students can learn who researchers are, what research looks like and fields they may not have had any exposure to.”

A long tradition at some universities, mentored research projects are now offered at undergraduate institutions around the U.S. While many programs started out focused on science, today most universities offer opportunities across disciplines, including all aspects of STEM as well as architecture, business and theater arts.

No matter the subject area, research participation is an asset for undergrads. Studies show students who participate earn better grades , are more likely to graduate and are better equipped for graduate school or careers.

“It’s often most transformative for nontraditional learners and underrepresented students,” Stewart says. “They learn to triangulate life experience and studies in ways that may not have been intuitive for them. It greatly improves academic performance, retention and persistence.”

Research Roots in STEM

Every year, 6,000 undergraduates participate in research experiences through the National Science Foundation, mostly during the summer. Projects span nearly 20 subject areas , such as astronomy and ocean sciences. Most take place in the U.S., but some research is done abroad, including a marine sciences project at the Bermuda Institute of Ocean Sciences.

Experiences like these increase students’ confidence in their research skills and boost awareness of what graduate school will be like, according to a 2018 study . They also help students identify whether they want to pursue a science career.

“It’s one of the best ways to recruit students into STEM careers and retain them,” says Corby Hovis, a program director at the NSF's Division of Undergraduate Education. “That’s why we do it. It’s an effective way to get students from classrooms into doing STEM.”

The NSF is especially interested in applications from students who might not have had past opportunities to do research, including those who are the first in their families to attend college, and Black and Latino students.

Research institutions apply for NSF grants to mentor undergraduate students and guide them through participation in an ongoing project. For students, the experience includes orientation and training, as well as a stipend and allowances for housing and travel. In most cases, students write a paper about their contribution to research and may even present at a conference or seminar.

Some opportunities require that students have specific math courses under their belts, but all focus on helping students build other skills, aside from lab or research techniques, that they’ll need for future academic work or careers.

“Communicating clearly the results of research is a skill that could carry over into any field,” Hovis says. “The teamwork and cohort experience not only encourages them to continue in science, but (is) translatable to any number of other activities they will do later on.”

Connecting With Faculty

At the Massachusetts Institute of Technology , research has been part of the undergraduate experience for more than 50 years. Some students choose the school specifically for this reason, and more than 90% of students participate. As at other schools, research is part of a bigger initiative around experiential learning, which also includes service learning and study abroad .

The biggest challenge for students is usually figuring out what kind of research they’re interested in.

“We depend on students to do some of that footwork,” says Michael Bergren, director of MIT's Undergraduate Research Opportunities Program. “There are a lot of supports, but at the end of the day a student needs to understand what they’re interested in, who's doing the work they’re interested in and what the steps are to participating in that research.”

But there is hand-holding, if needed. Before applying to work on a project, students have to approach the lead faculty member and introduce themselves.

“This is really intimidating. We don’t take that for granted,” Bergren says. “Part of life skills development is approaching a lab or faculty member and advocating for themselves.”

Peers offer tips about how to navigate that face-to-face encounter, such as find out a faculty member's office hours, send an email with a resume attached and attend a departmental event.

The networking doesn’t stop there. Get to know which graduate students work on the project, talk to other students who might be exploring the same opportunities and make sure you know what the work involves.

“As the research progresses, deliverables amp up,” Bergren says. “You may find you need to put more time into this right when finals are happening.”

The Future of Undergraduate Research

Some undergraduate researchers might share their work at academic conferences or seminars, or even be published in journals. Some might participate in the Council on Undergraduate Research annual conference , the largest symposium of its kind. Every year, more than 4,000 students attend a graduate school and career fair and present work that spans the disciplines.

Students have come to expect that they’ll get a chance to do research as undergrads, says Lindsay Currie, the council's director.

“More recent generations grew up in a different climate. They learned by doing in classrooms,” Currie says. “That, combined with a workforce that expects people to have lived experience, means students want to be able to say that they’ve already done research as part of their coursework.”

What’s next, Currie says, is universities that integrate research into coursework so that students start a project their first year and continue through their time in college. Working with a network of universities, the Council on Undergraduate Research has completed a study of how schools can modify their curricula to incorporate research from the very beginning.

“Starting as freshmen, students would work on research that would build,” Currie says. “This would be significantly more advanced projects that would be consistent across the particular department. This is how they’re going to teach, because they know students benefit from doing.”

Tips to Make Your Final College Choice

2024 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

College Admissions: Get a Step Ahead!

Sign up to receive the latest updates from U.S. News & World Report and our trusted partners and sponsors. By clicking submit, you are agreeing to our Terms and Conditions & Privacy Policy .

Ask an Alum: Making the Most Out of College

You May Also Like

Protests boil over on college campuses.

Lauren Camera April 22, 2024

Supporting Low-Income College Applicants

Shavar Jeffries April 16, 2024

Supporting Black Women in Higher Ed

Zainab Okolo April 15, 2024

Law Schools With the Highest LSATs

Ilana Kowarski and Cole Claybourn April 11, 2024

Today NAIA, Tomorrow Title IX?

Lauren Camera April 9, 2024

Grad School Housing Options

Anayat Durrani April 9, 2024

How to Decide if an MBA Is Worth it

Sarah Wood March 27, 2024

What to Wear to a Graduation

LaMont Jones, Jr. March 27, 2024

FAFSA Delays Alarm Families, Colleges

Sarah Wood March 25, 2024

Help Your Teen With the College Decision

Anayat Durrani March 25, 2024

Explore Undergraduate Research Student Grants

Main navigation.

Research, arts, and senior synthesis projects of all disciplines can make use of Undergraduate Research Student Grants. Student Grants support  student-driven, independent, original scholarly projects  under the guidance of a Faculty Mentor. Be sure to check our  eligibility  requirements, then use the information below to help you decide on the type of grant to apply for. Finally, check out our pages about Preparing your Application for more details and guidelines as you being writing.

What type of Student Grant is best for your needs?

First,  Get Started and learn more about how we  distinguish between research, arts, and senior synthesis projects , and how you can develop your own project ideas. Then, to decide which kind of grant is the best match for your project, consider the funding needs and time commitment of your project.

Eligibility Requirements for All Applicants

Read carefully our eligibility requirements for all VPUE Undergraduate Student Grants. In addition to our general eligibility criteria, each grant type has its own guidelines. Please explore each grant page below for more details.

Grant Types

Major Grant

Get support for a full-time immersive Summer project  (priority given to Juniors)

Small Grant

Get support for a part-time project year-round

Beagle II Award

Be recognized and awarded for an exemplary VPUE funded Student Grant research project 

Conference Grants

Get support for a scholarly conference you have been accepted to

Chappell Lougee

Get support for a full-time immersive Summer project in the arts, humanities, and qualitative social sciences (for Sophomores)

Current Stanford undergrads who are interested in applying for a grant are encouraged to connect with their Undergraduate Advising Director (UAD).

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Ann Med Surg (Lond)
• v.81; 2022 Sep

Undergraduate students' involvement in research: Values, benefits, barriers and recommendations

• Yusuff Adebayo Adebisi

a Faculty of Pharmacy, University of Ibadan, Ibadan, Nigeria

b Global Health Focus, Abuja, Nigeria

Developing, maintaining, and sustaining undergraduate research initiatives can benefit academic institutions, faculty mentors, and students. As the world evolves, more research is required to advance knowledge and innovation in all fields. This implies that students must be prepared for today's knowledge-driven world. Research in the medical and health sciences has stalled in many developing countries, where a dual burden of communicable and noncommunicable diseases is prevalent. In this article, I discuss the values and benefits of undergraduate healthcare students participating in research and scientific publishing, as well as the challenges they face. I also make recommendations to encourage undergraduates to get involved in research. The potential of undergraduate research has not yet been fully realized. Undergraduate research's main objectives are to teach students how to do research and to help them acquire skills that they can use beyond the academic environment. Undergraduate research will complement rather than conflict with university education and should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students. Building capacity in research has a long-term impact on valuable learning outcomes as undergraduate students prepare for professional service. Stakeholders and educational authorities must invest in strengthening undergraduate involvement in research.

1. Introduction

As the world evolves, the need for research grows, and it remains a factor of key importance in creating a knowledge-driven economy and supporting development initiatives as well as driving innovations across all fields [ 1 ]. It is becoming more and more important to increase undergraduate student involvement in research [ 2 ]. Academic institutions, faculty mentors, and students can all benefit from developing, maintaining, and sustaining undergraduate research initiatives. By integrating research into their academic courses and giving them a strong academic foundation, students can strengthen their autonomous critical thinking abilities as well as their oral and written communication skills, among others. As students are ready for professional service, the research process affects important learning goals that have a lasting impact. All students should be prepared for the contemporary knowledge-driven world because, today, doing research is not just for academics but also for individuals and institutions interested in knowledge creation and advancement.

The advancement and innovation of all fields, including the health sciences and related areas, depends on research [ 3 ]. Society can benefit greatly from health-related research [ 4 ], which can provide vital insights into disease trends and risk factors, treatment outcomes or public health interventions, care patterns, costs and usage of healthcare services, and more. By doing research to find solutions to problems that are currently unknown, we can close knowledge gaps and change the way healthcare professionals work as well as how we respond to public health issues. With the increase in health concerns ravaging the world [ [5] , [6] , [7] ], it is clear that research is indispensable – whether it be tackling diseases of poverty, performing clinical trials, responding to the rise of chronic diseases, improving access to medicines, increasing vaccines uptake, containing local epidemics, developing innovation in treatment plans, or ensuring that marginalized populations have access to HIV care treatments, among others. This suggests that there is a pressing need to advance knowledge creation and utilization, and that gathering local, grassroots data at all levels of healthcare is important.

Research in the medical and health sciences has seen a downturn in many developing countries [ 8 ], where a double burden of communicable and non-communicable diseases is highly prevalent. The development of undergraduate health sciences students' research capacity is a key intervention to address this issue. With the support of faculties, it is possible for undergraduate students to learn about and participate actively in research. In this article, I discuss the values and benefits of undergraduate healthcare students' involvement in research and scientific publishing, as well as the challenges they face. I also provide recommendations to advance undergraduates’ involvement in research.

2. Values and benefits of undergraduate research

Involving undergraduate students in research should go beyond the mandatory terminal year thesis and must cover the entire course of their studies. There are myriads of benefits to involving (healthcare) students in research and scientific publishing at the undergraduate level. Research is a methodical process of investigation that includes data collection and analysis, the recording of significant information, and subsequent analysis and interpretation of that information in accordance with the protocols defined by specific academic and professional disciplines [ 9 ]. This implies that conducting research is an important way to improve students’ ability to think critically and solve problems, both of which are essential throughout their career as healthcare professionals. Critical thinking abilities have been linked to better patient outcomes, higher patient care quality, and improved safety outcomes [ 10 ]. While problem-solving focuses on identifying and resolving issues, critical thinking entails asking insightful questions and critiquing solutions. Early exposure of healthcare students to the value of research is a critical strategy for increasing their interest in and attitude toward it. Table 1 highlights the achievements of some students that engaged in research as undergraduates.

Examples of students that got involved in research as undergraduate and their achievements.

The elements required for professional competency in the health fields are covered in healthcare student curricula. This includes understanding of the fundamental theories and literature in the field of study, as well as knowledge of the terminology or technical language specific to health sciences. Incorporating research methodology and the hypothesis-driven scientific process can help to build on this foundation while also stimulating independent critical thinking. By involving undergraduate students in research, they can build trust in the scientific process. Besides that, independent thinking can give an undergraduate student the confidence to draw their own conclusions based on available evidence. No doubt that undergraduate students who took part in research projects will have greater thought independence, a stronger intrinsic motivation to learn, and a more active role in their learning. As a result, as undergraduates prepare for their respective professions, the research process has a very positive impact on their practice.

Students who participate in research may have the chance to develop the advanced writing abilities needed for science publishing and communication [ 11 ]. Even though healthcare students write a lot throughout their time in college, many still struggle to write in a way that is considered acceptable. This is due to the fact that students frequently plagiarize in writing assignments since there is usually little to no formal training on academic writing, and some institutions pay less attention to this. It has also become more challenging for students to express themselves in their own words during academic assessments as a result of the encouragement to memorize academic information verbatim by some teachers. Writing is difficult, but it is a skill that can be honed. Improving students' writing skills is much easier if proper attention is paid to strengthening their capacity for and involvement in the academic research process. This will be useful to them throughout their career, whether they choose to be academic or not.

Investing in academic writing skills among students, particularly in developing countries, is critical for improving scientific outputs on health issues confronting the region. It is not enough to know how to conduct research; academic writing is also important. Additionally, it is crucial for academic institutions to encourage students to present their research work at scientific conferences, which are frequently restricted to postgraduate students. This gives them the chance to collaborate more frequently with faculty members while also giving them another learning opportunity and boosting their confidence and presentation skills. Students who make significant contributions to the intellectual aspect of a research should not be relegated to acknowledgement section of the paper but should be included as co-authors. Furthermore, students should not be denied first authorship because of power dynamics. This will definitely improve students’ attitude towards research.

Through research, students can observe how the theories and concepts they have learned are applied. The active learning aspect of research allows students to connect with their own interests, which is not possible in a passive learning setting. If a research culture and thought process are instilled in healthcare students as they progress through the academic institution in a more systematic, logical, and integrated manner, it will be easier for them to understand what they are learning and will promote active participation in class. This is due to the fact that students who conduct research will be able to understand the research process and how scientists think and work on problems; learn about different lab techniques (as needed); develop skills in data analysis and interpretation; and be able to integrate theory and practice. Further, undergraduates should be involved in research as early as possible because it allows them to identify, develop, and nurture their interests while being open-minded to other areas. This will make choosing and transitioning into research area of choice much easier for them as they pursue postgraduate studies. Because of the high-level of interest and fundamental knowledge gained through undergraduate research participation, it will be possible to increase the enthusiasm, completion rates, and quality of academic research at the postgraduate level. Besides that, undergraduate research allows students to decide whether or not they want to pursue a career in research.

Due to the opportunity for students to pursue their individual interests, research experiences have been linked to a boost in students' motivation to learn [ 12 ]. This means undergraduates will have the chance to take more control over their own learning experiences and have their intellectual curiosity piqued by research. Student-faculty research mentoring relationships frequently develop over time. In contrast to what is possible in the classroom, students form a distinct type of interaction with their research mentor. Most of the time, the interaction is more intense and lasts longer. It frequently serves as the foundation for lifelong friendships and career guidance. When students are looking for jobs or graduate schools, faculty research mentors are an excellent source of recommendations and advice. Additionally, students gain experience working in a research team, which typically involves group work, stronger relationships with colleagues and faculty members, and the development of communication skills. All of which are qualities that employers are increasingly looking for. The key to successful undergraduate research participation is for students to see and understand the importance of rigor, academic integrity, and responsible research conduct. This means academic institutions should carefully plan research programs, activities, and courses for students.

One of the most significant benefits of student research participation is the possibility of publishing articles in peer-reviewed journals. This will also give students early exposure to the process and concept of scientific publishing. Students who submit their manuscript to a reputable journal for publication can also benefit from peer review, which allows them to improve their paper and learn more from the reviewers’ comments. Also, undergraduate students who are exposed to the scientific publishing process early on will be less likely to become victims of predatory journals. Students with publishing experience may be inspired and motivated to pursue a career in research. Having publication allows students to improve their resumes and graduate school applications. Publishing counts as research experience and demonstrates that undergraduate students who have published are enthusiastic about research. As an active learning process, research requires students to frame questions, devise a strategy for testing their hypotheses, analyze data, and write clearly to report their findings, among other things. The research experiences, skills, and knowledge students acquire at the undergraduate level will better prepare them for many of their future endeavors, including careers and postgraduate study. In addition to exposing students to conducting original/primary research, it is important to engage them in secondary research activities including writing reviews, correspondence, commentary, viewpoints, book chapters, and more. Secondary research improves students' writing abilities and thought processes, enables the construction of intelligent arguments, enhances their capacity to use scientific databases to find evidence, and teaches them how to engage in constructive criticism, among others.

While the benefits of undergraduate research to students have been highlighted in the preceding paragraphs, academic institutions can also benefit from engaging undergraduates in research [ 13 ]. Teams conducting research benefit from the enthusiasm and energy of curious undergraduate students. They frequently keep asking for more tasks to complete since they are eager to learn. Undergraduate students often pose inquiries that can be quite perceptive and, perhaps rather unintentionally, alter the way advisors approach research problems and better improve the quality of scientific output from such institutions. In contrast to how faculty research mentors interact with graduate students and other senior team members, undergraduate researchers need responses to inquiries in unique ways, which usually facilitate an opportunity for multidirectional intense learning.

Furthermore, undergraduate students' contributions to peer-reviewed publications and local, regional, national, or international research presentations at conferences and other scientific gatherings will benefit the university or institution's visibility in the scientific community and attract more funding. Students can actively contribute to scientific knowledge provided they are motivated and have the necessary research knowledge and abilities. I serve as a practical example. At the undergraduate level, I published more than 50 articles (including both primary and secondary research) in peer-reviewed journals on a diverse range of public health issues, including the COVID-19 pandemic. While still an undergraduate, I received research and travel grants and presented scientific papers both locally and internationally. This captured the attention of the media, and many undergraduates are now inspired to participate in research more than ever. With the right support systems in place, undergraduates' contributions to scientific literature can be valuable, benefiting not only the student but also the academic institution and society. Imagine a university where students receive the assistance they require to develop their capacity for scientific publishing and research. Such an institution would contribute more to science and knowledge creation, raising their profile in the process. Undergraduate research initiatives are an untapped gold mine if they are nurtured, funded, and supported adequately.

3. Barriers and challenges facing involvement of undergraduate students in research

Healthcare undergraduates interested in research face a number of challenges that have been documented in academic literature. In this section, I conducted a rapid unsystematic review of primary studies and used Table 2 to summarize the challenges and barriers facing undergraduate research identified in randomly selected academic papers.

Barriers and challenges facing healthcare students’ involvement in research.

The rapid review of the fifteen (15) original studies in Table 2 revealed the major barriers and challenges limiting undergraduate student involvement in research across different countries. The findings of the reviewed studies were clearly similar. The key barriers and challenges to undergraduate involvement in research can be divided into three categories: a significant lack of knowledge and skills to participate in research; little to no faculty support, mentorship, funding and motivation for undergraduates to participate in research; and structural barriers limiting student involvement in research such as lack of time due to the loaded curriculum, dearth of research facilities as well as lack of major plans and strategies for undergraduate research.

4. Recommendations

There is an urgent need for stakeholders all over the world to look into the issues and devise tailored strategies to increase the involvement of (healthcare) students in research. Here are my eight (8) recommendations to advance the involvement of undergraduate students in research:

• 1. Research methods and processes should be taught to students as early as their second year of college. Even though some universities only cover research methodologies in the final year, it is essential to include more content on scientific writing and research methods as a mandatory course throughout the whole academic program. Undergraduate teaching curricula and approaches should promote inquiry-based learning. All professional classes' academic curricula might include regular discussions of new advances in the medical and health sciences, and the academic departments might be tasked with organizing these conversations. Long-term, this practice would foster a research aptitude in undergraduate students since opportunity like these would stimulate their minds.
• 2. As part of academic program, students should be evaluated for their interest in research and assigned suitable researchers to serve as their research mentors. Faculty research mentors must also be compensated. Lecturers do not receive credit for mentoring students for publications or research projects. Credit points should be awarded for each peer-reviewed publication attributed to such mentorship to encourage faculty-student research collaboration and motivate them to serve as research mentors for undergraduates. Mandatory structured mentorship programs are desperately needed.
• 3. During the undergraduate program, students should have the opportunity to participate in more research trainings, internships, and placements locally and internationally. This will contribute significantly to students' research skills and experience.
• 4. Students should be encouraged to publish at least two papers, either primary or secondary research, in peer-reviewed journals before graduation. Besides that, the final year thesis must be published and must be on a topic with the potential to make or drive impact.
• 5. 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 collaboration. This is a worthwhile investment towards advancing knowledge creation and utilization.
• 6. Existing undergraduate journals (e.g., International Journal of Medical Students), student research capacity building initiatives (e.g., Global Health Focus), undergraduate research funding initiatives, and other efforts aimed at promoting student involvement in research should be supported in order to provide more opportunities for students to participate in research.
• 7. A platform should be established to celebrate, provide incentives, and awards to undergraduates who contribute to the advancement of scientific knowledge. More students will be inspired to participate in research as a result of this. Funding (e.g., travel grant, research grant, etc.) should be made more accessible to students that have demonstrated remarkable passion for knowledge creation.
• 8. More research should be conducted across academic institutions to better understand the local barriers that prevent undergraduates from participating in research.

5. Conclusion

Undergraduate research is a treasure trove that has yet to be fully tapped. The primary goal of undergraduate research is to teach students how to conduct research and to develop necessary skills that can be applied outside of the academic setting. Bolstering undergraduate research will complement, rather than conflict with, university education. There is an urgent need to develop global and local initiatives as well as strengthen current initiatives to further encourage undergraduate students to participate in research and scientific publishing.

Sources of funding

Ethical approval.

Not Required.

Not Required

Author contribution

I conceptualized, wrote and revised the paper. I agreed to and approved the final publication of this article.

Registration of research studies

• 1. Name of the registry: Not applicable
• 2. Unique Identifying number or registration ID: Not applicable
• 3. Hyperlink to your specific registration (must be publicly accessible and will be checked): Not applicable

Declaration of competing interest

• Events Calendar

Photos from this story

Building bridges to brilliance, miami university’s focus on undergraduates embraces a long legacy of research and inquiry.

© 2024 Miami University

Share this Story

• Email story
• Embed story
• Share on Twitter
• Share on Facebook

April 10 th , 2024

March 20 th , 2024

How Miami's Jay Murdock captured the 2017 eclipse

Writer who hasn’t been on skates since she was 3 ventures into Basic 1

For more than 40 years, the Bridges Program has helped make a Miami education more accessible for students from diverse backgrounds

With the community’s support, associate professor of Biology Yoshi Tomoyasu works his way back to classroom and lab after life-changing accident

Research Experience for Undergraduates

2024 Program Updates

• Interested students should email the faculty member they are interested in working with and submit their resume. 
• Faculty will submit student applications for the REU program to the student services office.
• We will offer the program in-person, & only during summer quarter.
• We must receive all REU applications from faculty by  April 15 2024  for summer quarter. 

Please read through our  FAQ page  for more information about the program & eligibility.

REU Student Openings in Aero Astro Labs for Summer 2024 

Aeronautics astronautics faculty labs, current research projects, and openings for undergraduate students are updated here regularly. .

Morphing Space Structures Lab, Professor Manan Arya, email:  [email protected]  if you are interested. 

Project description: The REU student will assist with the construction of small-scale prototypes of large unfolding structures for space applications, e.g., large radio reflectors or high-power solar arrays. These small-scale prototypes, measuring around 1 m in size, would be used for assessing and furthering the design of these structures. Some of the prototypes will be realized using low-fidelity materials, such as 3D-printed plastic, laser-cut sheets, and folded paper. Some of these prototypes will be realized using higher-fidelity materials to enable the experimental characterization of these prototypes.

Eligibility requirements: strong background in design, CAD, and prototyping. Knowledge of structures and structural analysis is important.

Current REU Openings:

Aerospace Design Laboratory (ADL), Professor Juan Alonso, email:  [email protected]  if you are interested.

The Aerospace Design Laboratory (ADL) fosters the use of high-fidelity analysis and design tools in a variety of aerospace design problems including aircraft, turbomachinery, launch vehicles, helicopters and spacecraft.  Aerospace Design Laboratory (ADL)

Professor Anton Ermakov, email:  [email protected]  if you are interested. 

Project Description: 

How smooth are lava lakes Jupiter’s moon Io and what does it tell us about Io’s volcanism?

On Feb 3, 2024, Juno had a flyby of Jupiter’s moon Io. Io is the most volcanically active body in the Solar System. Its surface is covered by geologically young lava flows from dozens of volcanic centers. The observations by the camera onboard Juno (JunoCam) revealed that the surface of lava lakes is mirror-like. That is, it exhibits specular (as opposed to diffuse) reflection.

Four images shown below were taken during the flyby. The horseshoe shaped feature is the largest volcanic lake on Io called Loki Patera. It can be seen that the lava lake surface, which is normally much darker than the surrounding terrain, appears brighter at the left image.

The project is to quantify the strength specular reflection and relate it to the properties of the surface. For example, the surface of lava lakes must be very smooth to be mirror like. Thus, the lava might have been of low viscosity and with no bubbles. The project will involve JunoCam image processing, literature review and numerical modeling of the specular reflection.

Prerequisites: strong programming background (Matlab, Python). It would be preferred (but not required) if you have taken Geophysics or EPS classes on anything related to volcanos.

Reconfigurable Structures Lab, Professor Maria Sakovsky, email:  [email protected]  if you are interested.

Project description:  Our research explores aerospace structures that can learn from inputs in their environment and change their mechanical properties on demand. Imagine a satellite solar array that passively reorients to face the sun without repointing the satellite or a robotic explorer that learns to navigate around obstacles by changing its type of locomotion. We are looking for students with experience and interest in materials and structures. Projects range from performing mechanical characterization of structures, to integrating sensors, to writing code to control the structures.

Space Rendezvous Laboratory (SLAB), Professor Simone D'amico, email:  [email protected]  if you are interested.

Project description: "Autonomous and distributed spacecraft Guidance, Navigation, and Control (GNC) is an enabling technology for sustainable spaceflight, including on-orbit servicing to prolong the lifetime of space assets (e.g., through inspection, refueling and repair) and to remove space debris (e.g., through their characterization and de-orbiting). These projects investigate and develop new algorithms at the intersection of optimal control, computer vision and machine learning to enable the above in a spectrum of scenarios from known cooperative (on-orbit servicing) to unknown non-cooperative (debris removal) resident space objects. This research work leverages the experience and expertise of the Stanford’s Space Rendezvous Lab in the design and validation of robust algorithms for distributed space systems. The research is done in collaboration with external partners at various space companies (Blue, Redwire, TenOneSpace, etc)"

Stanford Intelligent Systems Laboratory (SISL), Professor Mykel Kochenderfer,  If interested please apply at:  https://forms.gle/Cboj8cJTa3JaXYG89

We are looking for an undergraduate to work on algorithms for decision making under uncertainty, applied to a variety of applications ranging from space exploration to unmanned aircraft. Programming knowledge in Julia or Python is required. Ideally, students will have taken AA228 already. 

Structures And Composites Laboratory (SACL), Professor Fu-Kuo Chang. Welcome to apply! Follow the link for more information:  https://sacld8.sites.stanford.edu/

 To apply, please send your CV to the Lab PI, Prof Fu-Kuo Chang, at  [email protected]  and CC to the Lab Manager, Dr. Saman Farhangdoust, at  [email protected]

Join our dynamic research team at the Structures and Composites Lab (SACL) within the Aeronautics and Astronautics Department. We are looking for motivated, independent, students interested in research on developing multifunctional energy storage composites (MESC) for the next generation of electronic vehicles and aircraft.

We currently have two openings for some active projects and successful applicants will have the opportunity to get training in an academic program specialty and adopt professional skills to participate in two programs:

1. Experimental Program including Lithium-Ion Battery Fabrication, MESC Specimen Fabrication, Testing MESC Specimen (Peel, Thermal-Expansion, Fatigue, Impact, etc.).

2. Computational Program including Design and Conceptualization of MESC Applications, Hand Calculations, Finite Element Analysis, Simulation Modeling of MESC.

Two candidates with a strong background in one or more areas of computational modeling, composite fabrication, lithium-ion battery, material science, and computer programming are sought. These two positions will be placed at SACL (Aeronautics and Astronautics Department). The students will have access to workstation computers and professional lab facilities. The students will have the opportunity to conduct modeling and experimental work and collaborate with interdisciplinary researchers at SACL.

In addition to the research project, a Mentorship Program is designed to assist students in acquiring and developing academic skills under postdoctoral scholar mentorship. This mentoring program includes In-depth involvement in the research project, Interaction with industries, Training in oral presentations during group meetings, Publication of high-quality articles in journals and conferences, Guidance for career development and future paths. 

Apr. 17, 2024

Student research highlighted during social sciences undergraduate research + creative symposium.

Research on racial identity and fair pay, mental and physical health, foreign affairs and other topics was on display at the Social Sciences Undergraduate Research + Creative Symposium (SSURS) held April 11 at Rice University’s Kraft Hall.

With plans for it to become an annual event, SSURS serves as a showcase for the depth and diversity of research undertaken by undergraduate scholars from the Rice School of Social Sciences. It included oral and poster presentations of different student research projects completed throughout the academic year under the supervision of faculty members. Dean Rachel Kimbro said the symposium is a testament to the dedication of Rice Social Sciences students and their supportive mentors. “What we’ve cultivated here in the School of Social Sciences is an environment that encourages exploration, collaboration and intellectual exchange,” Kimbro said. “And we couldn’t be more proud of these students and faculty members.” Students Somya Mittal, America Salas, Aman Chaudhary and Kobie Campbell were just four of the participants involved in the event, which included 46 research projects. They conducted research on societal pressure on physical appearance and self-esteem. While the students are pursuing different career paths, they all agree the experience has been invaluable and they’re grateful for the hands-on experiences such as this one offered by the School of Social Sciences. “This was my first time actually doing research, and it was a great learning experience for me,” said Campbell, a senior majoring in psychological sciences and business. “I want to go into clinical psychology, but throughout this experience I’ve learned a lot of useful things that I could encounter in the future,” said Salas, a junior majoring in psychological sciences. At the end of the event, the following prizes were awarded: Best Research Methodology (oral presentation) Skye Fredericks: “Sex, Gender, and the Performance of Care in Community Harm Reduction for Skid Row, Los Angeles” Best Research Findings (oral presentation) Brendan Frizzell: “Mi casa es tu casa: Investigating Cohabitation and Inflation Rates in Gran Buenos Aires”

Best Delivery and Presentation (oral presentation) Sophia Peng: “Community-Making Among First Generation Chinese Immigrants in Houston’s Chinese Community Center” Best Research Methodology (poster presentation) Jacob Buergler: “Emotion Regulation and Mnemonic Discrimination in Depression” Best Research Findings (poster presentation) Elisabeth Torres-Schulte: “Beyond Exorcism: Novel Understandings of Mental Illness Through Catholic Art” Best Poster Communication (poster presentation) Shivani Gollapudi: “Community Responses to Environmental Risk in Houston’s Fifth Ward Cancer Cluster”

• Campus Life
• For Researchers
• For Students
• Research in the News
• Undergraduate Research Week

National Undergraduate Research Week

National undergraduate research week april 15-19, students share their research stories, “my research story” video challenge.

Undergraduate students share their research with the campus community.

Innovation and Creativity Award

Innovating Adaptive Equipment for Local Student with Cerebral Palsy |  Student Researcher : Rebekah O'Neill, Engineering Science. |  Faculty Mentor : Dr. Xiang Zhang

People's Choice Award Self-Rotating Heat Exchanger Prototype |  Student Researcher : Gabriella Morescalchi, Energy Systems Engineering |  Faculty Mentor : Dr. Xiang Zhang

Drama Therapy for PTSD in Combat Vets

Student Researcher : Levon Alldredge Major : Psychology Faculty Mentor : Dr. Debbie Coehlo Briefly describe your project : I am investigating Drama Therapy as a clinical treatment modality for Post Traumatic Stress Disorder in combat veterans.

Exploration of Belonging on Central Oregon Campuses

Student Researcher : Allison Barr Major : Human Development and Family Sciences Faculty Mentor : Dr. Brianne Kothari Briefly describe your project : Conceptualizing belonging on Central Oregon college campuses!  

Wolf's Microbiome as it Relates to Dogs

Student Researchers : Jessika Bryant and Maya Barnard-Davidson Major : Biology Faculty Mentors : Dr. Bruce Seal and Dr. Evan Forsythe Briefly describe your project : I am researching the microbiota composition and interactions within a wolf's gastrointestinal tract as it relates to domestic dogs. Our group is looking for potential putative probiotics for use in domestic dogs to treat inflammatory bowel disease. 

Biomechanics Lab - 3D Motion Capture

Student Researcher : Bethany Burr Major : Kinesiology Faculty Mentors : Dr. JJ Hannigan and Dr. David Phillips Briefly describe your project : This video will feature an independent exploration of how 3D motion capture can be applied to other sports, like gymnastics.  

Recirculating Aeroponics System to Grow Seaweed

Student Researchers : Daniel Reed Conway, Cody Hodges, Hayden Stevenson Major : Engineering Science Faculty Mentors : Dr. Sean Riley and Dr. Geoffrey Raynak Briefly describe your project : Our project is a Recirculating Aeroponics System to grow various types of seaweed. The system maintains an ideal growth environment by monitoring water quality and environment conditions. It displays this data to a local website and has an email alarm system if a fault or out of tolerance reading is detected. The system also has a feedback control system to maintain ideal conditions. 

Floodplain Satellite Imagery

Student Researcher : Luke Donaldson Major : Natural Resources Faculty Mentor : Dr. Skuyler Herzog Briefly describe your project : I am using satellite imagery to estimate evapotranspiration and vegetation health between degraded and reconnected floodplains on the Upper Crooked River. The data from this project will provide landowners and land management agencies in Central Oregon with the practicable benefits of restoring floodplains that have been disconnected from streams.  

Self-Rotating Heat Exchanger Prototype

Student Researcher : Gabriella Morescalchi Major : Energy Systems Engineering Faculty Mentor : Dr. Xiang Zhang Briefly describe your project : My research project is to design and prototype a self rotating heat exchanger to decrease fouling and make them more efficient.  

Simulating Fluid Flow for Heat Exchangers

Student Researcher : Brayden Morse Major : Energy Systems Engineering Faculty Mentor : Dr. Xiang Zhang Briefly describe your project : Simulating fluid flow for the complex geometry of heat exchangers is very time consuming and slows down the development progress for new designs. My research is focused on how to reduce that simulation time by replaced the complex geometry of the heat exchanger with a porous medium and testing those results against physical test prototypes.

Innovating Adaptive Equipment for Cerebral Palsy

Student Researcher : Rebekah O'Neill Major : Engineering Science Faculty Mentor : Dr. Xiang Zhang Briefly describe your project : Innovating Adaptive Equipment for Local Student with Cerebral Palsy  

Behavior & Personality of Preschool Children and Learning

Student Researcher: Lillian Parker Major : Psychology Faculty Mentor : Dr. Debbie Coehlo Briefly describe your project : I am analyzing and observing the behavior and personality of preschool aged children and how it reflects how they learn and participate in an educational setting.

Celebration and Awards

Wednesday, April 17 1 to 2:30 p.m. in Ray Atrium

Two awards for OSU Cascades undergraduate students:

• Innovation and Creativity Award for the video the best represents the OSU Cascades first pillar. OSU Cascades embraces creativity, innovation and critical thinking as essential to success in a world where change is the only constant. OSU-Cascades builds upon an entrepreneurial culture, leads with cross-disciplinary thinking, and generates new ideas that help address contemporary world problems. OSU-Cascades sets high standards and embraces risk-taking. The Innovation and Creativity award winner will be selected by a panel of faculty and student judges and receive a cash award of $200 (shared if submitting as a team).  
• People's Choice Award will be voted on by viewers and the winner will receive a cash award of $200 (shared if submitting as a team).

• About University Overview Catholic, Marianist Education Points of Pride Mission and Identity History Partnerships Location Faculty and Staff Directory Social Media Directory We Soar
• Academics Academics Overview Program Listing Academic Calendar College of Arts and Sciences School of Business Administration School of Education and Health Sciences School of Engineering School of Law Professional and Continuing Education Intensive English Program University Libraries
• Admission Admission Overview Undergraduate Transfer UD Sinclair Academy International Graduate Law Professional and Continuing Education Campus Visit
• Financial Aid Affordability Overview Undergraduate Transfer International Graduate Law Consumer Information
• Diversity Diversity Overview Office of Diversity and Inclusion Equity Compliance Office
• Research Research Overview Momentum: Our Research UD Research Institute Office for Research Technology Transfer
• Life at Dayton Campus Overview Arts and Culture Campus Recreation City of Dayton Clubs and Organizations Housing and Dining Student Resources and Services
• Athletics Athletics Overview Dayton Flyers
• We Soar We Soar Overview Priorities Goals Impact Stories Volunteer Make a Gift
• Schedule a Visit
• Request Info

Explore More

• Academic Calendar
• Event Calendar
• Dayton Engineer
• Blogs at UD

Undergraduate Research Key to Finding Future Career Interests

For many undergraduate students in the School of Engineering, research is an integral part of their time as Flyers. Many students choose to work alongside faculty researchers on their personal projects or even research sponsored by national organizations and the military. 

Two students currently conducting research with associate professor Dr. Brad Ratliff in his Applied Sensing Lab have found a future career interest in research thanks to the experience. 

Michael Taylor

Senior electrical engineering student Michael Taylor just started research work with Dr. Ratliff this semester, but he’s already secured a paid graduate assistantship in the Applied Sensing Lab. 

Taylor, from Fairborn, is eager to continue studying for his master’s degree in electrical engineering at UD while also learning more about image and signal processing.

“I found out about Dr. Ratliff’s lab after I mentioned to a friend who was working with him that I was interested in image and signal processing,” Taylor said. “I emailed Dr. Ratliff then met with him and he took me right in. It never occurred to me that finding research opportunities would be that easy.”

Taylor will be working on an Army sponsored project that utilizes object detection. Right now, he’s mainly learning more about the field before he starts working with hands-on applications this summer.

“With research, I like that I kind of can guide it myself,” Taylor said. “I can say, ‘This is something I'm interested in’, and then go do it. I don't feel limited.”

Allison Schafer

For Allison Schafer, an electrical engineering student from Beavercreek, Ohio, UD, electrical engineering — and even research — is a family affair. 

Her brother and father are also electrical engineers, her siblings are Flyers and now she is working in Dr. Brad Ratliff’s lab alongside her brother, Austin, who introduced her to Dr. Ratliff during her freshman year and now continues research as a graduate student.

“The research that I am working on has to do with machine learning and image processing,” Schafer said. “My brother and I are taking scans of a parking lot scene Dr. Ratliff made, and we are trying to teach the software to be able to decipher between what in the scan is a car, and what is not.”

Schafer enjoys her research because it provides her an opportunity to learn more about electrical engineering outside of her classes.

“As an undergrad, we have to take some classes that we may not be interested in,” Schafer said. “Doing this research really just helps guide you on the right path with what elective classes you may want to take here, and sparked my interest to learn more and take certain classes dealing with image and signal processing.”

After graduation, Schafer is looking forward to continuing into a master’s program and a career in research.

“I very much enjoy the research aspect of this job because I enjoy furthering my knowledge every day with what I do,” Schafer said.

• Engineering
• Career Development
• Experiential Learning

UD chosen to lead state efforts to increase 5G broadband workforce and training in Western Ohio area

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Social justice
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

Advancing technology for aquaculture

Press contact :.

Previous image Next image

According to the National Oceanic and Atmospheric Administration, aquaculture in the United States represents a $1.5 billion industry annually. Like land-based farming, shellfish aquaculture requires healthy seed production in order to maintain a sustainable industry. Aquaculture hatchery production of shellfish larvae — seeds — requires close monitoring to track mortality rates and assess health from the earliest stages of life. 

Careful observation is necessary to inform production scheduling, determine effects of naturally occurring harmful bacteria, and ensure sustainable seed production. This is an essential step for shellfish hatcheries but is currently a time-consuming manual process prone to human error. 

With funding from MIT’s Abdul Latif Jameel Water and Food Systems Lab (J-WAFS), MIT Sea Grant is working with Associate Professor Otto Cordero of the MIT Department of Civil and Environmental Engineering, Professor Taskin Padir and Research Scientist Mark Zolotas at the Northeastern University Institute for Experiential Robotics, and others at the Aquaculture Research Corporation (A.R.C.), and the Cape Cod Commercial Fishermen’s Alliance, to advance technology for the aquaculture industry. Located on Cape Cod, A.R.C. is a leading shellfish hatchery, farm, and wholesaler that plays a vital role in providing high-quality shellfish seed to local and regional growers.

Two MIT students have joined the effort this semester, working with Robert Vincent, MIT Sea Grant’s assistant director of advisory services, through the Undergraduate Research Opportunities Program (UROP). 

First-year student Unyime Usua and sophomore Santiago Borrego are using microscopy images of shellfish seed from A.R.C. to train machine learning algorithms that will help automate the identification and counting process. The resulting user-friendly image recognition tool aims to aid aquaculturists in differentiating and counting healthy, unhealthy, and dead shellfish larvae, improving accuracy and reducing time and effort.

Vincent explains that AI is a powerful tool for environmental science that enables researchers, industry, and resource managers to address challenges that have long been pinch points for accurate data collection, analysis, predictions, and streamlining processes. “Funding support from programs like J-WAFS enable us to tackle these problems head-on,” he says. 

ARC faces challenges with manually quantifying larvae classes, an important step in their seed production process. "When larvae are in their growing stages they are constantly being sized and counted,” explains Cheryl James, A.R.C. larval/juvenile production manager. “This process is critical to encourage optimal growth and strengthen the population." 

Developing an automated identification and counting system will help to improve this step in the production process with time and cost benefits. “This is not an easy task,” says Vincent, “but with the guidance of Dr. Zolotas at the Northeastern University Institute for Experiential Robotics and the work of the UROP students, we have made solid progress.” 

The UROP program benefits both researchers and students. Involving MIT UROP students in developing these types of systems provides insights into AI applications that they might not have considered, providing opportunities to explore, learn, and apply themselves while contributing to solving real challenges.

Borrego saw this project as an opportunity to apply what he’d learned in class 6.390 (Introduction to Machine Learning) to a real-world issue. “I was starting to form an idea of how computers can see images and extract information from them,” he says. “I wanted to keep exploring that.”

Usua decided to pursue the project because of the direct industry impacts it could have. “I’m pretty interested in seeing how we can utilize machine learning to make people’s lives easier. We are using AI to help biologists make this counting and identification process easier.” While Usua wasn’t familiar with aquaculture before starting this project, she explains, “Just hearing about the hatcheries that Dr. Vincent was telling us about, it was unfortunate that not a lot of people know what’s going on and the problems that they’re facing.”

On Cape Cod alone, aquaculture is an $18 million per year industry. But the Massachusetts Division of Marine Fisheries estimates that hatcheries are only able to meet 70–80 percent of seed demand annually, which impacts local growers and economies. Through this project, the partners aim to develop technology that will increase seed production, advance industry capabilities, and help understand and improve the hatchery microbiome.

Borrego explains the initial challenge of having limited data to work with. “Starting out, we had to go through and label all of the data, but going through that process helped me learn a lot.” In true MIT fashion, he shares his takeaway from the project: “Try to get the best out of what you’re given with the data you have to work with. You’re going to have to adapt and change your strategies depending on what you have.”

Usua describes her experience going through the research process, communicating in a team, and deciding what approaches to take. “Research is a difficult and long process, but there is a lot to gain from it because it teaches you to look for things on your own and find your own solutions to problems.”

In addition to increasing seed production and reducing the human labor required in the hatchery process, the collaborators expect this project to contribute to cost savings and technology integration to support one of the most underserved industries in the United States. 

Borrego and Usua both plan to continue their work for a second semester with MIT Sea Grant. Borrego is interested in learning more about how technology can be used to protect the environment and wildlife. Usua says she hopes to explore more projects related to aquaculture. “It seems like there’s an infinite amount of ways to tackle these issues.”

Share this news article on:

Related links.

• Research project webpage
• MIT Sea Grant
• Abdul Latif Jameel Water and Food Systems Lab (J-WAFS)
• Department of Civil and Environmental Engineering
• Aquacultural Research Corporation
• Cape Cod Commercial Fishermen's Alliance
• Northeastern University Institute for Experiential Robotics

Related Topics

• Civil and environmental engineering
• Mechanical engineering
• Undergraduate Research Opportunities Program (UROP)
• Agriculture
• Environment
• Sustainability
• Supply chains
• Artificial intelligence
• Computer vision
• Undergraduate
• Collaboration

Related Articles

J-WAFS announces 2023 seed grant recipients

Meet the Oystamaran

More than a meal

Previous item Next item

More MIT News

“No one can work in civil engineering alone”

Read full story →

This tiny chip can safeguard user data while enabling efficient computing on a smartphone

Researchers detect a new molecule in space

Erin Bahm, Steven Parks named 2024–25 UPS Fellows

Twenty-three MIT faculty honored as "Committed to Caring" for 2023-25

Featured video: Moooving the needle on methane

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

What federal education data shows about students with disabilities in the U.S.

Public K-12 schools in the United States educate about 7.3 million students with disabilities – a number that has grown over the last few decades. Disabled students ages 3 to 21 are served under the federal  Individuals with Disabilities Education Act (IDEA) , which guarantees them the right to free public education and appropriate special education services.

For Disability Pride Month , here are some key facts about public school students with disabilities, based on the latest data from the  National Center for Education Statistics (NCES) .

July is both Disability Pride Month and the anniversary of the Americans with Disabilities Act. To mark these occasions, Pew Research Center used federal education data from  the National Center for Education Statistics  to learn more about students who receive special education services in U.S. public schools.

In this analysis, students with disabilities include those ages 3 to 21 who are served under the federal  Individuals with Disabilities Education Act (IDEA) . Through IDEA, children with disabilities are guaranteed a “free appropriate public education,” including special education and related services.

The 7.3 million disabled students in the U.S. made up 15% of national public school enrollment during the 2021-22 school year. The population of students in prekindergarten through 12th grade who are served under IDEA has grown in both number and share over the last few decades. During the 2010-11 school year, for instance, there were 6.4 million students with disabilities in U.S. public schools, accounting for 13% of enrollment.

The number of students receiving special education services temporarily dropped during the coronavirus pandemic – the first decline in a decade. Between the 2019-20 and 2020-21 school years, the number of students receiving special education services decreased by 1%, from 7.3 million to 7.2 million. This was the first year-over-year drop in special education enrollment since 2011-12.

The decline in students receiving special education services was part of a 3% decline in the overall number of students enrolled in public schools between 2019-20 and 2020-21. While special education enrollment bounced back to pre-pandemic levels in the 2021-22 school year, overall public school enrollment remained flat.

These enrollment trends may reflect some of the learning difficulties and health concerns students with disabilities and their families faced during the height of the COVID-19 pandemic , which limited or paused special education services in many school districts.

Many school districts struggle to hire special education professionals. During the 2020-21 school year, 40% of public schools that had a special education teaching vacancy reported that they either found it very difficult to fill the position or were not able to do so.

Foreign languages (43%) and physical sciences (37%) were the only subjects with similarly large shares of hard-to-fill teaching vacancies at public schools that were looking to hire in those fields.

While the COVID-19 pandemic called attention to a nationwide teacher shortage , special education positions have long been among the most difficult for school districts to fill .

The most common type of disability for students in prekindergarten through 12th grade involves “specific learning disabilities,” such as dyslexia.  In 2021-22, about a third of students (32%) receiving services under IDEA had a specific learning disability. Some 19% had a speech or language impairment, while 15% had a chronic or acute health problem that adversely affected their educational performance. Chronic or acute health problems include ailments such as heart conditions, asthma, sickle cell anemia, epilepsy, leukemia and diabetes.

Students with autism made up 12% of the nation’s schoolchildren with disabilities in 2021-22, compared with 1.5% in 2000-01.  During those two decades, the share of disabled students with a specific learning disability, such as dyslexia, declined from 45% to 32%.

The percentage of students receiving special education services varies widely across states. New York serves the largest share of disabled students in the country at 20.5% of its overall public school enrollment. Pennsylvania (20.2%), Maine (20.1%) and Massachusetts (19.3%) serve the next-largest shares. The states serving the lowest shares of disabled students include Texas and Idaho (both 11.7%) and Hawaii (11.3%).

Between the 2000-01 and 2021-22 school years, all but 12 states experienced growth in their disabled student populations. The biggest increase occurred in Utah, where the disabled student population rose by 65%. Rhode Island saw the largest decline of 22%.

These differences by state are likely the result of inconsistencies in how states determine which students are eligible for special education services and challenges in identifying disabled children.

The racial and ethnic makeup of the nation’s special education students is similar to public school students overall, but there are differences by sex.  About two-thirds of disabled students (65%) are male, while 34% are female, according to data from the 2021-22 school year. Overall student enrollment is about evenly split between boys and girls.

Research has shown that decisions about whether to recommend a student for special education may be influenced by their school’s socioeconomic makeup, as well as by the school’s test scores and other academic markers.

Note: This is an update of a post originally published April 23, 2020.

About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year

About half of americans say public k-12 education is going in the wrong direction, what public k-12 teachers want americans to know about teaching, what’s it like to be a teacher in america today, race and lgbtq issues in k-12 schools, most popular.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Age & Generations
• Coronavirus (COVID-19)
• Economy & Work
• Family & Relationships
• Gender & LGBTQ
• Immigration & Migration
• International Affairs
• Internet & Technology
• Methodological Research
• News Habits & Media
• Non-U.S. Governments
• Other Topics
• Politics & Policy
• Race & Ethnicity
• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

Copyright 2024 Pew Research Center

Terms & Conditions

Privacy Policy

Cookie Settings

Reprints, Permissions & Use Policy