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Unlock Your World

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

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

Research Opportunities

Are there research opportunities for undergraduates.

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

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The state-of-the-art Science and Engineering Complex expands Harvard's campus with an additional 500,000 square feet of classrooms, active learning labs, maker space, and common areas.

Term-Time Research

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

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

funding sources

Harvard college research program.

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

Faculty Aide Program

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

Mellon Mays Undergraduate Fellowship Program

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

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Summer Research

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

Building Learning through Inquiry in the Social Sciences

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

Harvard College-Mindich Program in Community-Engaged Research

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

Program for Research in Markets and Organizations

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

Program for Research in Science and Engineering

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

Summer Humanities and Arts Research Program

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

Summer Undergraduate Research in Global Health Program

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

Summer Program for Undergraduates in Data Science

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

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The Office of Undergraduate Research and Fellowships helps students navigate the research opportunities available here on campus, in the Cambridge area, and around the world.

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Take ownership of your educational experience.

As an engaged learner, it is important to take an active, self-directed role in your academic experience. Taking agency might feel new to you. In high school, you might have felt like you had little control over your learning experience, so transitioning to an environment where you are implicitly expected to be in the driver’s seat can be disorienting. 

A shift in your mindset regarding your agency, however, can make a big difference in your ability to learn effectively and get the results you want out of your courses.  

Here are four concrete actions you can take to assert ownership over your education :

• Attend office hours . Come prepared with questions for your instructor about lectures, readings, or other aspects of the course. 
• Schedule meetings with administrators and faculty  to discuss your academic trajectory and educational goals. You might meet with your academic adviser, course heads, or the Director of Undergraduate Studies (DUS) in your concentration.
• Identify areas for growth and development  based on your academic goals. Then, explore opportunities to shape and further refine your skills in those areas.
• Advocate  for support, tools, equipment, or considerations that address your learning needs.

Seek out opportunities for active learning.

Many courses include opportunities for active and engaged learning within their structure. Take advantage of those opportunities in order to enhance your understanding of the material. If such opportunities are not built into the course structure, you can develop your own active learning strategies, including joining study groups and using other active studying techniques. Anytime you grapple actively with your course material, rather than taking it in passively, you’re engaging in active learning. By doing so, you are increasing your retention of key course concepts.

One particularly effective way to help yourself stay focused and engaged in the learning process is to cultivate learning communities, such as accountability groups and study groups. Working in the company of other engaged learners can help remind you why you love learning or why you chose a particular course, concentration, research project, or field of study. Those reminders can re-energize and refocus your efforts. 

Practice study strategies that promote deep learning.

In an attempt to keep up with the demands of college, many students learn concepts just in time for assessment benchmarks (tests, exams, and quizzes). The problem with this methodology is that, for many disciplines (and especially in STEM), the concepts build on one another. Students survive the course only to be met at the final with concepts from the first quiz that they have forgotten long ago. This is why deep learning is important. Deep learning occurs when students use study strategies that ensure course ideas and concepts are embedded into long-term, rather than just short-term, memory. Building your study plans and review sessions in a way that helps create a conceptual framing of the material will serve you now and in the long run. 

Here are some study strategies that promote deep learning: 

Concept Mapping : A concept map is a visualization of knowledge that is organized by the relationships between the topics. At its core, it is made of concepts that are connected together by lines (or arrows) that are labeled with the relationship between the concepts. 

Collaboration : You don’t have to go it alone. In fact, research on learning suggests that it’s best not to. Using study groups, ARC accountability hours, office hours, question centers, and other opportunities to engage with your peers helps you not only test your understanding but also learn different approaches to tackling the material.

Self-test : Quiz yourself about the material you need to know with your notes put away. Refamiliarize yourself with the answers to questions you get wrong, wait a few hours, and then try asking yourself again. Use practice tests provided by your courses or use free apps to create quizzes for yourself.

Create a connection : As you try to understand how all the concepts and ideas from your course fit together, try to associate new information with something you already know. Making connections can help you create a more holistic picture of the material you’re learning. 

Teach someone (even yourself!) : Try teaching someone the concept you’re trying to remember. You can even try to talk to yourself about it! Vocalizing helps activate different sensory processes, which can enhance memory and help you embed concepts more deeply.

Interleave : We often think we’ll do best if we study one subject for long periods of time, but research contradicts this. Try to work with smaller units of time (a half-hour to an hour) and switch up your subjects. Return to concepts you studied earlier at intervals to ensure you learned them sufficiently.

Be intentional about getting started and avoiding procrastination.

When students struggle to complete tasks and projects, their procrastination is not because of laziness, but rather because of the anxiety and negative emotions that accompany starting the task. Understanding what conditions promote or derail your intention to begin a task can help you avoid procrastinating.

Consider the following tips for getting started: 

Eat the Frog : The frog is that one thing you have on your to-do list that you have absolutely no motivation to do and that you’re most likely to procrastinate on. Eating the frog means to just do it, as the first thing you do, and get it over with. If you don’t, odds are that you’ll procrastinate all day. With that one task done, you will experience a sense of accomplishment at the beginning of your day and gain some momentum that will help you move through the rest of your tasks.

Pomodoro Technique : Sometimes, we can procrastinate because we’re overwhelmed by the sheer amount of time we expect it will take to complete a task. But, while it might feel hard to sit down for several hours to work on something, most of us feel we can easily work for a half hour on almost any task. Enter the Pomodoro Technique! When faced with any large task or series of tasks, break the work down into short, timed intervals (25 minutes or so) that are spaced out by short breaks (5 minutes). Working in short intervals trains your brain to focus for manageable periods of time and helps you stay on top of deadlines. With time, the Pomodoro Technique can even help improve your attention span and concentration. Pomodoro is a cyclical system. You work in short sprints, which makes sure you’re consistently productive. You also get to take regular breaks that bolster your motivation and get you ready for your next pomodoro.

Distraction Pads : Sometimes we stop a task that took us a lot of time to get started on because we get distracted by something else. To avoid this, have a notepad beside you while working, and every time you get distracted with a thought, write it down, then push it aside for later. Distracting thoughts can be anything from remembering that you still have another assignment to complete to daydreaming about your next meal. Later on in the day, when you have some free time, you can review your distraction pad to see if any of those thoughts are important and need to be addressed.

Online Apps : It can be hard to rely on our own force of will to get ourselves to start a task, so consider using an external support. There are many self-control apps available for free online (search for "self-control apps"). Check out a few and decide on one that seems most likely to help you eliminate the distractions that can get in the way of starting and completing your work. 

Engage in metacognition.

An effective skill for learning is metacognition. Metacognition is the process of “thinking about thinking” or reflecting on personal habits, knowledge, and approaches to learning. Engaging in metacognition enables students to become aware of what they need to do to initiate and persist in tasks, to evaluate their own learning strategies, and to invest the adequate mental effort to succeed. When students work at being aware of their own thinking and learning, they are more likely to recognize patterns and to intentionally transfer knowledge and skills to solve increasingly complex problems. They also develop a greater sense of self-efficacy.

Mentally checking in with yourself while you study is a great metacognitive technique for assessing your level of understanding. Asking lots of “why,” “how,” and “what” questions about the material you’re reviewing helps you to be reflective about your learning and to strategize about how to tackle tricky material. If you know something, you should be able to explain to yourself how you know it. If you don’t know something, you should start by identifying exactly what you don’t know and determining how you can find the answer.

Metacognition is important in helping us overcome illusions of competence (our brain’s natural inclination to think that we know more than we actually know). All too often students don’t discover what they really know until they take a test. Metacognition helps you be a better judge of how well you understand your course material, which then enables you to refine your approach to studying and better prepare for tests.

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• 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.

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How To Choose a Research Study for a College Application

Julia de Raadt

Head of research and lead admissions expert, table of contents.

• Identify Areas of Interest 

Spend Your Summer Wisely

Resources and partnerships for the win, planning for success.

Stay up-to-date on the latest research and college admissions trends with our blog team.

When it’s time to get serious about college, you may be curious what types of research studies will look best on your college application. Research studies are a great opportunity to gain valuable firsthand experience (and add an impressive bullet to your college application, to boot). Many summer research programs even offer direct contact and learning experiences with top-rated professors, which will set you apart from your peers. As a matter of fact, there are hundreds of educational research programs offered throughout the country. But, how do you know which ones are the “real deal”? A simple google search won’t be enough to know which research study will take your college application to the next level. Let’s look beyond the surface.

Identify Areas of Interest 

To find the right educational research program, you should start by identifying what types of research studies you are interested in. While it can be cool to participate in a paid research study like the Rockefeller Summer Science Research program, you might not be an aspiring scientist. College admissions teams are most interested in work you have done in an area that is similar to your potential major. After all, getting good grades is an important part of your college application, but it’s no longer enough to get you into top colleges. By identifying areas of interest, you demonstrate your intellectual motivation and unique perspective; each of these things can help improve your chances of getting into your favorite schools. 

Summer is a great time for rest and relaxation. But, it’s also a time that students can make big strides towards building an impressive college application. During the school year, you can get bogged down with extracurricular activities on top of your already demanding school work. The summer, on the other hand, is a great time to find opportunities like a summer research program. 

After you have identified your area of interest and selected the ideal participation timeline, it’s time to find the right program for you. However, this isn’t always an easy task for high schoolers on their own. Luckily, there are organizations such as Empowerly to help you through this process. Empowerly was created specifically to help students navigate the path to top colleges. With a little bit of help, you can find the types of research studies that will be most worth your time. 

Students should also consider any resources or partnerships available that might help them find the right research study. Many schools have a resource center that connects students to specific educational research opportunities. If not, or if your guidance counselor at school is not available for meetings, keep in mind that this is also another service provided by Empowerly . Empowerly has various partnerships to help its members connect to organizations. Finding a research study can be difficult, but with some extra help and resources, you can find an opportunity that will not only match your needs, but exceed your expectations. 

Students who get into top colleges don’t do so by accident. It takes years of hard work, planning, and preparation to build a high-quality college application. Opportunities such as a strong summer research program won’t just fall into your lap. If you are curious about how you rank against students who are applying for the same schools, check out the Empowerly Quiz. The Empowerly Quiz will give you a broad result regarding your college preparedness. They also offer the Empowerly Score ®. Your Empowerly Score® is a detailed algorithm that accounts for specific and nuanced information, thereby analyzing your impact and competitiveness for top colleges in the United States. (The Empowerly Score® is available only through an Empowerly account.)

Empowerly 

Getting into your best-fit college can change the trajectory of your life. On the other hand, knowing that can put a lot of pressure on students and their families. If you are looking for some help through this process, contact Empowerly . Empowerly will connect you with a college admissions expert to help you create a plan for success. Your connection with a College Counselor will help lead you to opportunities for educational research, internships, workshops, and so much more. 

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Undergraduate Research/Creative Projects

At many schools, students receive the opportunity to do intensive and self-directed research or creative work that results in an original scholarly paper or other product that can be formally presented on or off campus. They may work independently or in small teams and are typically mentored by a faculty member. In spring and summer 2023, we invited college presidents, chief academic officers, deans of students and deans of admissions from more than 1,500 schools to nominate up to 15 institutions with stellar examples of undergraduate research/creative projects. Colleges and universities that received 10 or more nominations are ranked here. Read the methodology »

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Massachusetts Institute of Technology

Cambridge, MA

• #1 in Undergraduate Research/Creative Projects
• #2 in National Universities

Though the Massachusetts Institute of Technology may be best known for its math, science and engineering education, this private research university also offers architecture, humanities, management and social science programs. The school is located in Cambridge, Massachusetts, just across the Charles River from downtown Boston.

(fall 2022)

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Carnegie Mellon University

Pittsburgh, PA

• #2 in Undergraduate Research/Creative Projects
• #24 in National Universities  (tie)

Carnegie Mellon University, a private institution in Pittsburgh, is the country’s only school founded by industrialist and philanthropist Andrew Carnegie. The school specializes in academic areas including engineering, business, computer science and fine arts.

California Institute of Technology

Pasadena, CA

• #3 in Undergraduate Research/Creative Projects
• #7 in National Universities  (tie)

The California Institute of Technology focuses on science and engineering education and has a low student-to-faculty ratio of 3:1. This private institution in Pasadena, California, is actively involved in research projects with grants from NASA, the National Science Foundation and the U.S. Department of Health and Human Services.

Harvard University

• #4 in Undergraduate Research/Creative Projects
• #3 in National Universities  (tie)

Harvard University is a private institution in Cambridge, Massachusetts, just outside of Boston. This Ivy League school is the oldest higher education institution in the country and has the largest endowment of any school in the world.

Princeton University

Princeton, NJ

• #5 in Undergraduate Research/Creative Projects  (tie)
• #1 in National Universities

The ivy-covered campus of Princeton University, a private institution, is located in the quiet town of Princeton, New Jersey. Princeton was the first university to offer a "no loan" policy to financially needy students, giving grants instead of loans to accepted students who need help paying tuition.

University of Michigan--Ann Arbor

Ann Arbor, MI

• #21 in National Universities

The university boasts of Ann Arbor, only 45 minutes from Detroit, as one of the best college towns in the U.S. Freshmen are guaranteed housing but not required to live on campus. Students can join one of the school’s more than 1,500 student organizations or 62 Greek chapters. Athletics play a central role at Michigan, including the football team’s fierce rivalry with Ohio State. Michigan also offers highly ranked graduate programs, including the Stephen M. Ross School of Business, College of Engineering, Law School and Medical School, in addition to the well-regarded School of Dentistry and Taubman College for Architecture and Urban Planning. The University of Michigan Hospitals and Health Centers is ranked among the top hospitals in the country.

(out-of-state)

Georgia Institute of Technology

Atlanta, GA

• #7 in Undergraduate Research/Creative Projects  (tie)
• #33 in National Universities  (tie)

Georgia Tech, located in the heart of Atlanta, offers a wide range of student activities. The Georgia Tech Yellow Jackets, an NCAA Division I team, compete in the Atlantic Coast Conference and have a fierce rivalry with the University of Georgia. Since 1961, the football team has been led onto the field at home games by the Ramblin' Wreck, a restored 1930 Model A Ford Sport Coupe. Georgia Tech has a small but vibrant Greek community. Freshmen are offered housing, but aren't required to live on campus. In addition to its campuses in Atlanta and Savannah, Georgia Tech has campuses in France, Ireland, Costa Rica, Singapore and China.

Stanford University

Stanford, CA

The sunny campus of Stanford University is located in California’s Bay Area, about 30 miles from San Francisco. The private institution stresses a multidisciplinary combination of teaching, learning, and research, and students have many opportunities to get involved in research projects.

Yale University

New Haven, CT

• #9 in Undergraduate Research/Creative Projects
• #5 in National Universities

Yale University, located in New Haven, Connecticut, offers a small college life with the resources of a major research institution. Yale students are divided into 14 residential colleges that foster a supportive environment for living, learning and socializing.

Johns Hopkins University

Baltimore, MD

• #10 in Undergraduate Research/Creative Projects
• #9 in National Universities  (tie)

Johns Hopkins University is a private institution in Baltimore that offers a wide array of academic programs in the arts, humanities, social and natural sciences, and engineering disciplines. The Hopkins Blue Jays men’s lacrosse team is consistently dominant in the NCAA Division I; other sports teams at Hopkins compete at the Division III level.

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Expert Commentary

Improving college student mental health: Research on promising campus interventions

Hiring more counselors isn’t enough to improve college student mental health, scholars warn. We look at research on programs and policies schools have tried, with varying results.

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This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .

by Denise-Marie Ordway, The Journalist's Resource September 13, 2023

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If you’re a journalist covering higher education in the U.S., you’ll likely be reporting this fall on what many healthcare professionals and researchers are calling a college student mental health crisis.

An estimated 49% of college students have symptoms of depression or anxiety disorder and 14% seriously considered committing suicide during the past year, according to a national survey of college students conducted during the 2022-23 school year. Nearly one-third of the 76,406 students who participated said they had intentionally injured themselves in recent months.

In December, U.S. Surgeon General Vivek Murthy issued a rare public health advisory calling attention to the rising number of youth attempting suicide , noting the COVID-19 pandemic has “exacerbated the unprecedented stresses young people already faced.”

Meanwhile, colleges and universities of all sizes are struggling to meet the need for mental health care among undergraduate and graduate students. Many schools have hired more counselors and expanded services but continue to fall short.

Hundreds of University of Houston students held a protest earlier this year , demanding the administration increase the number of counselors and make other changes after two students died by suicide during the spring semester, the online publication Chron reported.

In an essay in the student-run newspaper , The Cougar, last week, student journalist Malachi Key blasts the university for having one mental health counselor for every 2,122 students, a ratio higher than recommended by the International Accreditation of Counseling Services , which accredits higher education counseling services.

But adding staff to a campus counseling center won’t be enough to improve college student mental health and well-being, scholars and health care practitioners warn.

“Counseling centers cannot and should not be expected to solve these problems alone, given that the factors and forces affecting student well-being go well beyond the purview and resources that counseling centers can bring to bear,” a committee of the National Academies of Sciences, Engineering, and Medicine writes in a 2021 report examining the issue.

Advice from prominent scholars

The report is the culmination of an 18-month investigation the National Academies launched in 2019, at the request of the federal government, to better understand how campus culture affects college student mental health and well-being. Committee members examined data, studied research articles and met with higher education leaders, mental health practitioners, researchers and students.

The committee’s key recommendation: that schools take a more comprehensive approach to student mental health, implementing a wide range of policies and programs aimed at preventing mental health problems and improving the well-being of all students — in addition to providing services and treatment for students in distress and those with diagnosed mental illnesses.

Everyone on campus, including faculty and staff across departments, needs to pitch in to establish a new campus culture, the committee asserts.

“An ‘all hands’ approach, one that emphasizes shared responsibility and a holistic understanding of what it means in practice to support students, is needed if institutions of higher education are to intervene from anything more than a reactive standpoint,” committee members write. “Creating this systemic change requires that institutions examine the entire culture and environment of the institution and accept more responsibility for creating learning environments where a changing student population can thrive.”

In a more recent analysis , three leading scholars in the field also stress the need for a broader plan of action.

Sara Abelson , a research assistant professor at Temple University’s medical school; Sarah Lipson , an associate professor at the Boston University School of Public Health; and Daniel Eisenberg ,  a professor of health policy and management at the University of California, Los Angeles’ School of Public Health, have been studying college student mental health for years.

Lipson and Eisenberg also are principal investigators for the Healthy Minds Network , which administers the Healthy Minds Study , a national survey of U.S college students conducted annually to gather information about their mental health, whether and how they receive mental health care and related issues.

Abelson, Lipson and Eisenberg review the research to date on mental health interventions for college students in the 2022 edition of Higher Education: Handbook of Theory and Research . They note that while the evidence indicates a multi-pronged approach is best, it’s unclear which specific strategies are most effective.

Much more research needed

Abelson, Lipson and Eisenberg stress the need for more research. Many interventions in place at colleges and universities today — for instance, schoolwide initiatives aimed at reducing mental health stigma and encouraging students to seek help when in duress – should be evaluated to gauge their effectiveness, they write in their chapter, “ Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward .”

They add that researchers and higher education leaders also need to look at how campus operations, including hiring practices and budgetary decisions, affect college student mental health. It would be helpful to know, for example, how students are impacted by limits on the number of campus counseling sessions they can have during a given period, Abelson, Lipson and Eisenberg suggest.

Likewise, it would be useful to know whether students are more likely to seek counseling when they must pay for their sessions or when their school charges every member of the student body a mandatory health fee that provides free counseling for all students.

“These financially-based considerations likely influence help-seeking and treatment receipt, but they have not been evaluated within higher education,” they write.

Interventions that show promise

The report from the National Academies of Sciences, Engineering, and Medicine and the chapter by Abelson, Lipson and Eisenberg both spotlight programs and policies shown to prevent mental health problems or improve the mental health and well-being of young people. However, many intervention studies focus on high school students, specific groups of college students or specific institutions. Because of this, it can be tough to predict how well they would work across the higher education landscape.

Scientific evaluations of these types of interventions indicate they are effective:

• Building students’ behavior management skills and having them practice new skills under expert supervision . An example: A class that teaches students how to use mindfulness to improve their mental and physical health that includes instructor-led meditation exercises.
• Training some students to offer support to others , including sharing information and organizing peer counseling groups. “Peers may be ‘the single most potent source of influence’ on student affective and cognitive growth and development during college,” Abelson, Lipson and Eisenberg write.
• Reducing students’ access to things they can use to harm themselves , including guns and lethal doses of over-the-counter medication.
• Creating feelings of belonging through activities that connect students with similar interests or backgrounds.
• Making campuses more inclusive for racial and ethnic minorities, LGBTQ+ students and students who are the first in their families to go to college. One way to do that is by hiring mental health professionals trained to recognize, support and treat students from different backgrounds. “Research has shown that the presentation of [mental health] symptoms can differ based on racial and ethnic backgrounds, as can engaging in help-seeking behaviors that differ from those of cisgender, heteronormative white men,” explain members of National Academies of Sciences, Engineering, and Medicine committee.

Helping journalists sift through the evidence

We encourage journalists to read the full committee report and aforementioned chapter in Higher Education: Handbook of Theory and Research . We realize, though, that many journalists won’t have time to pour over the combined 304 pages of text to better understand this issue and the wide array of interventions colleges and universities have tried, with varying success.

To help, we’ve gathered and summarized meta-analyses that investigate some of the more common interventions. Researchers conduct meta-analyses — a top-tier form of scientific evidence — to systematically analyze all the numerical data that appear in academic studies on a given topic. The findings of a meta-analysis are statistically stronger than those reached in a single study, partly because pooling data from multiple, similar studies creates a larger sample to examine.

Keep reading to learn more. And please check back here occasionally because we’ll add to this list as new research on college student mental health is published.

Peer-led programs

Stigma and Peer-Led Interventions: A Systematic Review and Meta-Analysis Jing Sun; et al. Frontiers in Psychiatry, July 2022.

When people diagnosed with a mental illness received social or emotional support from peers with similar mental health conditions, they experienced less stress about the public stigma of mental illness, this analysis suggests.

The intervention worked for people from various age groups, including college students and middle-aged adults, researchers learned after analyzing seven studies on peer-led mental health programs written or published between 1975 and 2021.

Researchers found that participants also became less likely to identify with negative stereotypes associated with mental illness.

All seven studies they examined are randomized controlled trials conducted in the U.S., Germany or Switzerland. Together, the findings represent the experiences of a total of 763 people, 193 of whom were students at universities in the U.S.

Researchers focused on interventions designed for small groups of people, with the goal of reducing self-stigma and stress associated with the public stigma of mental illness. One or two trained peer counselors led each group for activities spanning three to 10 weeks.

Five of the seven studies tested the Honest, Open, Proud program, which features role-playing exercises, self-reflection and group discussion. It encourages participants to consider disclosing their mental health issues, instead of keeping them a secret, in hopes that will help them feel more confident and empowered. The two other programs studied are PhotoVoice , based in the United Kingdom, and

“By sharing their own experiences or recovery stories, peer moderators may bring a closer relationship, reduce stereotypes, and form a positive sense of identity and group identity, thereby reducing self-stigma,” the authors of the analysis write.

Expert-led instruction

The Effects of Meditation, Yoga, and Mindfulness on Depression, Anxiety, and Stress in Tertiary Education Students: A Meta-Analysis Josefien Breedvelt; et al. Frontiers in Psychiatry, April 2019.

Meditation-based programs help reduce symptoms of depression, anxiety and stress among college students, researchers find after analyzing the results of 24 research studies conducted in various parts of North America, Asia and Europe.

Reductions were “moderate,” researchers write. They warn, however, that the results of their meta-analysis should be interpreted with caution considering studies varied in quality.

A total of 1,373 college students participated in the 24 studies. Students practiced meditation, yoga or mindfulness an average of 153 minutes a week for about seven weeks. Most programs were provided in a group setting.

Although the researchers do not specify which types of mindfulness, yoga or meditation training students received, they note that the most commonly offered mindfulness program is Mindfulness-Based Stress Reduction and that a frequently practiced form of yoga is Hatha Yoga .

Meta-Analytic Evaluation of Stress Reduction Interventions for Undergraduate and Graduate Students Miryam Yusufov; et al. International Journal of Stress Management, May 2019.

After examining six types of stress-reduction programs common on college campuses, researchers determined all were effective at reducing stress or anxiety among students — and some helped with both stress and anxiety.

Programs focusing on cognitive-behavioral therapy , coping skills and building social support networks were more effective in reducing stress. Meanwhile, relaxation training, mindfulness-based stress reduction and psychoeducation were more effective in reducing anxiety.

The authors find that all six program types were equally effective for undergraduate and graduate students.

The findings are based on an analysis of 43 studies dated from 1980 to 2015, 30 of which were conducted in the U.S. The rest were conducted in Australia, China, India, Iran, Japan, Jordan, Kora, Malaysia or Thailand. A total of 4,400 students participated.

Building an inclusive environment

Cultural Adaptations and Therapist Multicultural Competence: Two Meta-Analytic Reviews Alberto Soto; et al. Journal of Clinical Psychology, August 2018.

If racial and ethnic minorities believe their therapist understands their background and culture, their treatment tends to be more successful, this analysis suggests.

“The more a treatment is tailored to match the precise characteristics of a client, the more likely that client will engage in treatment, remain in treatment, and experience improvement as a result of treatment,” the authors write.

Researchers analyzed the results of 15 journal articles and doctoral dissertations that examine therapists’ cultural competence . Nearly three-fourths of those studies were written or published in 2010 or later. Together, the findings represent the experiences of 2,640 therapy clients, many of whom were college students. Just over 40% of participants were African American and 32% were Hispanic or Latino.

The researchers note that they find no link between therapists’ ratings of their own level of cultural competence and client outcomes.

Internet-based interventions

Internet Interventions for Mental Health in University Students: A Systematic Review and Meta-Analysis Mathias Harrer; et al. International Journal of Methods in Psychiatric Research, June 2019.

Internet-based mental health programs can help reduce stress and symptoms of anxiety, depression and eating disorders among college students, according to an analysis of 48 research studies published or written before April 30, 2018 on the topic.

All 48 studies were randomized, controlled trials of mental health interventions that used the internet to engage with students across various platforms and devices, including mobile phones and apps. In total, 10,583 students participated in the trials.

“We found small effects on depression, anxiety, and stress symptoms, as well as moderate‐sized effects on eating disorder symptoms and students’ social and academic functioning,” write the authors, who conducted the meta-analysis as part of the World Mental Health International College Student Initiative .

The analysis indicates programs that focus on cognitive behavioral therapy “were superior to other types of interventions.” Also, programs “of moderate length” — one to two months – were more effective.

The researchers note that studies of programs targeting depression showed better results when students were not compensated for their participation, compared to studies in which no compensation was provided. The researchers do not offer possible explanations for the difference in results or details about the types of compensation offered to students.

About The Author

Denise-Marie Ordway

More From Forbes

The role of research at universities: why it matters.

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(Photo by William B. Plowman/Getty Images)

Teaching and learning, research and discovery, synthesis and creativity, understanding and engagement, service and outreach. There are many “core elements” to the mission of a great university. Teaching would seem the most obvious, but for those outside of the university, “research” (taken to include scientific research, scholarship more broadly, as well as creative activity) may be the least well understood. This creates misunderstanding of how universities invest resources, especially those deriving from undergraduate tuition and state (or other public) support, and the misperception that those resources are being diverted away from what is believed should be the core (and sole) focus, teaching. This has led to a loss of trust, confidence, and willingness to continue to invest or otherwise support (especially our public) universities.

Why are universities engaged in the conduct of research? Who pays? Who benefits? And why does it all matter? Good questions. Let’s get to some straightforward answers. Because the academic research enterprise really is not that difficult to explain, and its impacts are profound.

So let’s demystify university-based research. And in doing so, hopefully we can begin building both better understanding and a better relationship between the public and higher education, both of which are essential to the future of US higher education.   

Why are universities engaged in the conduct of research?

Universities engage in research as part of their missions around learning and discovery. This, in turn, contributes directly and indirectly to their primary mission of teaching. Universities and many colleges (the exception being those dedicated exclusively to undergraduate teaching) have as part of their mission the pursuit of scholarship. This can come in the form of fundamental or applied research (both are most common in the STEM fields, broadly defined), research-based scholarship or what often is called “scholarly activity” (most common in the social sciences and humanities), or creative activity (most common in the arts). Increasingly, these simple categorizations are being blurred, for all good reasons and to the good of the discovery of new knowledge and greater understanding of complex (transdisciplinary) challenges and the creation of increasingly interrelated fields needed to address them.

It goes without saying that the advancement of knowledge (discovery, innovation, creation) is essential to any civilization. Our nation’s research universities represent some of the most concentrated communities of scholars, facilities, and collective expertise engaged in these activities. But more importantly, this is where higher education is delivered, where students develop breadth and depth of knowledge in foundational and advanced subjects, where the skills for knowledge acquisition and understanding (including contextualization, interpretation, and inference) are honed, and where students are educated, trained, and otherwise prepared for successful careers. Part of that training and preparation derives from exposure to faculty who are engaged at the leading-edge of their fields, through their research and scholarly work. The best faculty, the teacher-scholars, seamlessly weave their teaching and research efforts together, to their mutual benefit, and in a way that excites and engages their students. In this way, the next generation of scholars (academic or otherwise) is trained, research and discovery continue to advance inter-generationally, and the cycle is perpetuated.

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University research can be expensive, particularly in laboratory-intensive fields. But the responsibility for much (indeed most) of the cost of conducting research falls to the faculty member. Faculty who are engaged in research write grants for funding (e.g., from federal and state agencies, foundations, and private companies) to support their work and the work of their students and staff. In some cases, the universities do need to invest heavily in equipment, facilities, and personnel to support select research activities. But they do so judiciously, with an eye toward both their mission, their strategic priorities, and their available resources.

Medical research, and medical education more broadly, is expensive and often requires substantial institutional investment beyond what can be covered by clinical operations or externally funded research. But universities with medical schools/medical centers have determined that the value to their educational and training missions as well as to their communities justifies the investment. And most would agree that university-based medical centers are of significant value to their communities, often providing best-in-class treatment and care in midsize and smaller communities at a level more often seen in larger metropolitan areas.

Research in the STEM fields (broadly defined) can also be expensive. Scientific (including medical) and engineering research often involves specialized facilities or pieces of equipment, advanced computing capabilities, materials requiring controlled handling and storage, and so forth. But much of this work is funded, in large part, by federal agencies such as the National Science Foundation, National Institutes of Health, US Department of Energy, US Department of Agriculture, and many others.

Research in the social sciences is often (not always) less expensive, requiring smaller amount of grant funding. As mentioned previously, however, it is now becoming common to have physical, natural, and social scientist teams pursuing large grant funding. This is an exciting and very promising trend for many reasons, not the least of which is the nature of the complex problems being studied.

Research in the arts and humanities typically requires the least amount of funding as it rarely requires the expensive items listed previously. Funding from such organizations as the National Endowment for the Arts, National Endowment for the Humanities, and private foundations may be able to support significant scholarship and creation of new knowledge or works through much more modest grants than would be required in the natural or physical sciences, for example.

Philanthropy may also be directed toward the support of research and scholarly activity at universities. Support from individual donors, family foundations, private or corporate foundations may be directed to support students, faculty, labs or other facilities, research programs, galleries, centers, and institutes.

Who benefits?

Students, both undergraduate and graduate, benefit from studying in an environment rich with research and discovery. Besides what the faculty can bring back to the classroom, there are opportunities to engage with faculty as part of their research teams and even conduct independent research under their supervision, often for credit. There are opportunities to learn about and learn on state-of-the-art equipment, in state-of-the-art laboratories, and from those working on the leading edge in a discipline. There are opportunities to co-author, present at conferences, make important connections, and explore post-graduate pathways.

The broader university benefits from active research programs. Research on timely and important topics attracts attention, which in turn leads to greater institutional visibility and reputation. As a university becomes known for its research in certain fields, they become magnets for students, faculty, grants, media coverage, and even philanthropy. Strength in research helps to define a university’s “brand” in the national and international marketplace, impacting everything from student recruitment, to faculty retention, to attracting new investments.

The community, region, and state benefits from the research activity of the university. This is especially true for public research universities. Research also contributes directly to economic development, clinical, commercial, and business opportunities. Resources brought into the university through grants and contracts support faculty, staff, and student salaries, often adding additional jobs, contributing directly to the tax base. Research universities, through their expertise, reputation, and facilities, can attract new businesses into their communities or states. They can also launch and incubate startup companies, or license and sell their technologies to other companies. Research universities often host meeting and conferences which creates revenue for local hotels, restaurants, event centers, and more. And as mentioned previously, university medical centers provide high-quality medical care, often in midsize communities that wouldn’t otherwise have such outstanding services and state-of-the-art facilities.

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And finally, why does this all matter?

Research is essential to advancing society, strengthening the economy, driving innovation, and addressing the vexing and challenging problems we face as a people, place, and planet. It’s through research, scholarship, and discovery that we learn about our history and ourselves, understand the present context in which we live, and plan for and secure our future.

Research universities are vibrant, exciting, and inspiring places to learn and to work. They offer opportunities for students that few other institutions can match – whether small liberal arts colleges, mid-size teaching universities, or community colleges – and while not right for every learner or every educator, they are right for many, if not most. The advantages simply cannot be ignored. Neither can the importance or the need for these institutions. They need not be for everyone, and everyone need not find their way to study or work at our research universities, and we stipulate that there are many outstanding options to meet and support different learning styles and provide different environments for teaching and learning. But it’s critically important that we continue to support, protect, and respect research universities for all they do for their students, their communities and states, our standing in the global scientific community, our economy, and our nation.

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Top 10 Study Tips to Study Like a Harvard Student

Adjusting to a demanding college workload might be a challenge, but these 10 study tips can help you stay prepared and focused.

Lian Parsons

The introduction to a new college curriculum can seem overwhelming, but optimizing your study habits can boost your confidence and success both in and out of the classroom. 

Transitioning from high school to the rigor of college studies can be overwhelming for many students, and finding the best way to study with a new course load can seem like a daunting process. 

Effective study methods work because they engage multiple ways of learning. As Jessie Schwab, psychologist and preceptor at the Harvard College Writing Program, points out, we tend to misjudge our own learning. Being able to recite memorized information is not the same as actually retaining it. 

“One thing we know from decades of cognitive science research is that learners are often bad judges of their own learning,” says Schwab. “Memorization seems like learning, but in reality, we probably haven’t deeply processed that information enough for us to remember it days—or even hours—later.”

Planning ahead and finding support along the way are essential to your success in college. This blog will offer study tips and strategies to help you survive (and thrive!) in your first college class. 

1. Don’t Cram! 

It might be tempting to leave all your studying for that big exam up until the last minute, but research suggests that cramming does not improve longer term learning. 

Students may perform well on a test for which they’ve crammed, but that doesn’t mean they’ve truly learned the material, says an article from the American Psychological Association . Instead of cramming, studies have shown that studying with the goal of long-term retention is best for learning overall.   

2. Plan Ahead—and Stick To It! 

Having a study plan with set goals can help you feel more prepared and can give you a roadmap to follow. Schwab said procrastination is one mistake that students often make when transitioning to a university-level course load. 

“Oftentimes, students are used to less intensive workloads in high school, so one of my biggest pieces of advice is don’t cram,” says Schwab. “Set yourself a study schedule ahead of time and stick to it.”

3. Ask for Help

You don’t have to struggle through difficult material on your own. Many students are not used to seeking help while in high school, but seeking extra support is common in college.

As our guide to pursuing a biology major explains, “Be proactive about identifying areas where you need assistance and seek out that assistance immediately. The longer you wait, the more difficult it becomes to catch up.”

There are multiple resources to help you, including your professors, tutors, and fellow classmates. Harvard’s Academic Resource Center offers academic coaching, workshops, peer tutoring, and accountability hours for students to keep you on track.  

4. Use the Buddy System 

Your fellow students are likely going through the same struggles that you are. Reach out to classmates and form a study group to go over material together, brainstorm, and to support each other through challenges.

Having other people to study with means you can explain the material to one another, quiz each other, and build a network you can rely on throughout the rest of the class—and beyond. 

5. Find Your Learning Style

It might take a bit of time (and trial and error!) to figure out what study methods work best for you. There are a variety of ways to test your knowledge beyond simply reviewing your notes or flashcards. 

Schwab recommends trying different strategies through the process of metacognition. Metacognition involves thinking about your own cognitive processes and can help you figure out what study methods are most effective for you. 

Schwab suggests practicing the following steps:

• Before you start to read a new chapter or watch a lecture, review what you already know about the topic and what you’re expecting to learn.
• As you read or listen, take additional notes about new information, such as related topics the material reminds you of or potential connections to other courses. Also note down questions you have.
• Afterward, try to summarize what you’ve learned and seek out answers to your remaining questions. 

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6. Take Breaks

The brain can only absorb so much information at a time. According to the National Institutes of Health , research has shown that taking breaks in between study sessions boosts retention. 

Studies have shown that wakeful rest plays just as important a role as practice in learning a new skill. Rest allows our brains to compress and consolidate memories of what we just practiced. 

Make sure that you are allowing enough time, relaxation, and sleep between study sessions so your brain will be refreshed and ready to accept new information.

7. Cultivate a Productive Space

Where you study can be just as important as how you study. 

Find a space that is free of distractions and has all the materials and supplies you need on hand. Eat a snack and have a water bottle close by so you’re properly fueled for your study session. 

8. Reward Yourself

Studying can be mentally and emotionally exhausting and keeping your stamina up can be challenging.

Studies have shown that giving yourself a reward during your work can increase the enjoyment and interest in a given task.

According to an article for Science Daily , studies have shown small rewards throughout the process can help keep up motivation, rather than saving it all until the end. 

Next time you finish a particularly challenging study session, treat yourself to an ice cream or  an episode of your favorite show.

9. Review, Review, Review

Practicing the information you’ve learned is the best way to retain information. 

Researchers Elizabeth and Robert Bjork have argued that “desirable difficulties” can enhance learning. For example, testing yourself with flashcards is a more difficult process than simply reading a textbook, but will lead to better long-term learning. 

“One common analogy is weightlifting—you have to actually “exercise those muscles” in order to ultimately strengthen your memories,” adds Schwab.

10. Set Specific Goals

Setting specific goals along the way of your studying journey can show how much progress you’ve made. Psychology Today recommends using the SMART method:

• Specific: Set specific goals with an actionable plan, such as “I will study every day between 2 and 4 p.m. at the library.”  
• Measurable: Plan to study a certain number of hours or raise your exam score by a certain percent to give you a measurable benchmark.
• Realistic: It’s important that your goals be realistic so you don’t get discouraged. For example, if you currently study two hours per week, increase the time you spend to three or four hours rather than 10.
• Time-specific: Keep your goals consistent with your academic calendar and your other responsibilities.

Using a handful of these study tips can ensure that you’re getting the most out of the material in your classes and help set you up for success for the rest of your academic career and beyond. 

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About the Author

Lian Parsons is a Boston-based writer and journalist. She is currently a digital content producer at Harvard’s Division of Continuing Education. Her bylines can be found at the Harvard Gazette, Boston Art Review, Radcliffe Magazine, Experience Magazine, and iPondr.

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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 .

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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.

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How To Research Colleges: 4 Steps To Finding the Perfect School

Researching colleges, while incredibly exciting, is no simple task. There are thousands of colleges and universities in the US and hundreds in the UK. While the vast array of options means you will be spoiled for choice — and that you can definitely build an application list that aligns with your goals and passions — it can be difficult to know where to start when it comes to navigating the often complex college research landscape.

We’ve come up with 4 steps you can follow to kick start your college research journey, each of which will help you narrow down on the best fit colleges and universities for you! But before we dive into the 4 steps, let’s first consider why college research is such an important part of your application process!

Why should you do College Research?

Every high school student knows that you should research different schools before applying. But why is it so important to conduct thorough college research? Put simply, it is because every college applicant is different . It is important to consider multiple factors when researching schools and what may be important to you when you finally decide upon your future college.

Since college research is integral to deciding where to apply, you should start researching schools as early as possible . Ideally, you should try and start this process at least one year before application deadlines (the earlier the better) to give you ample time to refine your list of preferred colleges .

Additionally, your interests in high school should help guide you in figuring out what to look for when researching colleges. Before even beginning your college research, you should take time to think about the classes and extracurriculars you currently enjoy, and may want to continue in college and beyond.

Finally, you should also start thinking about a way to structure your college research. After looking at some statistics, such as acceptance rates , and taking stock of your own academic profile, consider categorizing potential schools as either “safety”, “target”, “reach” or even “extreme reach”. Our college admissions calculator can help you classify your favorite schools into the above groups.

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Step-by-Step Guide to Performing College Research

Now that we have actually established the importance of college research, next we must tackle exactly how to research colleges. This step-by-step guide will set you on the right path to discovering which college is the right fit for you !

1. Figure out your Preferences and/or Priorities

Before even beginning your college research, you should try to identify what exactly you are looking for in your ideal college . This will help you filter out the colleges that don’t interest you and to narrow down your research list.

Our college admissions calculator can help with this and may help you initially get an idea of what universities might be best suited for you. After checking out our admissions calculator, start considering a list of different factors that may help you determine what you are looking for in your ideal college and what you consider to be important while researching schools.

Some important factors include:

• Location: would you rather study somewhere rural, urban, or suburban? Would you prefer to live somewhere similar to where you grew up, or are you looking for an entirely new environment?
• Size: would you prefer a smaller or larger school? Are you looking to be a part of a large campus crowd or a close-knit community?
• Academics: are you looking for a university that is more focused on undergraduate teaching or research opportunities? What do you want to study? It is common for high school students to not be entirely sure what they want to study in college, but if you do happen to have a major in mind, make sure to research the best schools within your chosen field of study.
• Cost: is cost an issue for you? If so, are you eligible for any scholarships or for financial aid? While cost can be an important factor, do not necessarily let high tuition costs prevent you from applying to a school you really like.

Once considering these key factors, it may also help to start thinking about other minor considerations, such as:

• Social aspects
• Food and dining options
• Extracurricular interests
• Athletic opportunities

In regards to the athletic factor, if you are interested in pursuing sport at a varsity level in college, make sure to familiarize yourself with the recruiting process. Maybe even book a consultation with our team, who can help you leverage both your athletics and your academics to gain acceptance into your dream school.

Of course, the above lists and suggestions are far from exhaustive, but it is important to start considering your preferences in regards to these major factors before beginning your college research. Having an idea of what is important to you in your ideal college will help you narrow down your search before you even start.

 2. Prepare a List and Begin your College Research

After figuring out your priorities and preferences, the next step is to actually start researching colleges. Keep track of each college you research and make notes of what you liked and disliked about that school.

If you know a current student at a college you are researching, consider reaching out to them to ask about their experience so far. As you complete your research, keep in mind your preferences and consider giving each school a rating out of five or ten for each factor.

Make a note of any special features you come across while researching each school, as this may help you remember what set that college apart from others as you review your list later down the road.

Don’t forget that there are many online resources at your disposal that can help you with your college research. Make sure to check out our website for university profiles, which cover a number of top US and UK universities.

You can also peruse our blog , which regularly publishes in-depth guides to help you apply to different schools. We also offer a number of eBooks that offer insights into some of the most prestigious schools in the US and the UK.

You could also venture over to our YouTube channel and take a look at our videos covering different universities and following a day in the life of current students.

Finally you can attend one of our webinars , during which our admissions experts and Former Admissions Officers offer tips and inside knowledge as to what top schools are looking for.

3. Refine your List and Consider Acceptance Rates

After performing your college research, it is time to narrow down your list. Once again, categorize your favorite schools into either “safety”, “target”, “reach” or “extreme reach”. Make sure to check out the US News or QS World Rankings to find out more about the reputation of each school.

Also ensure that you research acceptance rates in order to get an idea of how difficult it will be to gain admission. Remove any schools from your list that do not fit your needs as you conclude the college research process. At the end of this stage, you should ideally have a list of anywhere between ten and fifteen schools that fit your criteria.

4. Speak to a College Admissions Consultant

Now that you have your ideal colleges in mind, this would be the perfect time to book a free consultation with one of our expert Academic Advisors ! Not only can they look over your list to make sure that you haven’t missed any universities that might be a good fit for you, they can also provide a clearer picture of what you may need to do to increase your chances of admission to each of the schools on your list.

Researching universities is no easy task. However, if you start with these steps you will be on your way to figuring out your ideal colleges in no time!

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Final Thoughts

In the journey of researching colleges, we have delved into a world of possibilities, choices, and self-discovery. Navigating through the myriad of options, from campus cultures to academic programs, has been both exhilarating and daunting. As we conclude our exploration, it's evident that this process is not just about finding the right institution; it's about finding the right fit for our aspirations, values, and ambitions.

So, whether you're finalizing your application list or narrowing down your options, approach this journey with confidence in the research you've conducted, faith in your abilities, and a genuine eagerness to embark on a transformative educational endeavor. Your college years will undoubtedly become a chapter of rich experiences, lasting friendships, and unparalleled growth — all stemming from the foundation you've built through diligent research.

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There is a lot to consider when conducting your college research. How does someone narrow down one college to attend? Make sure you have your application in line with transcripts, letters of recommendation, and essays. Look at the qualities of each college you are considering and see if they align with everything that you want to achieve during your college years. In this article, we break down a guide to researching colleges to help you determine which college is right for you.  

What to Look for When Researching Colleges?

You may be asking yourself “What is College research ?”. Well, it is something that is not only beneficial to you but colleges expect it from you as well. How will you know what college you want to go to without researching what they offer beforehand? Understand what each college that interests you offers and how that can benefit you and your goals. 

The reason colleges are expecting you to do this research is that it’ll help you understand what that particular college values. You will be able to confidently complete admission essays with the knowledge of what your desired college values are. 

Another thing to look at when you are researching colleges in the admissions process , what the campus life is like, and what extracurricular activities they offer are. Follow this guide to conduct a proper college search . 

How to Research Colleges and Universities: 6-Step Guide to Researching Schools

The best way to research different colleges is to know what you’re looking for in higher education . What are your goals for the next 4 years? During your research, it is important to take notes on everything that pertains to you. Keep in mind the program you are looking to enter, how hard the classes can be, what you are able to afford, and what extracurricular activities they have available for you.

Program Selection

This is one of the most important topics to cover while you are researching colleges . Now, right out of high school you may not know what career or field you want to study, but it is important to have a direction. What if there is a dream college you want to go to, but they don’t offer the field that you want to get into? You’ll have to find a college that offers the program you are interested in. 

When looking into the different programs that colleges provide, you should also consider the workload they require to achieve that education. All requirements vary, so choose what you will be able to handle.

Academic Rigor

Every college has a different expectation from its students. Looking at the school’s academic rigor will help you decide if you want to spend the money to be in a certain program. Based on how challenging the school is academically is how you will decide if it is the one for you. You can experience an easier transition from high school to college and choose a two-year community college , or you can choose a more competitive approach and apply to an ivy league that is generally known for its rigorous courses.

Student Support System

Whether you need a quiet place to study or a session with someone to talk about your mental health, most colleges will be there for you. There are a variety of systems put in place to help a student succeed at any campus. It is the student’s responsibility to research and utilize those opportunities offered to them. There are even programs that students can enter to help with networking while in college and can set up an early career path before they graduate. Internships are one of the most common things that a student can do while studying for higher education .

The Campus Life

Along with finding the right program for you, you need to make sure the campus life will also be beneficial for your mental health. There are always colleges participating in college fairs so you can get a better grasp of the dynamic. Not only that, but you should make it a point to make a campus visit out of your top 3 colleges. 

Will you be living on campus in the dorms or commuting to your desired college every day? These are more of the questions that you need to keep in mind when picking the best college for you.

Affordability

Regardless of your financial standing, college can get expensive. Not only are you looking for the best program for your intended career, but you also have to ensure that it is in your price range. We suggest contacting the college admissions for your desired college to get all the right information. 

We also recommend looking into alternative financial aid when applying to colleges. During the enrollment process, you’ll be able to ask for assisted aid from the college. Along with signing up for financial aid , you can apply for scholarships and grants that are applicable to you. This is something that can also cover the cost of books and college tuition.

Important Information for You

Ideally, you want to find the best college for you. Keep in mind what college will help you connect in a cultural and academic way. No two colleges are the same, so you need to find one that suits you. It is okay to be deterred from a college because of cultural indifference. Even if they have the right program for you. Find a college that you will be comfortable with both culturally and academically.

What Should You Look for in a College? 3 Factors to Take Into Consideration

What do you want out of going to college? That is one of the biggest questions you have to ask yourself. Based on your answer, is how you will find the right college for you. How is your GPA looking? Create a list of colleges and make sure that you have all of the right qualifications to attend the school. College websites are the best place to find all the right information that you are looking for. Let’s take a closer look at some factors to watch out for while you are doing college research .  

Application Process

Every college is different, but something that you need to watch out for is college application deadlines. The application process can take a bit of time so you need to plan out how long it will take you to submit it. The admissions requirements generally involve your transcripts, assessments, essay (if applicable, what the topic is), and whether or not you need to include letters of recommendation. All of this information is something to consider when you are looking at the application process for each desired college. 

Accreditation

You should also consider the college’s accreditation when looking at the right school for you. There are certain colleges that haven’t been accredited yet. Most colleges are either in the process of being accredited or didn’t pass and are working on making changes to gain accreditation. The reason that you want to get into an accredited school is so that you can earn a real degree. Browse the different programs that the college offers to make sure that yours is properly accredited.

Admission Rate

The admission is another thing to consider. The rate gives you an idea of the percentage of students that apply verse those who get into the college. A college that has a lower acceptance rate is harder to get into, so the higher the acceptance rate the more potential there is that you will be accepted too. There are a ton of factors that colleges consider when deciding which students to accept. Grades, SAT, ACT, and a diverse student body that come from various backgrounds, volunteer experience, and abilities are just some of the factors considered.

College Research Template

Find the perfect college for you with our college research template. They are organized by importance for when you are researching colleges .

Key Takeaways

• March 30, 2022
• 10th Grade , 11th Grade

6-Step Guide to Researching Colleges Effectively (with Template)

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10 facts about today’s college graduates

Having a bachelor’s degree remains an important advantage in many sectors of the U.S. labor market. College graduates generally out-earn those who have not attended college, and they are more likely to be employed in the first place. At the same time, many Americans say they cannot afford to get a four-year degree – or that they just don’t want to.

Here are key facts about American college graduates.

This Pew Research Center analysis about U.S. college graduates relies on data from sources including the Census Bureau, the Bureau of Labor Statistics, the National Center for Education Statistics, the National Student Clearinghouse and the Federal Reserve Bank, as well as surveys conducted by the Center.

Everyone who took the Pew Research Center surveys cited is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about  the ATP’s methodology .

Nearly four-in-ten Americans ages 25 and older have a bachelor’s degree, a share that has grown over the last decade. As of 2021, 37.9% of adults in this age group held a bachelor’s degree, including 14.3% who also obtained a graduate or professional degree, according to data from the Census Bureau’s Current Population Survey. That share is up 7.5 percentage points from 30.4% in 2011.

An additional 10.5% had an associate degree in 2021. About four-in-ten Americans ages 25 and older had a high school diploma with no further education (25.3%) or completed some college but didn’t have a degree (14.9%).

In a reversal, women are now more likely than men to graduate from college, according to the Current Population Survey . In 2021, 39% of women ages 25 and older had a bachelor’s degree or more education, compared with 37% of men in the same age range. The gap in college completion is even wider among adults ages 25 to 34: 46% of women in this age group have at least a bachelor’s degree, compared with 36% of men.

In an October 2021 Pew Research Center survey of Americans without a degree, 34% of men said a major reason why they have not received a four-year college degree is that they just didn’t want to. Only one-in-four women said the same. Men were also more likely to say a major reason they didn’t have a four-year degree is that they didn’t need more education for the job or career they wanted (26% of men said this vs. 20% of women).

Women (44%) were more likely than men (39%) to say not being able to afford college was a major reason they don’t have a bachelor’s degree. Men and women were about equally likely to say a major impediment was needing to work to help support their family.

There are racial and ethnic differences in college graduation patterns, as well as in the reasons for not completing a degree. Among adults ages 25 and older, 61% of Asian Americans have a bachelor’s degree or more education, along with 42% of White adults, 28% of Black adults and 21% of Hispanic adults, according to 2021 Current Population Survey data. The share of bachelor’s degree holders in each group has increased since 2010. That year, 52% of Asian Americans had a four-year degree or more, compared with a third of White adults, 20% of Black adults and 14% of Hispanic adults.

The October 2021 Center survey found that among adults without a bachelor’s degree, Hispanic adults (52%) were more likely than those who are White (39%) or Black (41%) to say a major reason they didn’t graduate from a four-year college is that they couldn’t afford it. Hispanic and Black adults were more likely than their White counterparts to say needing to work to support their family was a major reason.

While a third of White adults said not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults said the same. White adults were also more likely to cite not needing more education for the job or career they wanted. (There weren’t enough Asian adults without a bachelor’s degree in the sample to analyze separately.)

Only 62% of students who start a degree or certificate program finish their program within six years, according to the most recent data from the  National Student Clearinghouse , a nonprofit verification and research organization that tracked first-time college students who enrolled in fall 2015 with the intent of pursuing a degree or certificate. The degree completion rate for this group was highest among students who started at four-year, private, nonprofit schools (78.3%), and lowest among those who started at two-year public institutions (42.2%).

Business is the most commonly held bachelor’s degree, followed by health professions.  According to the  National Center for Education Statistics , about a fifth (19%) of the roughly 2 million bachelor’s degrees conferred in 2019-20 were in business. Health professions and related programs were the second most-popular field, making up 12.6% of degrees conferred that year. Business has been the single most common major since 1980-81; before that, education led the way.

The  least  common bachelor’s degrees in 2019-20 were in military technologies and applied sciences (1,156 degrees conferred in 2019-20), library science (118), and precision production (39).

There is a growing earnings gap between young college graduates and their counterparts without degrees. In 2021, full-time workers ages 22 to 27 who held a bachelor’s degree, but no further education, made a median annual wage of $52,000, compared with $30,000 for full-time workers of the same age with a high school diploma and no degree, according to data from the Bureau of Labor Statistics. This gap has widened over time. Young bachelor’s degree holders earned a median annual wage of $48,481 in 1990, compared with $35,257 for full-time workers ages 22 to 27 with a high school diploma.

The unemployment rate is lower for college graduates than for workers without a bachelor’s degree, and that gap widened as a result of the coronavirus pandemic. In February 2020, just before the COVID-19 outbreak began in the U.S., only 1.9% of college graduates ages 25 and older were unemployed, compared with 3.1% of workers who completed some college but not a four-year degree, and 3.7% of workers with only a high school diploma. By June 2020, after the pandemic hit, 6.8% of college grads, 10.8% of workers with some college, and 12.2% of high school grads were unemployed.

By March 2022, the unemployment rate had nearly returned to pre-pandemic levels for college graduates (2%) while dropping to 3% among those with some college education but no four-year degree, and 4% among those with only a high school diploma.

Recent college graduates are more likely than graduates overall to be underemployed – that is, working in jobs that typically do not require a college degree, according to an analysis of Census Bureau and BLS data by the Federal Reserve Bank of New York . As of December 2021, 41% of college graduates ages 22 to 27 were underemployed, compared with 34% among all college graduates. The underemployment rates for recent college grads rose in 2020 as the COVID-19 outbreak strained the job market, but have since returned to pre-pandemic levels.

As of the end of 2021, only 34% of underemployed graduates ages 22 to 27 worked what the Fed defines as “good non-college jobs” – those paying at least $45,000 a year – down from around half in the 1990s. The share of underemployed graduates ages 22 to 27 in low-wage jobs – those earning less than $25,000 annually – rose from about 9% in 1990 to 11% last year.

When it comes to income and wealth accumulation, first-generation college graduates lag substantially behind those with college-educated parents, according to a May 2021 Pew Research Center analysis . Households headed by a first-generation college graduate – that is, someone who has completed at least a bachelor’s degree but does not have a parent with a college degree – had a median annual income of $99,600 in 2019, compared with $135,800 for households headed by those with at least one parent who graduated from college. The median wealth of households headed by first-generation college graduates ($152,000) also trailed that of households headed by someone with a parent who graduated from college ($244,500). The higher household income of the latter facilitates saving and wealth accumulation.

The gap also reflects differences in how individuals finance their education. Second-generation college graduates tend to come from  more affluent families , while first-generation college graduates are more likely to incur education debt than those with a college-educated parent.

Most Americans with college degrees see value in their experience. In the Center’s October 2021 survey , majorities of graduates said their college education was extremely or very useful when it came to helping them grow personally and intellectually (79%), opening doors to job opportunities (70%) and developing specific skills and knowledge that could be used in the workplace (65%).

Younger college graduates were less likely than older ones to see value in their college education. For example, only a third of college graduates younger than 50 said their college experience was extremely useful in helping them develop skills and knowledge that could be used in the workplace. Among college graduates ages 50 and older, 45% said this.

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Katherine Schaeffer is a research analyst at Pew Research Center

Most Americans think U.S. K-12 STEM education isn’t above average, but test results paint a mixed picture

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, most popular.

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Professor of History and Africana Studies Amilcar Shabazz Receives 2024 Distinguished Community Engagement Award

Amilcar Shabazz, professor of history and Africana Studies, was selected to receive the 2024 Distinguished Community Engagement Award from the Office of the Provost. 

This award—which includes a $2,500 monetary prize and a plaque of recognition—recognizes a faculty member or librarian for a record of community-engaged service that demonstrates engagement and impact in the community and benefit to UMass Amherst.

This recognition follows Shabazz's 2023 Ruth B. Loving Civil Rights Award , which honored his life scholarship and activism championing historical truth telling and Black reparations in Massachusetts, across the U.S. and the world.

A noted scholar, social and racial justice activist, Shabazz has served as the seventh chair for the W. E. B. Du Bois Department of Afro-American Studies from 2007 to 2012. From 2013 to 2016, he was the Faculty Advisor to the Chancellor for Diversity and Excellence, and, from 2016 to 2022, he acted as the department’s interim chair. He continues to teach in the department with an emphasis on the political economy of social and cultural movements, education and public policy.

In addition to working as a professor, Shabazz is the author of books such as “The Forty Acres Documents,” an anthology of writings published almost thirty years ago that revealed the Black demand for reparations and promises made but not kept by the U.S. government. He has done research, taught classes and continually advocated for reparations, including serving as a member of the African Heritage Reparations Assembly set up by the Town of Amherst to develop a plan for a local reparative justice program.

Shabazz also led efforts to encourage the Commonwealth of Massachusetts to establish Juneteenth as a state and then a national holiday.

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35 Paid Online Research Studies Seeking Participants

How can one participate in paid online research studies and get paid for your brain, your health, and your opinions?

• Inbox Dollars - Get paid to check your email. $5 bonus just for signing up!
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• Nielsen - Download their app and get paid $50!

Well, you’re in the right place.

Today, let’s look at 35 different opportunities to get paid as a participant in research studies.

Types of Paid Online Research Studies

A medical study involves a group of people within an age group, gender, race, ethnic group, or individuals with the same specific health issues.

Participating in these studies often involves answering a combination of interviews, tests, surveys, or experimentation to be able to answer questions on how to diagnose, treat, prevent, or cure health disorders and diseases.

Aside from paid medical studies, market research makes use of paid online research to find out what customers want or need from various products and companies.

The cool thing about paid online research studies available today is that even if you are not a part of the target audience, you can still participate in the study in another capacity.

Online research studies can be either quantitative or qualitative.

Quantitative studies are the ones with static, pre-planned answers. A questionnaire with multiple-choice answers is a good example of this study. It is made as such so that the researcher can easily analyze the results.

Qualitative studies are a bit more complex since they involve open-ended answers.

However, this type of study ends up with better data. Focus groups and interviews are both methods used in qualitative studies.

How Much Can You Earn from Paid Research Studies?

Imagine earning up to $1,000 just for sharing your opinion, review of a product, or thoughts about a particular experience without even stepping out of the house.

You don’t even have to spend a cent to participate in these research studies.

Most of the time, you’d only have to be at least 18 years old and currently live in the US.

Even when you’re below 18 years old, researchers sometimes allow you to participate as long as you had a waiver from your parent or legal guardian.

The amount you earn from joining research studies depend on the following:

• Method of research — Did you join a focus group? Answered a lengthy interview? Filled out a survey form?
• Length of study — Some interviews only take an hour and earn you $150. Some focus groups could take several sessions and end only after several weeks.
• Type of payment — Not all companies pay cash. Some use PayPal, while others prefer checks, gift cards, prepaid cards, and so on.

Quick surveys can be as little as $10 and high as $100.

Focus group sessions range between $50 and $500 per session.

Interviews can earn you somewhere from $50 to $400 for an hour of your time.

Simply put, the amount you’ll be paid will vary from study to study.

Join These to Start Making Money Today!

Before digging into the list below, I suggest you sign up for the 3 best focus group/market research companies.

Anyone can participate and you will be invited to take part in research studies, focus groups, and product testing opportunities.

These companies pay in cash and offer cash signup bonuses to get you started.

• SurveyJunkie - Get paid CASH to share your thoughts on some of the world's biggest brands.
• Branded Surveys - Work directly with companies like Nike, Samsung, Amazon, and Disney to improve their product lines.

On to the list!

35 Ways to Get Paid for Research Studies Online

The following universities have year-long research studies in a wide range of topics.

1. Northwestern University Department of Psychology

Earn from $10 to $40 an hour if you participate in one of the school’s online studies.

The studies change regularly and vary widely from topics such as phone usage, changes in thoughts and feelings, Artificial Intelligence,  sleeping patterns, psychosis, aging, and even products like hearing aids.

2. Harvard University Psychology Study Pool

Join Harvard’s Psychology Study Pool and earn from $10 to $25 an hour, paid via gift cards.

The online studies are available year-round for both Harvard students and guests.

3. Carnegie Mellon University

If you’re at least 18 years old, can read and speak English, and have never joined any research studies at the Center for Behavioral and Decision Research at Carnegie Mellon, you can sign up for their paid online research studies.

Topics range from personal beliefs, attitudes, decision-making, human judgment, interpersonal perceptions, and group performance, among others.

You’ll earn $8 an hour, paid in gift cards. Each study takes anywhere from 5 and 20 minutes.

Paid participants are needed for in-person studies in labs on campus, but may sometimes be able to participate online on a home computer.

Note that only students are accepted (ID will be requested).

4. Center for Decision Sciences Columbia Business School

For participating in an online survey or study, you can earn $16 an hour, as long as you’re 18+ years old and have a PayPal or Amazon.com account to receive payments.

No need to be a student at Columbia Business School, but you need to register in the CDS Virtual Lab Online Panel.

5. MIT Behavioral Research Lab

There are in-person and paid online research studies available at MIT.

Payment amounts vary from study to study, but participants usually earn $11 to $20 per hour for online studies.

Anyone aged 18 or older, residing in the United States, and proficient in spoken and written English can join the BRL participant pool.

Membership is open to all; you don’t need any association with MIT to participate. Other requirements may be needed for studies requiring specific respondents.

6. University of Maryland Robert H. Smith School of Business

As long as you’re a current Smith student (and eligible for certain studies), you can get paid for research studies online here.

Make sure you create an account, sign up for the studies that you want to participate in, and get paid once you fulfill your role.

7. Purdue University

You can find a lot of paid online studies here.

Currently, they have studies on Parkinson’s disease (and other neurodegenerative diseases), flavored water, biosensors, mushroom nutrition, linguistics, cancer, and so on.

Participants are paid somewhere between $10 and $500.

What’s great about Purdue University is that the studies are varied and open to the public.

8. Stanford Graduate School of Business

You’ll be paid up to $25 an hour for online research studies, but you’d have to be eligible and complete a prescreen form.

You also can’t participate in the same study more than once.

9. UCLA Anderson School of Management

The behavioral lab has some paid online studies, if you’re interested in topics like consumer behavior, organizational behavior, judgment, and other similar topics.

Most studies here pay from $10 to $20 an hour.

They also have in-lab and in-person studies.

10. Boston University Behavioral Lab

If you’re interested in human behavior and is willing to participate in online studies, try to join if you’re eligible.

These studies pay between $10 and $20 an hour.

The studies from Boston University’s Behavioral Lab is open to both BU students and the general public.

11. University of Maryland Department of Psychology

You need to create an account at the SONA System website to see available research studies.

Each of the studies have different eligibilities and payment.

12. University of Nebraska-Lincoln

This college holds a wide range of research studies revolving MRI research, human brain, behavior, and so on.

There are studies exclusively for seniors, and those that are for teens.

There are two ways to volunteer for these studies:

• Join the CB3 Research Participant Volunteer Registry (and wait for them to e-mail you)
• Pick the study and contact researchers directly.

Pay can go as high as $80 per study.

13. American University Psychology Department

Topics vary widely, but they are related to psychology and human behavior.

You can earn up to $20 an hour for just filling out a form as a smoker’s first-hand experience during stressful situations.

14. Respondent.IO

This next one isn’t a university, but it’s a comprehensive resource if you plan to participate in numerous market research and other online studies.

Pay ranges from $25 to $200.

Eligibility requirements vary between studies.

Make sure to check details and never pay to join a focus group or study.

15. Brand Institute

Want to be at the forefront of the pharmaceutical industry?

Join consumer market research panel groups by signing up with Brand Institute.

16. mindswarms

It’s sort of like an interview since you are required to answer ten questions with a video.

In exchange for your thoughts, you’ll be paid $50.

Earn somewhere between $50 and $250 by participating in healthcare or consumer market research studies.

18. Probe Market Research

The company pays people for online, phone or group interviews about their clients’ products, services, ads, or other campaigns.

Payment goes as high as $400.

19. Penn State University

(Quick shoutout to my Alma Mater… We Are!)

… and they are seeking just about anyone who’s alive to participate in a research study. With over 200 current open studies, odds are, you’ll qualify for something they have available.

Keep an eye out for “Total Compensation” to see just what the study pays.

20. User Interviews

Get paid for your feedback on real projects.

Create an account by filling up a form and wait for project invitations if you’re eligible.

There are online and in-phone interviews available.

21. Yale School of Management

If you live anywhere near Yale campus, be sure to sign up for their newsletter as they frequently put out requests for both in person and paid online research studies.

You will be paid, in cash, at the completion of your study.

They also have a Facebook group that announces when new studies are available to participate in.

22. Georgetown University Department of Psychology

Georgetown’s Department of Psychology is regularly looking for both students and non-students alike to participate in studies.

Average pay will run you about $10 per hour, so it can be some nice change to pick up in your spare time.

Their research includes personality, memory, and impulse control tests to name a few.

23. UCLA Semel Institute

UCLA offers both in-person and online research studies to check out.

They have a massive list of open opportunities for you to click through. The highest paying ones often need you to come into their offices for scans and interviews, but there are a lot of remote positions available too.

24. PingPong

Web designers and developers working on websites and applications value the input of real-life users and are willing to pay for these users’ opinions and insights

You can get paid anywhere from €15 to €40 per hour and even up to €100 for special projects.

Payment is credited through Transferwise or PayPal.

25. American Consumer Opinion

Yet another survey site, American Consumer Opinion (ACOP) pays you for your answers to their survey questions.

You can even get paid up to $100 if you fit a certain demographic and able to participate in special projects.

Research studies on this site may not be constantly available, though. It’s best to check back frequently.

26. Recruit and Field

Recruit and Field is a market research company that hosts paid online research studies all around the US and even in international locations.

They look for participants from any gender and age for their studies, including professionals and medical professionals (doctor, nurse, lab technician).

They normally pay via PayPal but also offer Amazon or digital gift cards.

The pay ranges from $100 to $275 for phone interviews, online surveys, and sometimes in-home product testing.

27. Focus Group

Focus Group is an aptly named online community comprised of participants interested in sharing opinions and views on popular products and brands through in-person, telephone, or online surveys.

The pay ranges from $75 to $200, and specialized health studies may pay more.

28. 20|20 Panel

Since 1986, 20|20 Panel has been recruiting participants to share their opinion on various companies.

They specialize in qualitative market research, which is achieved via in-person or online roundtable discussions. You can get paid from $50 to $350 to participate in these discussions.

They also send out quick surveys for which you can get paid smaller amounts (from $1 to $10).

29. FindFocusGroups

Wouldn’t it be great if there were a directory of all the paid research opportunities in the country?

FindFocusGroups is probably the closest one, as it lists more than 75,000 verified and legitimate focus groups in the country.

It’s quite simple to search by city and state, and check the information for details on whether the discussions are online or in-person.

It’s difficult to know how much the average payment would be, but upon browsing the first few studies on the homepage, they range from $50 to $300.

30. SIS International

SIS International conducts focus group discussions in cities all over the US and globally and collects consumer feedback on anything from appliances, skincare products, gadgets, and just about anything.

Rates range from $25 to $200 for 2 to 3 hours of your time.

31.  Apex Focus Group

Apex Focus Group connects regular people like you and me with researchers, who will pay for participants to join clinical research trials, phone interviews and focus groups.

As a participant at any Apex Focus Group study, you can be paid up to $750 a week.

Online and in-person studies are available.

32.  Fieldwork

If you live near New Jersey, New York City, Phoenix, San Francisco, Seattle, Boston, Chicago, Denver, Los Angeles, or Minneapolis, you can participate in current Fieldwork research studies.

Most of the paid focus groups are face-to-face (but online are sometimes available).

Each study lasts about 1 or 2 hours. Participants earn between $75 and $100 for their time.

33. Rare Patient Voice

This company mostly looks for participants who have rare diseases and medical conditions. As such, only eligible people can benefit from the studies.

However, anyone who qualifies will receive $120/hour.

You can share your views via online surveys, clinical trials, or web-assisted phone interviews.

34. ClinicalTrials.gov

The federal government continually seeks individuals willing to participate in clinical trials testing different medications and treatments.

Studies are often conducted by the National Institutes of Health.

You can check out a list of ongoing clinical trials at clinicaltrials.gov.

Unlike other paid online research studies on this list, DScout is an app you can download.

You need to register to become a “scout” and participate in research “missions,” which will earn you money after completion.

DScout studies are usually 1-on-1 interviews or video responses, so you’d have to be comfortable in front of the camera.

Missions pay from $50 to $100, each lasting about 30 minutes.

Can I turn these Paid Online Research Studies into a Full-Time Job?

While paid online studies are highly interesting and offer legitimate side cash, this gig cannot replicate the steady income and benefits you can get with a full-time job.

You’d have to consider that many research studies:

• have eligibility requirements (which means you’re not guaranteed a slot every time)
• cannot be joined twice (once you’ve participated in a specific study, you can’t do a repeat)
• have varying payments (there’s no stability in such income)

I do think it’s a legitimate side gig if you’re in between jobs or have a lot of free time on your hands.

You can also get paid answering surveys , joining focus groups , or testing products .

READ THIS NEXT: The EASIEST ways to make money online. See how.

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Narayanan seeks to enhance safety, efficiency of dynamic systems through AI

Pictured: Vignesh Narayanan surrounded by his undergraduate and graduate research assistants.

The statistics are impressive. According to GrandView Research, the global artificial intelligence (AI) market is valued at more than $196 billion. In addition, Forbes found that 83% of companies claim that AI is a top priority in their business plans.

Since 2021, Assistant Professor Vignesh Narayanan has taught in the Department of Computer Science and Engineering and is affiliated with the Artificial Intelligence Institute of the University of South Carolina ( AIISC ) and Carolina Autism and Neurodevelopment ( CAN ) Research Center. He is passionate about the integration between AI and dynamic systems, and its impact on safety and efficiency for consumers. Narayanan’s research surrounds the interaction between humans and dynamic systems to prevent such systems from unsafe behavior as they change over time.

Narayanan came to the College of Engineering and Computing (CEC) from Washington University in St. Louis, where he conducted his post-doctorate research in applied mathematics, dynamical systems and computational neuroscience. He says his current faculty position is a good fit because of his interdisciplinary background.

“USC was looking for candidates with a unique background in dynamic modeling and AI with applications to neuroscience. It was a perfect fit for my background,” Narayanan says.

Much of Narayanan’s research involves dynamical systems theory, a field in applied mathematics where researchers study systems and how they change over time.

“This can refer to systems as diverse as sensor and computing systems, robotic systems, neural systems, chemical systems or batteries, but they can all be studied as dynamical systems because there is change in their behavior,” Narayanan says. “Researchers of dynamical systems and control try to understand this behavior to determine if the systems can be steered in a desired fashion, and to detect and compensate for deviations from safe behavior.”

According to Narayanan, the overarching importance of his collection of research boils down to enhancing the safety and efficiency of dynamic systems using AI. Traditionally, these systems were less interactive, but in the last few decades, AI and dynamic systems have become more integrated, such as the advent of cameras and autopilots in vehicles and chat bots used in health settings.

“You have AI models that try to make sense of data and a human user interacting with all these components. We want to make sure the AI systems are facilitating efficiency and safety,” Narayanan explains. “AI is becoming integrated with every system we use. These systems change over time, and we want to understand how they are evolving so we prevent deviation from safe behavior.”

Since arriving on campus, Narayanan has participated in several collaborative and independent research activities. This includes a study related to the dynamics of information dissemination and the formation of opinions. He and other researchers are analyzing the interactions of individuals with external sources, such as media and social media, to construct a simulator (digital twin) designed to comprehend the propagation of information in dynamic environments over time.

In conjunction with departments from the CEC and the USC School of Medicine , Narayanan is studying chat bots in hopes of increasing the safety and reliability of virtual health assistants (VHAs) in mental health settings. While current VHAs can perform simple tasks in medical settings, such as scheduling appointments and setting reminders, this project aims to produce safety constrained VHAs that adhere to medical guidelines and protocols, providing understandable user guidance.

“The difference in the number of patients and the practitioners available to help them is huge,” Narayanan says. “To ease the impact of this shortage, we are trying to develop a chat bot that can interact with patients on a greater level and help the practitioners and patients.”

Narayanan is also studying autopilot systems found in drones and ground vehicles to improve the collaboration between the AI software utilized in a device and the user, as well as between multiple such systems operating in tandem, improving both safety and performance. This field of research, called collaborating autonomy, ensures that AI and human systems collaborate instead of competing. For example, when a human driver is operating a vehicle with an automatic steering system, the driver continues to monitor the autopilot system to ensure it is not doing something harmful and intervenes when necessary. This collaboration is not seamless.

Furthermore, when these autopilot systems communicate with other autopilots when multiple drones or ground vehicles are working as a team to execute a shared task, that communication should be private and not, for example, easily accessible to unauthorized entities. Likewise, most AI systems rely on the data provided to them for learning. If they are fed with false or inaccurate data, it is crucial for the AI system to identify and flag such adversarial information, refraining from incorporating it into the learning process. Failure to do so could result in potential harm to the physical system or to the human user.

“These are all challenges when designing AI systems so that they can collaborate to complete a task efficiently,” Narayanan says. “We want to understand how that collaboration between humans and AI can be seamlessly designed.”

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Academic Spotlight: Iryna Odrekhivska

26 April 2024

In this edition of the SSEES Academic Spotlight, we hear from Iryna Odrekhivska, Visiting Research Fellow and Lecturer at UCL SSEES.

What brought to you work at SSEES?

I was drawn to SSEES by its renowned reputation and vibrant academic community. SSEES also boasts a rich library and research resources that provide an invaluable foundation for scholarly exploration. What is more, m y previous research affiliations at Stanford University and the Institute of Slavic Studies, Polish Academy of Sciences, revealed to me the significance of viewing Ukrainian Studies within a broader, entangled framework. SSEES also offers an environment that encourages such interdisciplinary perspectives. I am truly thankful for this opportunity. I am enthusiastic about the possibility of contributing and bringing unique perspectives offered in Translation Studies to SSEES, and I am willing to collaborate with colleagues who share similar interests and passions in this field.

If you weren’t working in academia, what would be your dream job?

If academia weren't my chosen path, I'd probably be living out my childhood dream of working for the diplomatic sector and being an ambassador for Ukraine. I've always had a flair for cultural diplomacy. When I was 15, I became an exchange student in a US high school participating in the American Councils for an International Education programme, supported by the US Department of State. Hardly anyone in my class knew about Ukraine and viewed it through a Soviet lens, so it was then that I realised the pivotal role diplomacy would play.

Can you tell us a bit about your research/teaching and why it’s important to study this?

My research interests fall into the broad area of Ukrainian, Slavic, Translation and Culture studies. Currently at SSEES, I am working on two research projects:

• “The Displaced Self: European Translation Zones and the Experience of Ukrainian DPs in the post-WWII era” and
• “Ukrainian Literature in Anglophone Translation: Sociopolitical and Imagological Positioning”.

The first project initiates the discussion on the role and experience of translation in the zones of Ukrainian DPs that existed in the years 1945-1954 in postwar Europe, predominantly in Germany and Austria. I know that history is too intricate to give simple lessons, but looking backward at times helps in understanding the complexities of the present. Generally, much has been written about the political, social, and humanitarian aspects of the DP world following the end of WWII, yet the ‘DP story’ was predominantly premised on the analysis of the post-war refugee communities in their national ‘solitudes’ (Polish, Lithuanian, Estonian, or Ukrainian). Building upon the existing scholarship and viewing it as a point of departure, my project opens another avenue of investigation – foregrounding an alternative, contact-driven vision of Ukrainian DP camps, focusing on interaction, encounter, and contestation through translation. Insofar as no DP camp was ever a purely monolingual site, language traffic was a key element of the DPs public life, yet these larger webs of connectivity through translation have been taken for granted or viewed only partially in much research on their lifeworld. Incorporated into broader societal and cultural projects, translation for DPs exceeded the conventional understanding of language transfer, infusing many aspects of their life and becoming a condition of living. Languages did not simply co-exist, they entered networks of human relations and materialised the terms of interaction . Therefore, translation itself became a space of negotiation and reshaped the power dynamics becoming a gesture of hostility and hospitality, tension and dialogue, neglect and reciprocity in the world of DPs after the end of WWII. T hrough th e study of translations, I argue it is possible to perceive larger structures behind them : translation serve s here not only as the object of analysis but also as an illuminating lens through which the political and cultural DP history is researched . By offering a shift of perspective from positioning communities of Ukrainian DPs as ‘national enclaves’ to opening out their complexity as new social areas connected to manifold individualities, cultures and languages, the study revolves around one central question: How did translation ‘emplace’ the displaced and legitimate the Ukrainian culture and language inside foreign ones?

My second project is the first comprehensive study of the sociocultural portrayal and transnational positioning of Ukrainian literature through the medium of English-language translation from the early 19 th century (namely, from the first-ever collection containing Ukrainian texts compiled by Benjamin Beresford, Russian Troubadour, or A Collection of Ukrainian and other National Melodies (1816)) to the present day. By scrutinising and contextualising an extensive corpus of translated works, I try to showcase the intricate dynamics of how Ukrainian literature has been perceived, received, and discursively presented within the Anglophone sphere. Furthermore, by positing the relevance of decolonial analytics in the studies within cultural history, which involves “delinking ourselves from the structures of knowledge imposed and reconstituting other ways of thinking and speaking” (Walsh, Ch., Mignolo W. 2018), my project presents that English translations have served both as lost keys, perpetuating a colonial legacy, and as open doors, ushering in opportunities for the decolonised expression of the Ukrainian narrative. As there is a notable lack of comprehensive investigations into A nglo-Ukrainian cultural relations , and considering that building trust and reciprocity has never been more critical, this research stands as a pioneering endeavor. Integrating the perspectives of the sociology of translation and cultural history, alongside methodological premises of imagology and reception studies, to critically examine prevailing norms and inherent power differentials, I believe that this project offers an innovative cultural history of Ukrainian literature in dialogue with the Anglo-American audience.

Outside of work, how do you unwind?

Apart from my work commitments, I love spending time with my sons. We often unwind by traveling to different English towns and immersing ourselves in their local culture. Exploring new places together and learning about their history and traditions brings us closer and helps us create lasting memories. Also, we have a lot of fun playing board games together and doing sports.

If you could recommend only one book, what would it be?

Choosing just one book to recommend is quite challenging, but if I had to pick, I would suggest Intermezzo by Mykhailo Kotsiubynsky. It is a captivating work by one of Ukraine's most talented modernist writers, filled with deep insights into the human experience.

Who has been the greatest source of inspiration to you, and how have they impacted you, personally or professionally? 

My mother has always been my greatest source of inspiration. She succeeded scientifically in the field of physics, being the only woman back in the 1980s to defend her PhD in physics at her university and become affiliated with the Physics Department. She taught me the value of perseverance, dedication, and the importance of finding a smart balance between work and personal life.

Tell us something about you that might surprise people.

When people inquire about my journey into academia, they are often taken aback to learn that I was once a Junior Champion of Ukraine in ballroom dancing and could have a promising future in this sport. It tends to be quite an unexpected twist for them.

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Todd Butler resigns as College of Arts and Sciences dean

Todd Butler has announced his resignation as the dean of Washington State University’s College of Arts and Sciences (CAS). Butler will join San Diego State University as the dean of the College of Arts and Letters on July 1, 2024.

“Dr. Butler has been a strong leader for the College of Arts and Sciences and Washington State University,” said Elizabeth Chilton, provost and executive vice president. “President Schulz and I have greatly appreciated Todd’s impactful leadership and steadfast commitment to the university throughout his twenty-plus years at WSU.”

Effective June 1, 2024, Provost Chilton has named Courtney Meehan as interim dean for the College of Arts and Sciences. Meehan will serve a two-year term, and a national search to hire the next permanent dean is expected to be launched by the Provost’s Office in August 2025.

The College of Arts and Sciences consists of more than 700 faculty and staff and more than 8,000 undergraduate and graduate students enrolled across 19 academic units. Under Butler’s leadership, the college pursued a shared vision of integrative research and educational excellence extending well beyond the traditional boundaries of academia. Butler led the initial planning for a proposed Integrative Sciences Building, secured a $1.75 million naming gift for the Center for Arts and Humanities, and reimagined the college’s promotion and tenure process to recognize the importance of interdisciplinary and publicly engaged research.

During his deanship, the college also reduced “opportunity gaps” for students in key UCORE courses, established a Seattle Experience for undergraduates, and created WSU’s first college-based student mental health strategy. In collaboration with department chairs and school directors, CAS became WSU’s only college to require coursework in the university’s newly established “Equity and Social Justice” category as part of its undergraduate core.

Meehan has served as a critical member of the college’s leadership team and is well-positioned for the transition to interim dean, having served as the college’s associate dean for research and graduate studies since September 2018.

“I am grateful for Dr. Meehan’s willingness to serve as interim dean for the College of Arts and Sciences,” said Chilton. “She has been an instrumental senior member of Dean Butler’s leadership cabinet, and I am confident she will be able to continue the positive trajectory and momentum of the college.”

Meehan earned her PhD in Anthropology from Washington State University and joined the faculty in 2006. Her research focuses on maternal-child health, human milk composition, and the evolution of human childhood. Meehan’s research is transdisciplinary and has occurred locally, nationally, and internationally.

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DES’ Slawomir Lomnicki and LSU Superfund Research Center receive more than $400K to study air pollution

April 25, 2024

BATON ROUGE - A grant from the National Institute of Environmental Health Sciences, or NIEHS, has presented LSU researchers and their colleagues with an unusual opportunity – to monitor changes in air quality following operational changes at the site.

The NIEHS is giving $426,808 to researchers from the LSU Superfund Research Center , including Slawomir Lomnicki of the Department of Environmental Sciences, to monitor air pollution in the small town of Colfax, in Grant Parish, Louisiana.

The grant comes at a crucial time for the area. Colfax has been home to the nation’s only commercially-operating open burn/open detonation hazardous waste thermal treatment facility. It is now transitioning to treating the waste in an enclosed site, and the NIEHS grant will allow the researchers to work with the local community to track local air quality during the transition.

“Studies of impact of Superfund waste treatment technologies on the local population’s health and well-being are typically associated with large uncertainty due to the lack of a reference point, instead relying on statistical comparisons with similar populations,” said Lomnicki, a co-Principal Investigator on the project. “Here, we have an opportunity to directly observe how the regulations and technology changes can affect exposure to pollutants.”

The Colfax facility has treated contaminated soils from other areas, spent military munitions and other explosives, while the Louisiana Department of Environmental Quality has asked the operator to construct a closed burn facility to continue operation.

“Colfax is at an inflection point in terms of how waste management proceeds there,” said Jennifer Richmond-Bryant, a professor at North Carolina State who works with the LSU Superfund Research Center. “Hopefully, documenting conditions at this time will help illustrate how operational changes can make a difference in air quality.”

Learn more about the work of the Superfund Research Center:

Bobbi Parry

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