school based research projects

The Complete Guide to Independent Research Projects for High School Students

Indigo Research Team

If you want to get into top universities, an independent research project will give your application the competitive edge it needs.

Writing and publishing independent research during high school lets you demonstrate to top colleges and universities that you can deeply inquire into a topic, think critically, and produce original analysis. In fact, MIT features "Research" and "Maker" portfolio sections in its application, highlighting the value it places on self-driven projects.

Moreover, successfully executing high-quality research shows potential employers that you can rise to challenges, manage your time, contribute new ideas, and work independently. 

This comprehensive guide will walk you through everything you need to know to take on independent study ideas and succeed. You’ll learn how to develop a compelling topic, conduct rigorous research, and ultimately publish your findings.

What is an Independent Research Project?

An independent research project is a self-directed investigation into an academic question or topic that interests you. Unlike projects assigned by teachers in class, independent research will allow you to explore your curiosity and passions.

These types of projects can vary widely between academic disciplines and scientific fields, but what connects them is a step-by-step approach to answering a research question. Specifically, you will have to collect and analyze data and draw conclusions from your analysis.

For a high school student, carrying out quality research may still require some mentorship from a teacher or other qualified scholar. But the project research ideas should come from you, the student. The end goal is producing original research and analysis around a topic you care about.

Some key features that define an independent study project include:

● Formulating your own research question

● Designing the methodology

● Conducting a literature review of existing research

● Gathering and analyzing data, and

● Communicating your findings.

The topic and scope may be smaller than a professional college academic project, but the process and skills learned have similar benefits.

Why Should High School Students Do Independent Research?

High school students who engage in independent study projects gain valuable skills and experiences that benefit and serve them well in their college and career pursuits. Here's a breakdown of what you will typically acquire:

Develop Critical Thinking and Problem-Solving Skills

Research and critical thinking are among the top 10 soft skills in demand in 2024 . They help you solve new challenges quickly and come up with alternative solutions

An independent project will give you firsthand experience with essential research skills like forming hypotheses, designing studies, collecting and analyzing data, and interpreting results. These skills will serve you well in college and when employed in any industry.

Stand Out for College Applications

With many applicants having similar GPAs and test scores, an Independent research study offer a chance to stand out from the crowd. Completing a research study in high school signals colleges that you are self-motivated and capable of high-level work. Showcasing your research process, findings, and contributions in your application essays or interviews can boost your application's strengths in top-level colleges and universities.

Earn Scholarship Opportunities

Completing an independent research project makes you a more preferred candidate for merit-based scholarships, especially in STEM fields. Many scholarships reward students who show initiative by pursuing projects outside of class requirements. Your research project ideas will demonstrate your skills and motivation to impress scholarship committees. For example, the Siemens Competition in Math, Science & Technology rewards students with original independent research projects in STEM fields. Others include the Garcia Summer Program and the BioGENEius challenge for life sciences.

Gain Subject Area Knowledge

Independent projects allow you to immerse yourself in a topic you genuinely care about beyond what is covered in the classroom. It's a chance to become an expert in something you're passionate about . You will build deep knowledge in the topic area you choose to research, which can complement what you're learning in related classes. This expertise can even help inform your career interests and goals.

Develop Time Management Skills

Time Management is the skill that lets you effectively plan and prioritize tasks and avoid procrastination. With no teacher guiding you step-by-step, independent study projects require strong time management, self-discipline, and personal responsibility – skills critical in college and adulthood.

Types of Independent Research Projects for High School Students

Understanding the different types and categories can spark inspiration if you need help finding an idea for an independent study. Topics for independent research generally fall into a few main buckets:

Science Experiments

For students interested in STEM fields, designing and carrying out science experiments is a great option. Test a hypothesis, collect data, and draw conclusions. Experiments in physics, chemistry, biology, engineering, and psychology are common choices. Science experiment is best for self-motivated students with access to lab equipment.

Social Science Surveys and Studies  

Use research methods from sociology, political science, anthropology, economics, and psychology to craft a survey study or field observation around a high school research project idea that interests you. Collect data from peers, your community, and online sources, and compile findings. Strong fit for students interested in social studies.

Literary Analysis Paper

This research category involves analyzing existing research papers, books, and articles on a specific topic. Imagine exploring the history of robots, examining the impact of social media on mental health, or comparing different interpretations of a classic novel. If you are an English enthusiast, this is an easy chance to showcase your analytical writing skills.

Programming or Engineering Project

For aspiring programmers or engineers, you can take on practical student projects that develop software programs, apps, websites, robots, electronic gadgets, or other hands-on engineering projects. This type of project will easily highlight your technical skills and interest in computer science or engineering fields in your college applications

Historical Research

History research projects will allow you to travel back and uncover the past to inform the future. This research involves analyzing historical documents, artifacts, and records to shed light on a specific event or period. For example, you can conduct independent research on the impact of a local historical figure or the evolution of fashion throughout the decades. Check to explore even more history project ideas for high school students .

Artistic and Creative Works

If you are artistic and love creating art,  you can explore ideas for independent study to produce an original film, musical composition, sculpture, painting series, fashion line, or other creative work. Alongside the tangible output, document your creative process and inspirations.

Bonus Tip: Feel free to mix different ideas for your project. For example, you could conduct a literature review on a specific historical event and follow it up with field research that interviewed people who experienced the event firsthand.

How To Conduct an Independent Research Project

Now that you have ideas for project topics that match your interests and strengths, here are the critical steps you must follow to move from mere concept to completed study.

1. Get Expert Guidance and Mentorship

As a high school student just starting out in research, it is advised to collaborate with more experienced mentors who will help you learn the ropes of research projects easily. Mentors are usually professors, post-doctoral researchers, or graduate students with significant experience in conducting independent project research and can guide you through the process. 

Specifically, your mentor will advise you on formulating research questions, designing methodologies, analyzing data, and communicating findings effectively. To quickly find mentors in your research project area of interest, enroll in an online academic research mentorship program that targets high school students. You’d be exposed to one-on-one sessions with professors and graduate students that will help you develop your research and publish your findings.

The right mentor can also help transform your independent project ideas into a study suitable for publication in relevant research journals. With their experience, mentors will guide you to follow the proper research methods and best practices. This ensures your work meets the standards required, avoiding rejection from journals. 

2. Develop a Compelling Research Question

Once you are familiar with the type of independent research best suited to your strengths and interests, as explained in the previous section, the next step is to develop a question you want to answer in that field. This is called a research question and will serve as the foundation for your entire project.

The research question will drive your entire project, so it needs to be complex enough to merit investigation but clear enough to study. Here are some ts for crafting your research question:

●  Align your research question(s) with topics you are passionate about and have some background knowledge. You will spend a significant amount of time on this question.

●  Consult with your mentor teacher or professor to get feedback and guidance on developing a feasible, meaningful question

●  Avoid overly broad questions better suited for doctoral dissertations. Narrow your focus to something manageable, but that still intrigues you.

●  Pose your research question as an actual question, like "How does social media usage affect teen mental health?" The question should lay out the key variables you'll be investigating.

●  Ensure your question and desired approach are ethically sound. You may need permission to study human subjects.

●  Conduct preliminary research to ensure your question hasn't already been answered. You want to contribute something new to your field.

With a compelling research question as your compass, you're ready to start your independent study project. Remember to stay flexible; you may need to refine the question further as your research develops.

3. Set a Timeline and Write a Proposal

After defining your research question, the next step is to map out a timeline for completing your research project. This will keep you organized and help you develop strong time management skills.

Start by creating a schedule that outlines all major milestones from start to finish. In your schedule, allow plenty of time for research, experimentation, data analysis, and compiling your report. Always remember to build in some cushion for unexpected delays.

Moreover, you can use tools like Gantt charts to design a timeline for an independent research project . Gantt charts help you visualize your research project timeline at a glance. See the video below for a tutorial on designing a Gantt chart to plan your project schedule:

[YouTube Video on How to Make a Gantt Chart: https://youtu.be/un8j6QqpYa0?si=C2_I0C_ZBXS73kZy ]

Research Proposal

To have a clear direction of the step-by-step process for your independent study, write a 1-2 page research proposal to outline your question, goals, methodology, timeline, resources, and desired outcomes. Get feedback from your mentor to improve the proposal before starting your research. 

Sticking to your timeline requires self-discipline. But strive to meet your goals and deadlines; it will build invaluable real-world skills in time and project management. With a plan in place, it's time to move forward with your research.

4. Do Your Research

This is the active phase where a student is conducting a research project. The specific method you will follow varies enormously based on your project type and field. You should have your methodology outlined in your approved research proposal already. However, most independent research has a similar basic process:

• Review existing studies : Perform a literature review to understand current knowledge on your topic and inform your own hypothesis/framework. Read relevant studies, articles, and papers.
• Create methodology materials : Design your independent research methodology for gathering data. This may involve experiments, surveys, interviews, field observations, or analysis of existing artifacts like texts or datasets.
• Permissions and Equipment :  Secure any necessary equipment and permissions. For example, if doing interviews, you'll need a recording device and consent from participants.
• Collect your data : For science projects, perform experiments and record results. For surveys, recruit respondents and compile responses. Gather enough data to draw valid conclusions.
• Analyze the data using appropriate techniques : Quantitative data may involve statistical analysis, while qualitative data requires coding for themes. Consult your mentor for direction.
• Interpret the findings : Take care not to overstate conclusions. Look for patterns and relationships that shed light on your research question. Always maintain rigorous objectivity.

While a student's project methodology and its execution are unique, ensure you follow the standard practices in your field of interest to ensure high-quality acceptable results. You can always refer to the plan in your research proposal as you diligently carry out the steps required to execute your study. Ensure you have detailed records that document all your processes.  

5. Write Your Final Paper and Presentation

Once you've completed your research, it's time to summarize and share your findings with the world by writing the final paper and designing its presentation. This involves synthesizing your work into clear, compelling reporting.

Drafting the paper will likely involve extensive writing and editing. Be prepared to go through multiple revisions to get the paper polished. Follow the standard format used in academic papers in your field;  your mentor can provide you with examples of independent study related to yours. The final product should include: 

• Abstract : A short summary of your project and conclusions.
• Introduction : Background on your topic, goals, and research questions.
• Literature Review : Summary of relevant existing research in your field.
• Methods : Detailed explanation of the methodology and process of your study.
• Results : Presentation of the data and main findings from your research. Using visual representations like charts was helpful.
• Discussion : Objective interpretation and analysis of the results and their significance.
• Conclusion : Summary of your research contributions, limitations, and suggestions for future work.
• References/Bibliography : Full citations for all sources referenced.

Adhere to clear academic writing principles to keep your writing objective and straightforward. Generally, stick to a 10-15 page length limit appropriate for student work. However, you may need to write more depending on your project type.

6. Research Presentation

After writing your research project report, you should prepare a presentation to share your research orally. Moreover, a research presentation is a tangible opportunity to practice public speaking and visual communication skills. Your presentation will include slides, handouts, demonstrations, or other aids to engage your audience and highlight key points in your independent study project.

Once you have written your final paper, you will likely want to publish it in relevant journals and publications. For detailed tips see our guide on how to publish your student research paper . Some options you have to formally publish your high school-level independent research include:

• Submitting your paper to academic journals and competitions
• Presenting at symposiums and science fairs
• Sharing on online research databases
• Adding your work to college applications

Publishing your independent project allows you to share your findings with broader scholarly and student audiences. It also helps amplify the impact of all your hard work.

Independent Research Project Examples

To spark creative ideas for independent research projects, it can be helpful to read through and examine examples of successful projects completed by other high school students in recent years. Here are some inspiring examples:

●  Using machine learning to diagnose cancer based on blood markers (bioinformatics)

●  Applying feature engineering and natural language processing to analyze Twitter data (data science)

●  Investigating connections between stress levels and HIV/AIDS progression (health science)

●  The Relationship between Color and Human Experience

These published i ndependent research project examples demonstrate the impressive research high schoolers take on using the Indigo research service with mentors from different fields. Let these case studies motivate your creative investigation and analysis of the best ideas for your project.

Need Mentorship for Your Independent Research Project?

As outlined in this guide, conducting a rigorous independent research study can be challenging without proper guidance from experts, especially for high school students. This is why partnering with an experienced research mentor is so crucial if your goal is to produce publishable research work.

With Indigo's structured research programs and ongoing expert feedback, you can elevate your high school independent study to a professional level. To get matched with the perfect research mentor aligned with your academic interests and passions, apply to Indigo Research now.

Indigo Research connects high school students with PhD-level researchers and professors who provide one-on-one mentorship through the entire research process - from refining your initial topic idea all the way through analyzing data, writing up results, and finalizing your findings.

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The Essential Guide to Doing Your Research Project

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Schools as Sites for Recruiting Participants and Implementing Research

Robin bartlett.

UNC Greensboro School of Nursing, Greensboro, NC

Tiffany Wright

UNC Greensboro School of Nursing, Greensboro, NC; ude.gcnu@2hgirwnt

Tia Olarinde

Special Populations Coordinator, Texas Department of State Health Services, Austin, TX; moc.liamg@7002sedis

Tara Holmes

Stony Brook University, Stony Brook, NY; [email protected]

Emily R. Beamon

Graduate Research Assistant, UNC Greensboro School of Nursing, Greensboro, NC; ude.gcnu@nomaebre

Debra Wallace

Associate Dean for Research/Professor, UNC Greensboro School of Nursing, Greensboro, NC; ude.gcnu@callawcd

Schoolscan be a valuable resourcefor recruitment of participants for research involving children, adolescents, and parents. Awareness of the benefits and challenges of working with schools canassist researchersin developing effective school partnerships.This articlediscusses theadvantagesof conducting research within the school system as well as the challenges that may also arise.Such challenges include developing key contacts, building relationships, logistical arrangements, and facilitating trust in the research topic and team. Suggestions for strategies to forge successful collaborative relationships with schoolsare provided.

Childhood and adolescence are very impressionable stages in development, making them ideal moments in which interventions can be initiatedto help students avoid risky behaviors. Primary and secondary schools have considerable power to influence child/adolescent decision making during these stages ( Walsh, 2011 ). Intervening with adolescents in their school environment provides opportunities to directly influence the causes and consequences of behavioral health challenges (e.g. bullying, harassment, risky sex behaviors; Craig, Austin, & McInroy, 2014 ). School-based research may involve in-depth collaboration with a school, like when instructional time is used for the research, when the school helps define research aims,orwhen the school holds a vested interest in the project.The collaboration may also be less formal, as when the school simply provides a venue and access to student and parent participants. In these cases, the school approves the project, but school personnel are only minimally involved. This articlediscusses advantages and challenges in conducting research in schools and suggests strategies for building successful research collaborations with schools.

Advantages of Partnering with Schools

Collaborating withprimary and secondary schools (both public and private)to recruit participants and implementresearch is useful, especially whenthe populations of focus are school-age children and adolescents ( Bartlett& Shelton, 2010 ; Hayes, Chapple, & Ramirez, 2014 ).The implementation of school-based research projectsmake it possible to obtaina number of diverse participants from atarget population( Alibali& Nathan, 2010 ; Mishna, Muskat,& Cook, 2012 ). School-based approachesmay result in better retention of child and adolescent participantsthan other methods, sinceschool attendanceismandatory. Engaging formal assistance from the school in recruitment may ease suspicions among student-family populations and improve participation. Potential participants maybe generally trusting of their schools; this trust may transfer to the research project, making recruitment even more successful ( Bruzzese, Gallagher,McCann-Doyle, Reiss, & Wuetunga,2009 ). Including a member of the school staff to assist with recruitment may further enhance success,especially amongunderserved populations ( Alibali& Nathan, 2010 ; Lamb, Puskar, & Tusaie-Mumford, 2001 ). Specifically, when conducting studies among special populations(like immigrants who may not have come into the country legally), these children and their families may perceive schools as ‘safe’spaces, since schools do not typically report immigration status to government officials. Researchers collaborating with schools may also have this safedesignation transferred to them and this could elicit participation from immigrants without fear of being reported to government agents.Of course, it is incumbent on researchers to adhere to all aspects of human subjects’ protections and informed consent in order to protect these vulnerable participants.

When research is conducted in the school immediately after school hours, school buildings/rooms can provide a venue or space for the research. Students are already at the study site, therefore transportation is needed only to return home. Schools may be incentivized to participate by providing some remuneration or a small fund for the collaboration. For funded projects, including this incentive in the budget is recommended ( Bartlett& Shelton, 2010 ; Jago et al., 2011 ; Mishna et al., 2012 ).

Collaborating with schools has potential benefits not only for researchers but for the school and student participants. School-based interventions may benefit children and adolescents whose access to services is limited, including individuals from racial, ethnic, or religious minorities, and those marginalized by their sex status or sexual orientation. Studies involving adolescents from lower socioeconomic status (SES) backgrounds, for instance,mayofferguidance, structure, and support for these students( Craig et al., 2014 ; Curtis, McLellan, & Gabellini, 2014 ; Mishna et al., 2012 ). Many of these students may lack these advantages due to the time and resource constraints oftheir parents’ shift-work, single parent homes, or”latch-key” situations ( Walsh, 2011 ). Intervention programs in schools are more accessible to adolescents than community-based programs ( Curtis et al. 2014 ). An intervention conducted in a school may provide students access to education, treatment, or other programming to which they would otherwise lack access ( Mishna et al., 2012 ).

Since adolescents may be more likely to visit a school-based health clinic than a community medical facility ( Green et al., 2013 ), collaborating with a school health clinic mayprovide researchers access to a greater number of potential research participants. Of course, this would be dependent on the size of the school, number of students seen in the school-based clinic, and the availability of community clinics in the area. In some situations, and in our experience, because of similar interests, mutual trust, and logistical priorities, collaborating with a school-based health clinic may be even more efficient than collaborating with an individual school or school system, especially if interventions are health related. Also, when nurse researchers plan school-based research, gaining entry to a school can be enhanced by collaborating with the school-based health clinic, health educator, or school nurse.

Since children spend the majority of their daily lives at school, school-based research can allow for the observation of social interactions that naturally occur in a school setting ( Alibali& Nathan, 2010 ). Conducting research in school environments may assistinvestigatorsin understandingspecific/targeted participant behaviors as well as intervening to address these behaviors ( Mishna et al., 2012 ).

Challenges in Partnering with Schools

While there are many benefits to collaborating with schools for research, there are challenges as well. Researchers who anticipate and plan for managing these challenges can promote the opportunity for successful collaborations.

A fundamental difficulty in conducting school-based research liesin the task of coordinating the numerous parties and levels of authority involved to gain entrance into a school or school system( Jago, et al., 2011 ; Mishna, et al., 2012 ; Powers, 2007 ). In order to gain access to the school and its resources, a researcher must begin to cultivate positive relationships with many school staff members ( Powers, 2007 ). Gainingsupport and permission from leaders and personnel at different levels of the school system (i.e. staff, administration, school board) can be time consuming, costly, and may require extensive work on the part of the investigator ( Mishna et al., 2012 ). The highest level of permission requiredvaries by school system. In some systems, the county superintendentmayneed to provide permission before other levels of permission are granted; in other cases, the community’s school board members may need to approve collaborations. Finding the appropriate contact person within private/charter schools may also be challengingand require significant investigation into the school administrative structure. Whatever the particular situation, it is important to identify the highest level of permission required,as early as possible in the process, to make efficient use of time and avoidconfusion.

After gathering vital information about the school(s) of interest and those who will grant approvals, a next necessary step would be to gain entry into the school itself. In our experience, having a connection within the school/school system facilitates access. Initiating the collaboration several months in advance of starting the project is necessary to gain this access and approval. Once a preliminary relationship is established, it is important to identify a member of the school staff to serve as a liaison or navigator to help with logistics and scheduling. Again, it is important to stress the length of time researchers may need to be in contact with this liaison so as to facilitate access to the school and its students. Approvals from schools and school systems may take an extensive amount of time, so the researcher should be prepared in the event progress is not made quickly.

Regardless of the level of involvement of the school, all research protocols have to be approved by an Institutional Review Board (IRB) and/or the school/district committees that may be in place. IRB approval not only protects human subjects but it is a requirement to disseminate research findings. Procurement of approval by research review committees affiliated with the school system may also be required. When a school system does not have its own research review committee, the investigator’s IRB may require a letter of approval from each collaborating site prior to its approval of a project. Obtaining the approval of research ethics committees may be an early and necessary step in the authorization process; however, those approvals do not guarantee access to a school or system. Further, obtaining multiple forms of approval (from the researchers’ institutional IRB and the school system’s approval boards or groups) adds complexity to the study and may involve additional time. Approval committees may require evidence of the benefits of a project to the school or system at the outset, they may want to review all survey instruments and materials to be used in the project, and they may require that a curriculum vitae or biosketch of each investigator be submitted. The complex approval process may affect the study timeline and/or protocol (e.g. getting approval just before the end of the school year; needing to obtain school administration’s approval of data collection instruments), so planning sufficient time to deal with various levels of approval and potential lack of approval is important.

Once entry to the school is gained, the researcher must meet the challenges of managing logistics associated with the school. Prior to initiating a study, researchers should take the necessary time and effort to obtain information on school scheduling, mandatory local and state school curricula, programs already offered by the school system, and a school or system’sopenness to specific intervention study topics.It is imperative to the research study to understand the daily operations of the school and the protocol of conducting research within a school setting, all while maintaining a productive working relationship with the school ( White, 2012 ). Occasionally, perhaps to the detriment of the study, the team may find that school administrators allow data collection only during certain times and in certain places. Given these challenges, researchers must work together with school officials in order to maintain the collaborative relationship and continue conducting research. In addition, school sports schedules, teacher work days, end-of-grade testing, and closures due to weather conditions can affect all aspects of a study. If possible, it is helpful to obtain the school’s calendar of events prior to planning research-related activities to avoid major conflicts with other school activities.

Researchers must also face school-specific challenges. Lack of sufficient space for study activities, lack of resources, lack of trained research staff to aid in implementing interventions, and participant attrition are just a few of the concerns for researchers within an individual school setting ( Mishna et al., 2012 ). If a research project is being conducted after school hours, research staff may experience interruption due to commonly used overhead paging systems or by interruptions from other after school events (i.e. social clubs, band practice, sports programs). It is critical that the researcher understand their status as a guest in the school, and work collaboratively with school personnel to reach solutions that meet the school’s needs and the needs of the research project.

Parental Involvement

Since children and adolescents are minors, and require parental consent to participate in research projects, an additional challenge of working in schools is the inability to reach parents of adolescents in order to approve their child’s participation ( Jago et al., 2011 ). A lack of access to parentscan be discouraging, especially since the active engagement of parents in adolescent-focused intervention activities has been found to increase adolescents’ motivation and engagement in an intervention ( Greca, Silverman,& Lochman, 2009 ; Lewis et al., 2009 ; Villarruel, Cherry, Ronis, Cabriales, & Zhou, 2008 ). Another obstacle identified by Coyne (2010) is the act of obtaining parental consent. An adolescent’s participation in a research study may be blocked due to the failure of a parent or legal guardian to give consent ( Coyne, 2010 ). This situation occurs when an “opt-in” parental consent model is used, where potential participants are informed and consent is requested before participation occurs ( Berry et al., 2011 ). However, this limitation can be alleviated by the use of an “opt-out” parental consent model, where potential participants are informed and included unless they express an unwillingness to participate ( Berry et al., 2011 ).Prior researchhas utilized the opt-out consent method, indicating to participants the purpose of the research project, while explaining that they can withdraw their participation by submitting a provided form ( Routh, Rao, & Denley, 2006 ). An opt-out parental consent model may not be appropriate for all projects, so the researcher must collaborate with the IRB to determine when and if this way of consenting could be used.

Challenges to conducting research within school settings also includes the lack of trust that investigators may encounter. Overcoming this challengecan take time and skill ( Berry et al., 2013 ). Simply obtaining informed consent/assent from these parents and children may be difficult due to lack of trust and the challenges associated with access to them. In addition to gaining trust, there mayalso be language and cultural barriers that arise among parents that would need to be addressed accordingly. Having research staff members of the same race/ethnicity and who speak the same language as potential participants arestepsto begin to address these issues ( Cabral & Smith, 2011 ; Wallace & Bartlett, 2013 ).

Scheduling can be another complex challenge to consider when conducting research studies within a school setting. Many scheduling concernsmust be considered when working with adolescents and their parents, including participation in conflicting afterschool activities, lack of transportation, and busy schedules of both the child and adult. It is of great importance to offer flexibility in scheduling to meet the needs of the participants. It may be helpful to obtain the school schedule while also having participants complete a calendar of scheduled events in order to plan research activities so as to avoid conflicts with other afterschool activities. It might also be that some potential participants should not be recruited to participate if their schedule is prohibitively full or complex. Reviewing the school activities calendar and scheduled community events provides clarity as to potential scheduling issues and ways to avoid conflicts that may affect recruitment, enrollment, attendance ( White, 2012 ), and retention.

Topics of Study and Pre-established Programs

One factor that could affect the reception of a research program by a school or school system is the topic of study. Research related to sensitive topics (e.g. religious beliefs, drug and alcohol use, sexual practices/behaviors) may run counter to a school system’s mandate for what should be taught to students, as well as how and when it should be taught. For instance, if an individual school or school system has adopted an “abstinence only” curriculum, they may beless likely to allow a researcher to access their students for a safe-sex educational intervention than a school that operates under a harm-reduction approach to sex education. However, even in abstinence-only situations, the industrious researcher may discover that the school is willing to allow delivery of the “control” group portion of the program (as opposed to providing the actual safe sex education intervention). Therefore, knowing the existing philosophies, programs, allocations of authority, and opinions among administrators and parent-leaders can save a researcher time and effort.

Having a comprehensive understanding of the school, school system, and its curricula are necessary before beginning a research project within a school. Programs or curriculaalready in placemay influence entry into a school, access to participants,andaffectfindings of a research project. Many school districts have mandatory programs that are likely to overlap with topics addressed in behavior change interventions (i.e. sexual health, anti-drug, anti-bullying, anti-violence interventions; Cunningham, Cunningham, Ratcliffe, & Vaillancourt, 2010 ). Participation in research by students who are involved in other school behavior change programs may significantly affect the validity of research studies on these topics.For example, if a local school offers a comprehensive sex education program, a “safe sex” intervention will likely not have the same results as if the intervention took place in a school with an “abstinence only” sex education curriculum. At the very least, the research team should keep comprehensive field notes of information that emerges during the course of a study for use to understand and explain results later.

Measurement Obstacles

The manner in which data are collected can pose a challenge to school-based research projects. While self-report data are efficient and easy to use, this type of data collection has been criticized for the lack of accuracy and reliance on personal reflection ( Lund, Blake, Ewing, & Banks, 2012 ; Mishna et al., 2012 ). Reliability can be particularly problematic when student self-report data arecollected by school staff members who are involved in a school-based intervention ( Lund, et al., 2012 ).To avoid complications of self-report data, multiple data collection methods can be used, a neutral party on the research team can evaluate intervention results, and the team can be trained to communicate clearly with the school and students. At every data collection time point, researchers can also reiterate the team’s strategies used to promote both security and confidentiality of personal data. It is important to pilot test survey instruments and demographic questionnaires to assure that questions are easily interpretable by participants. Reading survey questions aloud helps to avoid issues related to literacy, and having clear instructions (via formal protocol) that are consistently provided to participants prior to data collection is important.

Additional Recommendations for Successful Collaborations with Schools

Management of timeline.

Many of the challenges to conducting research in schools can be overcome by researcher awareness and timely actions. Though cooperatingwiththe multiple levels of personnel involved in a study can be time-consuming and difficult, strategies can be implementedto keepthe process running smoothly. Prior to contacting a school, the researcher should allot time to gatherand learn as much information as possible about the system, the demographics of the area, and the school’s population. If a study focuses on a certain subpopulation of students, researchers must familiarize themselves with the general student demographics of that group (e.g., typical age, gender, race, ethnicity, income). This information can be found online in publicly available sites like School Report Cards or state or local education system descriptions. In addition, demographic information involving the setting (urban or rural) of a school can also be an important variable in research with some school systems including schools in both cities and rural areas.

Recruitment

Recruitment of individual participants and involvement of parents can be enhanced through a number of strategies. During recruitment, a member of the research team should explain the study and its benefits, address questions or concerns, and obtain contact information through the use of a sign-up sheet for those interested in private follow-up. Further, providing details about the study, with consent forms,may help facilitate conversations with parents/guardians and improve participation ( Daley, 2013 ). Providing details about the study alongside consent forms, has been shown to facilitate conversations with parents/guardians prior to a study and to improve participation and retention rates ( Berry et al., 2013 ). The researcher must be careful to fully inform potential participants about the study prior to obtaining consent. In our experience, participants may sign consents without reading them or having the consents read to them. To prevent this, a copy of the consent can be provided during the informed consent process that has no signature space. Once all information is provided and questions have been answered, the actual consent form with name fields can be provided to secure consent for those who wish to provide it.

To make participation in recruitment efforts more attractive, refreshments may be provided, and team members can be present to answer questions and provide guidance to participants, parents, and school personnel. Another strategy for recruitment is to promote or advertise the study at parent-teacher meetings. Research team members’ presence at these meetings reflects the school’s support for the project and allows potential participants and parents to learn about the project in a risk-free setting. Finally, hiring a community member to assist with recruitment can be another strategy to gain access to parents, depending on the sampling method used. If a pilot study was conducted in the same or a nearby community, hiring a parent who has already participated in the earlier arm of the project can be helpful in building trust among potential participants.

Having a school employee serve as a faculty sponsor or “navigator” in the school is a useful strategy to aid in recruitment. With permission of the school and approval by reviewing bodies, a school-based navigator or liaison can help identify and enable contact with potential participants. The presence of the navigator at recruitment meetings may demonstrate endorsement of the project, may build trust of students and parents withthe research team, and promote potential participants’willingness to enroll in the study.

To facilitate participation from vulnerable populations, and in order to foster trust between members of vulnerable underserved populations and research teams, researchers can provide accurate information, answer questions honestly, listen to all viewpoints, and strive to cultivate positive encounters ( Berry et al., 2013 ). Friendly, responsive, and consistent interactions with research team members, who provide clear accounts of the study’s methods and aims, can enhance participation from these individuals ( White, 2012 ). For groups of participants who may have illegally immigrated to the United States, researchers can emphasize the confidential nature of the study and if asked, assure potential participants that they have no communication with authorities regarding citizenship status.

Another way to meet the challenge of recruitment is to include culturally specific engagement strategies for adolescents from vulnerable populations. A study might choose to use recruiters and interventionists who reflect the target population in race and ethnicity and who are knowledgeable about likely cultural expectations and challenges for the group or area ( Craig et al., 2014 ). Some suggested strategies for successful recruitment and retention of minority women and girl participants in research include being visible in the community prior to recruitment to build trust, being familiar with the community and recent events in the community, and holding meetings and events in convenient locations and at convenient times to decrease the time and travel burdens of participation ( Wallace& Bartlett, 2013 ).

Logistics within the School Setting

Being flexible with research protocols is essential in school-based research ( Alibali & Nathan, 2010 ). It is vital to understand that schools and teachers operate under numerous time constraints- a situation that requires patience on the part of researchers to allow ample time for a project to evolve, and discipline not to push too hard to achieve a desired timetable ( Alibali & Nathan, 2010 ). Communication with school partners—early, frequent, and through multiple modes—allows better understanding of the how, when, and where of intervention sessions and data collection. The more flexible researchers can be, the more likely they are to have positive experiences working with schools ( Alibali& Nathan, 2010 ).

Minimizing the use of school resources is also important and may include team members’ removing the trash or paying the custodian to clean up after recruitment or intervention sessions. Audiovisual or computer aids can be provided by the team, so that school equipment is not used. Every effort should be made to be respectful, patient, and collaborative with schools.

Streamlining study processes and carefully considering the potential impacts of research on a school are important to facilitate successful collaborations. Because schools are under increasing pressure from parents and governments to produce positive outcomes for students, researchers should avoid asking to use instructional time to conduct research ( Alibali& Nathan, 2010 ; Jago et al., 2011 ; Powers, 2007 ). Indicating to school officials that the collaboration does not involve students’ instructional time greatly increases the chances of gaining a school’s involvement in research. Recruitment protocols and processes can be designed to avoid or decrease burdens on schools.

There are numerous positive aspects of partnering with schools for research. Schools offer access to difficult-to-reach populationsandprovide a convenient, single site for recruitment, intervention delivery, and data collection.Importantly, the school is a natural laboratory where many adolescent and childhood risk behaviors occur. School collaborations providenurseresearchers interesting in improving the health of communities with opportunities to understand behaviors in children and adolescents andsubsequentlydesign effective interventions. Research in schools may beespecially beneficial for student participants as well,for whom aspects of interventions, includingtargeted education,may be otherwise unavailable or difficult to access.

Challenges to conducting research in schools includemanaging the logistics of collaboration, obtaining access to participants within schools with parental consent, understanding how the topic of study may pose problems with intervention dissemination, and obstacles with measurements used. However, as we have illustrated, with careful planning and forethought many of these challenges can be overcome.

Building on experiences of working in communities, community health nurseresearchers can develop rewarding,collaborative relationships with schools, children, and parents in outcomes research. At their best, collaborative relationshipsfunction tobenefiteveryone involved. Nurses, schools, and other health and behavior professionals stand to gain from increased knowledge of student risk behaviors and responsivity to specific interventions. Schools and parents can benefit through their involvement in the planning and coordination of research. The children and adolescents themselvesbenefit directly and indirectly through access to education and programming provided through interventions, as well as frompotentially improved services in the long term. As we have outlined here, to meet thespecial challenges of school-based research and especially topromote valid findings that will add to knowledge and improve child and adolescent health, community health nurse researchers must consider their approach to collaboration with great care and planning.

Acknowledgements:

This project was partially supported by Grant P20MD002289 from NIMHD/NIH. The content is the sole responsibility of the authors and does not necessarily represent the official views of the National Institute for Minority Health and Health Disparities or the National Institutes of Health.Appreciation goes to a cadre of research assistants who participated in our collaborations with schools and in development of this manuscript. Thanks also go to the schools who engaged with us in successful research collaborations. Finally, thank you to Elizabeth Tornquist for editing a version of the manuscript.

The following statement must be included in the copyright information.

Journal acknowledges that Author retains the right to provide a copy of the final peer-reviewed manuscript to the NIH upon acceptance for Journal publication, for public archiving in PubMed Central as soon as possible but no later than 12 months after publication by Journal, if the publisher does not manage this.

Contributor Information

Robin Bartlett, UNC Greensboro School of Nursing, Greensboro, NC.

Tiffany Wright, UNC Greensboro School of Nursing, Greensboro, NC; ude.gcnu@2hgirwnt .

Tia Olarinde, Special Populations Coordinator, Texas Department of State Health Services, Austin, TX; moc.liamg@7002sedis .

Tara Holmes, Stony Brook University, Stony Brook, NY; [email protected] .

Emily R. Beamon, Graduate Research Assistant, UNC Greensboro School of Nursing, Greensboro, NC; ude.gcnu@nomaebre .

Debra Wallace, Associate Dean for Research/Professor, UNC Greensboro School of Nursing, Greensboro, NC; ude.gcnu@callawcd .

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• School Leaders
• The Evidence Institute

School Based Research Projects

Below you will find information on each of the cohorts and a list of resources related to these projects.

Download the School Based Research Projects Overview Infographic

2022 school based research projects cohort.

Three school based research projects commenced in 2022

Making and Shaping Meaning Through Writing

Wenona school.

Smart Study

Queenwood School for Girls

How effective is NELI (Nuffield Early Language Intervention)?

Hunter Christian School

2021 School Based Research Projects Cohort

Two school based research projects commenced in 2021

Enhancing Literacy Acquisition in Vulnerable Senior Secondary Students

Warakirri College

Implementing classroom practices to support girls in co-ed Islamic schools

Minarah College

2019 School Based Research Projects Cohort

Two school based research projects commenced in October 2019.

Building Readers for Life: A Sustained Silent Reading (SSR) Program

The Effectiveness of Exercise, Resilience Training and Occupational Therapy on Whole-School Mental Health

Skillset Senior College

2018 School Based Research Projects Cohort

Two school based research projects commenced in October 2018

Not Just ‘Cherry-Picking’ Aspiration: Implementing CPS for Students  with Special Needs

St Philip's Christian College DALE (Dynamic Alternative Learning Environment)

Valuing, Measuring and Tracking the Development of Learning Dispositions Within a K-12 School

Roseville College

2017 School Based Research Projects Cohort

Three school based research projects commenced in October 2017

Engineering for all

Mater dei school.

The Mater Dei research team aims to gather evidence to demonstrate the viability of engineering as an academic pathway for young learners with intellectual disabilities. The project design relies on the Universal Design for Learning (UDL) framework.

Impact of faith development activities on school climate

Avondale school.

Avondale School seeks to explore the unique factors that faith-based schools contribute to enhancing school and classroom climate. Research to date indicates the positive impact of school climate on student outcomes but little evidence has been gathered on this within the context of faith-based education.

Music tuition and literacy achievement

Carinya christian school.

Carinya Christian School aims to study the effect of using music tuition as an intervention to counter low achievement in literacy. Research indicates that music training can influence listening skills, previously identified as an essential pre-reading skill.

2016 School Based Research Projects Cohort

Four school based research projects commenced in October 2016

Growing minds

Kincoppal-rose bay school.

This research project focuses on reforming assessment and reporting of student achievement moving towards a model of assessing and reporting individual student growth on a continuum of learning or proficiency map. The project will focus on the learning domains of mathematics and English for Year 5-8 students, and will involve English and mathematics teachers from the senior school, Stage 3 teachers and members of the school leadership team. 

Collaborative approaches to programming and teaching primary science: Opportunities and impacts

Kinross wolaroi school.

This project aims to build primary teachers’ confidence and competence in teaching inquiry-based school science by providing them with targeted specialist support and resources.

Schema-based instruction and maths problem solving

Musec school.

For students with intellectual disability (ID) and autism spectrum disorder (ASD), the language demands of word problems and the multistep processes required to reach a solution, can present particular difficulties. This two stage research project will examine the impact of schema-based instruction (SBI) on a small population of primary aged students with ID and ASD, and provide training for teachers to deliver the intervention in their own classrooms.

The development of an online assessment tool for Auslan

Ridbc thomas pattison school.

Educators need reliable and valid assessment tools that show what a child can do and what they still need to learn in order to support language learning. This research project aims to produce an online formative assessment tool to support signing deaf students’ Auslan skills – one that requires minimal educator training to use effectively.

2015 School Based Research Projects Cohort

Seven school based research projects commenced in October 2015 and were completed at the end of 2017

Assessment for learning

All saints grammar school.

This project aims to evaluate the implementation and impact of assessment for learning strategies on teaching practice and student engagement in learning. Using an action research framework it endeavours to promote and consolidate a culture of collaborative professional learning across the school, ensuring that every student is engaged in relevant learning.

Underachievement in high ability students

Inaburra school.

This project aims to explore the effectiveness of bibliotherapy (environmental perceptions) and differentiation techniques (goal valuation/task meaningfulness) in reversing underachievement among high ability underachievers at Inaburra School. Based on the Achievement-Orientation Model framework, the project will develop and affirm the interventions that could address the needs of and counter underachievement among high ability underachievers.

Restorative practices and learning outcomes

Key college (youth off the streets).

This project aims to evaluate the impact of prevention and intervention strategies on student learning outcomes when utilising the Restorative Practices continuum. The research team will explore the benefits and limitations of a whole of school Restorative Practices approach in the Youth Off The Streets setting. It will then investigate how to create safe and harmonious school environments which provide conditions in which student learning and social interactions can develop and flourish.

Aiming for student and teacher excellence

Knox grammar school.

This research project investigates the impact of embracing the key factors recommended in the Australian Teacher Performance and Development Framework on teaching performance and student learning outcomes, engagement and wellbeing. The aim of this project is to improve these factors through professional learning and collaborative expertise. This includes the sharing of knowledge and experience to increase pedagogical content knowledge and a mutual understanding of effective classroom practice.

Improvement science and the development of resilient agency

Ravenswood school for girls.

The aim of this project is to examine the impact of an improvement science model of professional learning on the development of resilient agency for Stage 5 students. The first part of this project is to clearly articulate a contextually relevant definition of resilient agency as understood by teaching staff. Teachers will then investigate how local conditions and classroom contexts contribute to resilient agency, and how this can be further supported.

Self-directed integrated learning program to re-engage disengaged senior students

Trades norwest anglican senior college.

This project seeks to explore how a self-directed integrated learning program works in a trades-focused senior secondary education environment. Areas of focus include factors contributing to effective delivery and program success, and how the program can be embedded in other learning environments. 

Functional Communication Training (FCT)

Woodbury autism education and research.

The aim of this project is to test student outcomes and evaluate the treatment integrity of Functional Communication Training (FCT). FCT is an integral component of Applied Behaviour Analysis, a comprehensive, research-based approach to teaching and behaviour management for children with autism. The team hopes to add to the evidence base for the efficacy of FCT in increasing student communication and decreasing inappropriate behaviours.

2014 School Based Research Projects Cohort

Five school based research projects commenced in October 2014 and were completed at the end of 2016

Co-teaching in flexible learning spaces

Claremont college.

This research project investigated the question of whether co-teaching contributes to the improved quality of teaching, and student academic and social outcomes. As part of this project, the College created flexible learning spaces across grades K-6 and implemented shifts in pedagogy embodied in the change to a co-teaching instruction model. The school looked for evidence of change in the quality of teaching, and in student thinking and learning.

Improving curriculum delivery through REAL

Oakhill college.

This research project examined how the College’s REAL — Relevant, Engaged, Active Learning — program impacted curriculum delivery. The REAL program is a working model of whole of school pedagogical change, based on research and best practice in pedagogy and research, with the purpose of improving learning outcomes for students. 

Project-based learning

St philip’s christian college – newcastle.

This research project investigated the effectiveness of project-based learning (PBL) in the development of 21st century skills (critical thinking, collaboration, and communication) among students on multiple school sites. The College implemented a PBL program and staff engaged in capacity building for assessing, programming and facilitating the PBL model.

A question of values

St spyridon college, masada college, and rouse hill anglican college.

The project team investigated how the values of three diverse faith-based schools inform and shape responses to social and ethical responsibilities for their students and the wider community. They looked at how these schools promulgate their stated values, examining what they have in common, but also what makes them distinct. 

STEM and girls education

This project explored possible solutions to improve educational outcomes for girls in STEM (Science, Technology, Engineering and Mathematics) in Australia and overseas. Educators investigated student, teacher and parent mindsets with regard to development of girls’ self-concept and self-efficacy in relation to STEM. The school also ran a K-12 STEM program involving curricular and co-curricular experiential learning opportunities.

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New $90 Million Project to Create Digital Research Hub Focused on K-12 Education

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The National Science Foundation has awarded Rice University $90 million to build what is being described as a first-of-its-kind education research hub that will leverage data from an array  of major digital learning platforms currently serving tens of millions of students. 

The university recently announced the investment as its largest ever federal research grant. OpenStax at Rice, a major publisher of open education resources, will build the research and development hub known as SafeInsights .

The project will focus on producing “research-informed insights about teaching and learning for educators, institutions and learning platforms to use to create tailored programs, pedagogies and policies that will equip learners to thrive.”

“Just like there are bigger telescopes that let astronomers see deeper into the night, SafeInsights’ goal is to have this large student population that will enable researchers to see deeper into the student learning experience,” Slavinsky said in an interview. 

The SafeInsights hub will take five years to build, he said, with early research projects b eginning in 16 to 18 months, and full-scale research operations starting in 2029. 

School districts’ commitment to seeking and using research-based educational strategies is uneven at best. Many district officials complain that academic and other scientifically based research is too abstract, disconnected from their work, and outdated to be of practical use in their decision-making.

When surveyed recently by EdWeek Market Brief on what sorts of research they value most when choosing products and services, district and school leaders were much more likely to point to data on student outcomes, or product usage data than they were rigorous, experimental research.

Data Security in Focus 

At $90 million, the award is NSF’s largest investment in research and development infrastructure for education at a national scale, the university said.

In the past, education research has been hampered by small study groups and short time frames, but the recent boom in digital learning can provide researchers with a plethora of data needed to better understand academic outcomes, Slavinsky said. 

SafeInsights’ goal is to have this large student population that will enable researchers to see deeper into the student learning experience. J.P. Slavinsky, Executive Director, SafeInsights

And research will not be limited to only STEM (science, technology, engineering, and math) areas. Schools, education companies, and researchers participating in SafeInsights will bring their own research agenda, Slavinsky said.

Protecting student data is a major concern within school districts, particularly as  schools’ and students’ reliance on technology  has steadily grown.

The data collected as part of the new project will remain secure, Slavinsky said. No student information will be revealed to researchers. 

Instead, researchers will submit their inquiries to SafeInsights, and the research hub will have the data in question analyzed where it is originally stored — by schools or on a digital platform — and provide researchers with aggregate results. 

The research and development project will be a central hub for 80 partners and collaborating institutions. That number is expected to grow, Slavinsky said. 

“One of the great things about SafeInsights is that it is very scalable,” he said. “And we want to build this community, so we can get a better and better picture of the students and the teachers we’re trying to help.” 

Follow  EdWeek Market Brief  on Twitter  @EdMarketBrief  or connect with us on  LinkedIn .

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20+ Psychology Research Project Ideas for High Schoolers

By Jordan Ellington

Project Support Manager at Polygence

11 minute read

Do you ever find yourself pondering why certain individuals act the way that they do? Why is it that sudden behaviors are triggered in one person but have no effect on the next? If this sounds like you, it’s time to explore the field of psychology! Whether you’re eager to learn more about mental health, functions of the brain, human behavior and motivations, or child development, this could be the sign you’ve been needing to further inspect the world of psychology.

There are many types of psychology research and fields. Here’s a list of project ideas and areas of focus to help inspire you as you get started doing psychology research .

5 Psychology Experiment Research and Passion Project Ideas

Experiments allow psychologists to determine causation (i.e., that something caused another thing to happen). These research projects study how one group of participants (those in the “control” condition) compares to another group of participants (those in the “experimental” condition). Importantly, participants are randomly assigned to conditions - they don’t get to choose which one they are in. 

Here are some psychology experiments that you can do, along with a few things to consider for each one:  

1. Does meditation improve the mental health of people who feel lonely?

Make sure to standardize the way that participants meditate each day (e.g., duration, any apps that they use). What would be a good control condition for this experiment?

Idea by psychology research mentor Kristen

The Polygence Pathfinders Program

Pathfinders is a career discovery mentorship experience designed to help you explore different career paths and gain more clarity about your future. Learn from three world class mentors in the fields of your choice and discover your passions!

2. How can psychologists improve mental health?

This is a broad research question - you should narrow it down to a specific area of focus, such as anxiety, depression, and self-esteem. Design an activity for participants to do in order to improve their mental health in this area. Both project #1 and #2 are types of experiments called “interventions”.

Idea by psychology research mentor Tanya

3. Is stress contagious?

This is another broad research question. You can be creative about how you decide to study this idea. Perhaps you will have two “participants” sit side-by-side as they complete a math test. In the experimental condition, one “participant” will actually be a fake participant who’s a member of the research team and acts very nervous while taking the test. In one control condition, both participants will be real. In another control condition, one participant will be “fake,” but they won’t act nervous. How will you measure stress in this experiment? You can use self-report questionnaires, but maybe there is a better way. You should also study how the average score on the test compares between conditions.

Idea by psychology research mentor Stephen

4. What’s more effective for studying: digital study tools or traditional textbook review?

Think about which subjects students typically use digital study tools for (e.g., flashcards). Math is probably not the best subject in this case. Doing the experiment on students in a real classroom on a real test would probably be best, but how can you ensure that students stick to their assigned study method? How can you recreate a classroom in a laboratory setting?

Idea by psychology research mentor Noel

5. Does color impact memory?

In this experiment, you could give participants a list of words in different colors and see how well they remember them based on the color.

Idea by psychology research mentor Aya

Exploring the Mind just Light You Up?

Polygence pairs you with an expert mentor in your area of passion. Together, you work to create a high quality research project that is uniquely your own. And on your own schedule. Our psychology mentors both inspire and guide you along the way. We also offer options to explore multiple topics, or to showcase your final product!

4 Survey-based Psychology Research and Passion Project Ideas

Survey-based research involves analyzing word-based information, such as what participants express in interviews and open-ended response questions, or numerical information (e.g.,when participants answer questions on a scale from 1 to 5). Researchers usually conduct survey-based research when it would be unethical or impossible to do an experiment about the topic. 

When you are asking survey questions, especially about sensitive topics, there are important aspects to consider. Try your best to make participants feel comfortable answering the questions. You can do this by emphasizing that responses will be confidential. Avoid asking leading questions and questions that can be answered with a simple “yes or no.” Doing survey-based research online allows you to have more participants. However, during an in-person interview, you can ask follow-up questions about anything interesting that the participant says. 

Here are ideas of survey-based psychology research projects: 

1. Who uses apps and websites that offer virtual counseling?

How do these digital tools compare to in-person counseling? In this survey, you can ask participants who use virtual tools versus in-person therapy why they use their respective mediums. Ideally, it would be great to find someone who has tried both virtual and in-person therapy.

2. How does the relationship between mountain biking on physical and mental health compare to other types of physical exercise?

This project is interesting because you can’t ethically conduct an experiment and tell participants to do a dangerous activity like mountain biking. Thus, a survey is a better approach. Get participants who do a variety of physical activities and ask them why they chose the activity. Be creative with your questions!

Idea by psychology research mentor Haille  

3. How do members of your family, community, peers, or a specific population think about mental health counseling?

What do they think of people who utilize therapy? After understanding these perceptions of therapy, you can come up with interventions that can challenge stigma around going to therapy. Reducing stigma can encourage people to go to therapy and thus improve mental health outcomes!

Idea by mentor psychology research mentor Nat

4. Think about your high school and ask yourself the question: “Do/Would students from different backgrounds feel welcomed here?”

In this project, you will interview students and teachers to document how your school can better champion diversity and inclusion efforts. You will use primary and secondary sources to uncover themes and gaps in your school’s equity policies and practices.

Idea by psychology research mentor Lydia

5 Psychology Literature Review Research and Passion Project Ideas 

A literature review (sometimes shortened to “lit review”) is a written summary of key work that has been conducted about a psychological topic over several years. It’s a type of secondary research that describes how different studies relate to each other and how the field has developed over time. To write a lit review, the first step is to use an academic journal database (e.g., Google Scholar ) to find and skim academic articles . 

Keep notes about the key findings from each study and how it built off of previous research. What open questions did the researchers hope to resolve by conducting their study? How were the results the same between similar studies and how were the results different? What methods did different researchers use? How has researchers’ understanding of the field changed in light of new and potentially conflicting evidence? 

It can be overwhelming to decide what to include in your literature review because there are tons of psychological articles on a given topic. I like to start with a promising paper in Google Scholar and then look at sources that the paper references. You can also read other literature reviews that other researchers have conducted and note which papers they discuss. In both cases, make sure to go to the original sources and read the actual papers they referenced. Also, use the search filters to ensure that your literature review covers a wide span of years. 

Examples of literature review psychology research project ideas you could do: 

1. How do only-children compare to children who have siblings?

There are many different questions you could focus on: Are only-children more independent? Are children with siblings better at cooperating with others? How does birth order (e.g., being the oldest or youngest sibling) play a role in development?

2. How might family socioeconomic circumstances impact child development?

Consider styles, home (in)stability, local school quality, and more to understand the consequences that different environments could have on children.

Idea by psychology research mentor Katrina

3. Why do certain exercises in specific environments promote different benefits?

You can consider indoor versus outdoor workouts, as well as whether the participants did the exercise alone or with others.

Idea by psychology research mentor Daphne

4. How has our understanding of a particular psychological disorder advanced over the years?

Pick a psychological disorder and write a review paper on recent advances in neuroscience that have improved our understanding of the disorder’s development and treatment.

Idea by psychology research mentor Phil

5. How can existing evidenced-based psychological interventions, such as cognitive behavioral therapy (CBT) to treat anxiety, be adapted to be more culturally sensitive?

Cultural sensitivity involves “recognizing and respecting the beliefs, perspectives, and values of clients from a particular race, ethnicity, or region” and also addresses other important factors, such as age, gender, and sexual orientation. For this literature review, it will probably be best to focus on a particular culture since there are so many different cultures that you could choose from.

Idea by psychology research mentor Kaley

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2+ Psychology Research and Passion Project Ideas Using Scientific Communication

Another type of project focuses on communicating scientific ideas to a lay audience. This project is similar to a literature review because it involves reading and synthesizing scientific articles. However, literature reviews are generally written for an academic audience. The fun thing about a scientific communication project is that you get to be creative! You want to keep your audience engaged. There are many different ways to communicate science, including: 

1. Science blog

You can pick a psychological disorder, and write a blog describing recent advances in neuroscience that have improved our understanding of the disorder’s causes and treatment. Consider the broad impact of the work you review (i.e., why should people care?). 

2. Science podcast

Decide on a subfield of psychology that interests you, such as how researchers use psychology to improve learning and teaching. You could then interview people you know about their experiences with the psychological topic. For example, what learning and teaching strategies work best for them?

Idea by psychology research mentor Yinuo

For any type of scientific communication project, you’ll need to identify your target audience and think about the language that you’ll use to communicate your ideas. For example, I (Logan) generally write psychology-related blogs for high school students, and if I was writing for a younger audience I would explain topics using simpler language. Another thing to consider is the format of your project. A podcast is a more natural format if you want to include interviews. You should also think about where you will publish your work. You’ll have to do some research on the best place to publish a blog! It is fairly easy to publish your podcast on Spotify. 

I’m also going to add that a YouTube channel and a website are two more fun ways to communicate science! I actually have a YouTube channel about juggling , and I’ve really enjoyed posting videos there for over two years.

2 Data-Based Psychology Research and Passion Project Ideas

Other psychology projects involve analyzing large amounts of data. These projects yield interesting results because they allow you to study something “big” that would be difficult to do by hand. To do this type of project, you’ll need some comfort with Microsoft Excel/Google Sheets and statistical analysis. Potentially, you’ll also need to know computer science. Here are a few ideas: 

1. Use publicly available datasets to analyze the availability of mental health services in a U.S. state over time.

How does the availability of services for children compare to that of adults and older adults? What proportion of facilities accept Medicaid/Medicare/public funds (making services accessible to low income populations)?

Example data source: National Mental Health Services Survey

Idea by psychology research mentor Juliana

2. Identifying gender and race/ethnicity biases in sentiment analysis.

Sentiment analysis is a popular form of text analysis that uses artificial intelligence to predict the specific emotion that the writer of the text was feeling. However, we know from prior research in linguistics that there are differences between gender and racial subgroups on how language is used. Thus, these popular sentiment analysis tools, which do not differentiate between gender and race, might lead to biased scores that have important future consequences. This project investigates the degree to which popular sentiment analysis models exhibit gender and racial-ethnic biases. You could ask your friends of different races and genders to write a paragraph using happy, sad, angry, and neutral language, and see how accurately the sentiment analysis predicts their emotions.

Idea by psychology research mentor Steven

2 Other Psychology Research and Passion Project Ideas

1. observational research.

People may behave differently when they know that someone is monitoring their behavior, such as in experiments and surveys. Thus, the goal of observational research is to study how people behave when they don’t know that they are in a research study. Observe how children of different age groups play. First, conduct a literature review to better understand the different levels of social and emotional development throughout childhood. Go to any area where children are playing in order to evaluate how children within different age groups are interacting with one another. How do your observations compare to academic research?

Idea by psychology research mentor Ellyn

2. Media analysis

When portrayed in the media, mental illness is typically exaggerated. Because it is shown to be unpredictable and dangerous, many individuals do not have a good understanding of what mental illness even is. Do a deep analysis of how movies and/or TV shows portray mental illness. Consider the best way to disseminate your findings and discuss what the media gets right and wrong about mental illness. 

Idea by psychology research mentor Urveesha

Psychology Research and Passion Project Resources

The ideas on this list are just a handful of the many types of psychology research projects that you can do!  Here is another list of creative ways you can explore your passions . For even more inspiration, check out the database of projects completed by Polygence students . 

Did you know that doing a research project can really give you an edge on your college application ? 

Read this article about collecting data in psychology to learn more about experimental, survey-based, and observational research.

Before conducting any research project with real participants, make sure to get IRB approval .

After you complete your psychology research or passion project, you may want to write a research paper .

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10 Great Research Topics for Middle School Students

Middle school is the perfect time to start exploring the fascinating world of research, especially if you're passionate about STEM and the humanities. Engaging in research projects now not only feeds your curiosity but also develops critical thinking, problem-solving skills, and a love for learning. Whether you're intrigued by the secrets of the universe, the beauty of numbers, or the complexity of robotics, there's a research project that you can pursue to help you build your knowledge. Let's dive into some advanced yet accessible research topics that will challenge you and enhance your academic journey.

1. Program your own robot

What to do:  Start by defining the purpose of your robot. Will it be a pet robot that follows you around, or perhaps a robot that can help carry small items from one room to another? Sketch your design on paper, focusing on what sensors and motors you'll need. For instance, a robot that follows light might need light sensors, while a robot that avoids obstacles will require ultrasonic sensors. Use an Arduino or Raspberry Pi as the brain. You'll need to learn basic programming in Python (for Raspberry Pi) or C++ (for Arduino) to code your robot's behavior.

Tips to get started:  The official websites for Arduino  and Raspberry Pi  offer tutorials for beginners. For more specific projects, such as building a pet robot, search for guides on Instructables  that detail each step from hardware assembly to software programming.

2. Design a solar-powered oven

What to do:  Investigate how solar ovens work and the science behind solar cooking. Your oven can be as simple as a pizza box solar oven or more complex, like a parabolic solar cooker. Key materials include reflective surfaces (aluminum foil), clear plastic wrap to create a greenhouse effect, and black construction paper to absorb heat. Experiment with different shapes and angles to maximize the heat capture and cooking efficiency. Test your oven by trying to cook different foods and measure the temperature achieved and cooking time required.

Tips to get started:  The Solar Cooking  wiki is an excellent resource for finding different solar cooker designs and construction plans. YouTube also has numerous DIY solar oven tutorials. Document your process and results in a project journal, noting any changes in design that lead to improvements in efficiency.

3. Assess the health of a local ecosystem

What to do:  Choose a local natural area, such as a stream, pond, or forest, and plan a series of observations and tests to assess its health. Key activities could include water quality testing (for pH, nitrates, and phosphates), soil testing (for composition and contaminants), and biodiversity surveys (identifying species of plants and animals present). Compile your data to evaluate the ecosystem's health, looking for signs of pollution, habitat destruction, or invasive species.

Tips to get started:  For a comprehensive approach, NOAA’s Global Monitoring Laboratory  provides information on atmospheric and environmental monitoring techniques. Tools like iNaturalist  can assist in species identification, and water and soil testing kits are available from science education suppliers.

4. Develop an educational app

What to do:  Identify a gap in educational resources that your app could fill. Perhaps you noticed that students struggle with a particular math concept, or there's a lack of engaging resources for learning a foreign language. Outline your app’s features, design the user interface, and plan the content it will deliver. Use MIT App Inventor  for a drag-and-drop development experience, or Scratch  for a game-like educational app. Test your app with classmates or family members, and use their feedback for improvements.

Tips to get started:  Both MIT App Inventor  and Scratch  provide tutorials and community forums where you can learn from others’ projects. Begin with a simple prototype, focusing on one core feature, and expand from there.

5. Model rocketry: design, build, and launch!

What to do:  Dive into the basics of rocket science by designing your own model rocket. Understand the principles of thrust, aerodynamics, and stability as you plan your rocket. Materials can range from simple kits available online to homemade components for the body, fins, and nose cone. Educate yourself on the proper engine selection for your design and the recovery system to ensure your rocket returns safely. Conduct a launch in a safe, open area, following all safety guidelines.

Tips to get started:  The National Association of Rocketry  is a treasure trove of information on model rocket safety, design, and launch procedures. For beginners, consider starting with a kit from Estes Rockets , which includes all necessary components and instructions.

6. Create a wearable electronic device

What to do:  Envision a wearable device that solves a problem or enhances an aspect of daily life. It could be a smart bracelet that reminds you to stay hydrated or a hat with integrated LEDs for nighttime visibility. Sketch your design, listing the components you'll need, such as LEDs, sensors, a power source, and a microcontroller like the Adafruit Flora or Gemma. Plan your circuit, sew or assemble your device, and program it to function as intended.

Tips to get started:   Adafruit’s Wearables  section offers guides and tutorials for numerous wearable projects, including coding and circuit design. Start with a simple project to familiarize yourself with electronics and sewing conductive thread before moving on to more complex designs.

7. Explore the science of slime and non-Newtonian fluids

What to do:  Conduct experiments to understand how the composition of slime affects its properties. Create a standard slime recipe using glue, borax (or contact lens solution as a safer alternative), and water. Alter the recipe by varying the amounts of each ingredient or adding additives like cornstarch, shaving cream, or thermochromic pigment. Test how each variation affects the slime’s viscosity, stretchiness, and reaction to pressure.

Tips to get started:  The Science Bob  website offers a basic slime recipe and the science behind it. Document each experiment carefully, noting the recipe used and the observed properties. This will help you understand the science behind non-Newtonian fluids.

8. Extract DNA at home

What to do:  Use common household items to extract DNA from fruits or vegetables, like strawberries or onions. The basic process involves mashing the fruit, adding a mixture of water, salt, and dish soap to break down cell membranes, and then using cold alcohol to precipitate the DNA out of the solution. Observe and analyze the DNA strands.

Tips to get started:  Detailed instructions and the science explanation are available at the Genetic Science Learning Center . This project offers a tangible glimpse into the molecular basis of life and can be a springboard to more complex biotechnology experiments.

9. Investigate the efficiency of different types of solar cells

What to do:  Compare the efficiency of various solar panels, such as monocrystalline, polycrystalline, and thin-film. Design an experiment to measure the electrical output of each type under identical lighting conditions, using a multimeter to record voltage and current. Analyze how factors like angle of incidence, light intensity, and temperature affect their performance.

Tips to get started:  Introductory resources on solar energy and experiments can be found at the Energy.gov  website. Consider purchasing small solar panels of different types from electronics stores or online suppliers. Ensure that all tests are conducted under controlled conditions for accurate comparisons.

10. Study ocean acidification and its effects on marine life

What to do:  Simulate the effects of ocean acidification on marine organisms in a controlled experiment. Use vinegar to lower the pH of water in a tank and observe its impact on calcium carbonate shells or skeletons, such as seashells or coral fragments. Monitor and record changes over time, researching how acidification affects the ability of these organisms to maintain their shells and skeletons.

Tips to get started:   NOAA’s Ocean Acidification Program  offers educational materials and experiment ideas. For a simpler version of this experiment, see instructions for observing the effects of acidified water on eggshells, which are similar in composition to marine shells, at educational websites like Science Buddies .

By pursuing these projects, you will not only gain a deeper understanding of STEM principles but also develop invaluable skills in research, design, and critical analysis. These projects will teach you how to question, experiment, and innovate, laying the groundwork for future scientific inquiries and discoveries.

One other option – Lumiere’s Junior Explorer Program

The Lumiere Junior Explorer Program is a program for middle school students to work one-on-one with a mentor to explore their academic interests and build a project they are passionate about .  Our mentors are scholars from top research universities such as Harvard, MIT, Stanford, Yale, Duke and LSE.

The program was founded by a Harvard & Oxford PhD who met as undergraduates at Harvard. The program is rigorous and fully virtual. We offer need based financial aid for students who qualify. You can find the application in the brochure ! 

To learn more, you can reach out to our Head of Growth, Khushi Malde, at [email protected] or go to our website .

Multiple rolling deadlines for JEP cohorts across the year, you can apply using this application link ! If you'd like to take a look at the cohorts + deadlines for 2024, you can refer to this page!

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

• middle school students

• Grades 6-12
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65+ Real-World Project-Based Learning Ideas for All Ages and Interests

Find and implement solutions to real-world problems.

Project-based learning is a hot topic in many schools these days, as educators work to make learning more meaningful for students. As students conduct hands-on projects addressing real-world issues, they dig deeper and make personal connections to the knowledge and skills they’re gaining. But not just any project fits into this concept. Learn more about strong project-based learning ideas, and find examples for any age or passion.

What is project-based learning?

Project-based learning (PBL) uses real-world projects and student-directed activities to build knowledge and skills. Kids choose a real-world topic that’s meaningful to them (some people call these “passion projects”), so they’re engaged in the process from the beginning. These projects are long-term, taking weeks, months, or even a full semester or school year. Students may complete them independently or working in small groups. Learn much more about project-based learning here.

What makes a good PBL project?

In many ways, PBL is more like the work adults do in their daily jobs, especially because student efforts have potential real-world effects. A strong PBL project:

• Addresses a real-world issue or problem
• Requires sustained and independent inquiry, in and out of the classroom
• Allows students voice and choice throughout the project
• Combines elements of many disciplines
• Includes collaboration with public partners, such as universities, community organizations, or businesses
• Produces a public product that is seen by those outside the school community
• Covers a complete process, including activities like research, design, production, marketing or public awareness, and enlisting supporters or investors

Outdoor Project-Based Learning Ideas

• Create a new local park, or improve an existing one by adding new features or providing needed maintenance.
• Plant a community garden to provide food for a soup kitchen, food pantry, or other organization.
• Design and create a butterfly, pollinator, or other wildlife garden to support the local ecosystem.
• Build a new walking or biking trail that’s safe for people of all ages to use.
• Devise and implement a way to reduce litter in your community.
• Set up and manage a school or community compost pile, and distribute the resulting soil to those who need it most.
• Find and help the public use a new way to grow food that requires less soil, water, or fertilizers, which are in short supply in some parts of the world.
• Design, build, and install a completely unique piece of playground equipment that serves a specific purpose or need.

School Community Project-Based Learning Ideas

• Start a comprehensive recycling program at school, or substantially improve participation in an existing one.
• Add collaborative artwork like murals or other displays to school hallways, bathrooms, or grounds.
• Determine a location or program at your school that needs improvement, then make a plan, raise the funds, and implement your ideas.
• Come up with ways to celebrate your school’s diversity and improve relationships between all students.
• Start and run a school store , including inventory, financial plans, and marketing.
• Write a school handbook for new students, with tips and tricks for helping them feel at home.
• Figure out how to offer healthier, better-tasting meals and snacks in the school cafeteria.
• Implement a mentoring program for older students to help younger students, with planned activities and appropriate training for older students.
• Design and propose a new style of grading system that ensures equity.
• Find ways to improve the indoor recess experience at your school.
• Set up and run a new school newspaper, magazine, podcast, video channel, etc.

Greater Community Project-Based Learning Ideas

• Coordinate a community art project in a central location to celebrate local culture or artists.
• Set up a program for schoolkids to socialize with senior citizens in nursing homes, hospitals, or retirement communities.
• Create a program to offer free translation services for ESL families in the community.
• Help a local animal shelter improve its facilities, or find new ways to match homeless pets with their forever families.
• Build and maintain Little Free Libraries around your community, especially in underserved areas.
• Help local businesses become more environmentally conscious, increasing sustainability and decreasing waste.
• Create and lead a walking tour of your community, highlighting its culture, history, landmarks, and more.
• Find a way to record and celebrate local voices in your community’s history.
• Come up with ideas for welcoming immigrants and other newcomers to your community.
• Set up a series of events that will encourage the community to mix and experience each others’ foods, cultures, and more.
• Create and implement a new program to inspire a love of books and reading in preschool students.
• Set up and help run a new charitable organization your community needs.

Social Issues Project-Based Learning Ideas

• Start an awareness campaign on a topic that’s important to you, like anti-bullying, healthy living, protecting the environment, civil rights, equality and equity, etc.
• Come up with and implement ways to increase voter turnout in your community, especially among younger voters.
• Write, record, and share with a wider audience your own TED Talk–style video on an issue that hasn’t been covered yet or on which you have a unique perspective.
• Devise and implement ways for unheard voices to be amplified in your school or community.
• Write and publicly perform a play that highlights a social issue that’s important to you.
• Look for areas in your community that present challenges to those with disabilities, and help to improve them to overcome those challenges.
• Research, write, and publicly present and defend a position paper on an issue that’s important to your community.
• Choose a real court case, then research the law and work with legal experts to prepare and present your own case as you would in a courtroom.
• Write, edit, seek, and incorporate real-world feedback, and publish or publicly present your own book, poem, or song on an issue that’s important to you.
• Start a program to teach a specific group (e.g., preschoolers, senior citizens, business owners) to care for and protect the environment.
• Plan and hold a fundraiser to support an issue you care about.
• Choose a law you feel is unjust, and write, research, and publicly present and defend a position paper about your desired change.

STEM Project-Based Learning Ideas

• Create an app that meets a specific purpose for a specific audience.
• Invent something new that the world needs, and then fund, create, and sell your product in the community.
• Design a game to help students learn important STEM concepts.
• Find a simple way to improve an existing product, especially if it cuts costs or improves environmental sustainability.
• Explore ways to reduce the amount of waste we produce, especially plastic and other landfill-bound items.
• Write a book or graphic novel that’s entertaining but also teaches kids about science or math.
• Devise new ways to provide clean drinking water to communities where water is scarce.
• Build an effective solar oven people can use to cook during extended power outages, or in areas where electricity isn’t available.
• Work with a university or STEM organization to gather, analyze, and present real-world scientific data.
• Design a building to fit a specific purpose or need, including researching the requirements and zoning laws, accurately drafting a plan, determining the costs, and presenting the plan to the proposed client.
• Create an interactive hands-on exhibit to teach people about STEM concepts.
• Determine a type of website you believe is missing, then research, build, and publish the site you envision.

Creative Arts Project-Based Learning Ideas

• Organize an art show for the community, seeking out those who ordinarily might not have a chance to display their work.
• Create and teach an art class in your area of expertise to children, the elderly, or another segment of the population.
• Design a mural for an area in your community that needs beautification, and seek funding or other assistance from community members to install it.
• Write a play about a topic that’s meaningful to you or your community. Work with the community to stage a performance for all to attend.
• Invite local dancers to perform at a school or community Festival of Dance, highlighting a variety of cultures and dance styles.
• Start a regular writer’s workshop where community writers can come together to share and seek feedback. Invite local authors or publishing experts to speak as guests.
• Collect stories, poems, and essays from local authors, and put them together into a book. Sell the book to raise money for a cause that’s important to local writers.
• Gather singers or instrumentalists from your community into a choir or band. Put on a concert to raise money for a special cause, or take your choir on tour to local retirement homes, hospitals, etc.
• Write a song about a person or cause that’s important to you. Produce and record the song, then find a way to share it with others.
• Make a short film about a local hero, community event, or local place. Invite others to do the same, and organize a local film festival.

What are some your favorite project-based learning ideas? Come share your thoughts in the We Are Teachers HELPLINE group on Facebook !

Plus, meaningful service learning projects for kids and teens ..

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5 Free Virtual Research Opportunities For High School Students

Virtual research opportunities for high school students are programs that provide hands-on experience and research projects in various STEM fields, such as mathematics, computer science, computational biology, physics, neuroscience, and engineering. These programs are designed to deepen students’ understanding of STEM and help them develop the skills needed to succeed in their academic and professional careers. 

Participating in these programs can also help high school students expand their knowledge and skills in their areas of interest and work on exciting, unsolved problems with established researchers from top-tier universities. 

Virtual research opportunities are especially useful for high school students who are unable to attend in-person programs due to distance, cost, or other factors. They offer a flexible and accessible way to gain valuable experience and knowledge from the comfort of their own homes. In this article, we will discuss five free virtual research opportunities available for high school students.

1. MIT Primes  

MIT PRIMES is a free, year-long after-school program that provides research projects and guided reading to high school students in the areas of mathematics, computer science, and computational biology. The program is designed for students living within driving distance from Boston, and it offers four sections: PRIMES, PRIMES-USA, Menezes Challenge PRIMES Circle, and Yulia’s Dream.

PRIMES is a research-focused program in which participants work with MIT researchers to solve exciting, unsolved problems. PRIMES-USA is a distance mentoring math research section for high school juniors and sophomores from across the United States. Menezes Challenge PRIMES Circle is a math enrichment section for underrepresented groups living within commuting distance from Boston. Yulia’s Dream is a math enrichment and research program for exceptional high school students from Ukraine.

In addition to these sections, PRIMES runs two collaborative initiatives: MathROOTS, a two-week summer program for high-potential high school students from underrepresented backgrounds or underserved communities, and CrowdMath, a year-long online collaborative research project open to all high school and college students worldwide.

Finally, PRIMES STEP is a year-long math enrichment program for middle school students from Greater Boston.

Overall, MIT PRIMES aims to provide challenging and engaging opportunities for students with a passion for mathematics and science. Through research projects, guided reading, and collaborative initiatives, PRIMES seeks to foster the intellectual growth and development of high school and middle school students, and to inspire them to pursue their interests in these fields.

MIT PRIMES is a prestigious year-long after-school program that offers research projects and guided reading to high school students interested in mathematics, computer science, and computational biology. 

The admissions for the 2023 cycle are closed, and the admission decisions are made by February 1. However, for the 2024 cycle, new problem sets will be posted on October 1, 2023, and applicants will have until November 30, 2023, to solve the relevant problem set(s). 

To apply for MIT PRIMES, you must be a high school student (or a home-schooled student of high school age) living in the Greater Boston area, able to come to MIT weekly from February to May.

To apply, you need to fill out a questionnaire, ask for two or three letters of recommendation, and submit your solutions of the PRIMES problem set. Applicants to the Math section must solve the Math problem set (at least 70%), and applicants to the Computer Science and Computational Biology sections must solve the Computer Science problem set (100%) and the General part of the Math problem set (at least 70%). Admission decisions are based on all components of your application, and there is no application fee.

MIT PRIMES suggests a list of recommended readings as a preparation for entering the program and as a background for further research. By participating in MIT PRIMES, students can gain hands-on experience working on exciting, unsolved problems with MIT researchers and expand their knowledge and skills in these areas.

The Summer Academy for Math and Science (SAMS) is a program that provides opportunities for underrepresented high school students to explore STEM fields. The program is designed to deepen students’ understanding of STEM through traditional classroom instruction, hands-on projects, and sustained engagement with faculty and staff mentors. 

SAMS Scholars are taught by renowned faculty and staff who are deeply committed to their success. They also have the opportunity to collaborate and develop meaningful relationships with peers from across the country. Through SAMS and other outreach initiatives, the program aims to develop a diverse and supportive community of STEM Scholars interested in attending top-tier universities.

The program consists of two parts: Part one is a virtual jumpstart that will occur prior to the start of the residential program. This will focus on skill-building that will be needed for the in-person program. Part two is a 5-week in-person Pre-College program where students will move into the residence halls and attend full days of courses and meetings. The academic portion of the program will conclude with a symposium, and students will move out of the residence halls at the end of the program. 

SAMS is a fully funded, merit-based program, and there is no cost for scholars to participate. To be eligible for the program, students must be at least 16 years old, a U.S. citizen or permanent resident, and a junior in high school at the time of application submission. Scholars are expected to participate fully for the duration of the program and cannot participate in any other programs if selected for SAMS.

3. University of Illinois – High School Summer Research Program

The High School Summer STEM research program invites current 9th-11th graders from Illinois, Indiana, Kentucky, Missouri, Iowa, or Wisconsin to apply for an authentic six-week STEMM research experience at a world-class research university. Participants will be matched with another student, and in some cases, a teacher from their school. 

The program aims to provide hands-on experience in various STEMM fields, including cancer immunology, neuroscience, artificial intelligence, physics, quantum mechanics, bioengineering, and electrical engineering.

Participants will work with established researchers in engineering, computer science, and medicine and attend weekly seminars on topics such as college admission processes and support available, communicating scientifically, and preparing research posters etc. Students will also interact with faculty, post-doctoral researchers, graduate students, undergraduate students, and local high school teachers.

Participants will showcase their research with a research poster and symposium at the end of the program. They should plan for 30-35 hours per week of research and professional development time, with a majority of activities taking place on the University of Illinois campus. 

The program covers some transportation/parking expenses, meals, and a monetary award.

High school teachers play an essential role in the program, with some research projects requiring a teacher to be a co-researcher, and others having a teacher mentor who checks in weekly with the students to discuss their research progress and address any issues or challenges. 

Teachers and students do not need to come from the same school, and interested individuals should apply regardless of whether they can recruit others from their school to apply.

The program also invites research faculty, staff, and graduate student researchers affiliated with The Grainger College of Engineering and the Carle Illinois College of Medicine to propose a high school research project for consideration. The proposals will be mentored by POETS YS, GEnYuS, or SpHERES research teams, which will guide two high school juniors/seniors from limited understanding to completion of a related project of their own and poster presentation explaining their research.

In summary, the High School Summer STEM research program provides high school students with an opportunity to engage in authentic STEMM research and develop professional and college-ready skills. Participants work with established researchers, attend weekly seminars, and showcase their research at the end of the program. 

The program aims to provide hands-on experience and build confidence in students as scientists and engineers.

4. Simons Summer Research Program

The Simons Summer Research Program is a highly selective program that offers high school students the opportunity to conduct hands-on research with Stony Brook faculty mentors. Founded in 1984, the program attracts applicants from all over the country, with Simons Fellows being paired with a faculty mentor, joining a research group or team, and taking responsibility for a project. Students are encouraged to demonstrate independence, creativity, and an aptitude for hands-on work, with a strong interest in science. The program takes place during the summer before the student’s senior year of high school, with students participating in the program from June 26, 2023 to August 11, 2023.

In addition to working on their research project, Simons Fellows attend weekly faculty research talks, special workshops, tours, and events. At the closing poster symposium, students present their research project through a written research abstract and a research poster. Participants receive a stipend award.

The Simons Summer Research Program is supported by the Simons Foundation and is open to US citizens and/or permanent residents who are at least 16 years of age by the start of the program. The program is an opportunity for high school students interested in science to learn valuable techniques, experience life at a major research university, and develop independence, creativity, and an aptitude for hands-on work. The program aims to give students a glimpse into the world of scientific research and inspire them to pursue careers in science.

5. EnergyMag Internship

EnergyMag is offering virtual internships for high school and college students interested in increasing the share of renewable energy in the world and gaining work experience in the energy storage industry. 

The internships aim to provide students with research and analysis skills that will be valuable for their future professional lives. The virtual internship allows students to complete their internship hours virtually, providing flexibility to fit the experience into their busy personal and professional lives. Additionally, virtual interns enjoy the unique rewards of learning from experts regardless of their geographic location and strengthening their information and computer skills. 

The internships are strong resume boosters for employers, graduate college programs, and undergraduate programs. 

EnergyMag offers half-time and quarter-time virtual internships. Half-time internships are available in the summer for two to eight weeks, with interns expected to work approximately 20 hours per week. Quarter-time internships are available all year round for one to nine months, with interns expected to work approximately eight hours per week. The internships are unpaid, and interns work from home while maintaining daily electronic contact with EnergyMag and their mentor. 

Depending on the student’s graduation date, academic record, and experience, interns will be asked to research and analyze a specific company, technology, or market. The intern will be mentored, briefed, supervised, and assisted in producing a draft analysis report. If the report is publishable, EnergyMag will give the intern an internship Letter of Accomplishment. 

The application process for college and high school internships requires an application explaining why EnergyMag should grant an internship, a Skype or voice interview, and a writing sample upon request. College interns are also required to provide their academic record, and high school interns should have at least one honors science or English class with a GPA above 3.25. 

EnergyMag believes that internships provide the opportunity for students to learn on-the-job skills that are not easy to acquire at school but will make a big difference in their future professional success, such as learning how to research a scientific or business issue, approach strangers with positions of authority in a friendly and professional manner, analyze and synthesize information from multiple sources, and communicate professionally in writing.

The blog highlights five virtual research opportunities for high school students, providing hands-on experience and research projects in various STEM fields such as mathematics, computer science, physics, neuroscience, and engineering. These virtual research opportunities aim to provide students with a deeper understanding of STEM and develop the necessary skills to succeed in academic and professional careers. Furthermore, these programs help expand knowledge and work on unsolved problems with established researchers from top-tier universities.

Virtual research opportunities for high school students provide a flexible and accessible way to gain valuable experience and knowledge from the comfort of their own homes. These programs aim to foster the intellectual growth and development of high school and middle school students, and inspire them to pursue their interests in these fields.

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9 Undergraduate Research Projects That Wowed Us This Year

The telegraph. The polio vaccine. The bar code. Light beer. Throughout its history, NYU has been known for innovation, with faculty and alumni in every generation contributing to some of the most notable inventions and scientific breakthroughs of their time. But you don’t wind up in the history books—or peer-reviewed journals—by accident; academic research, like any specialized discipline, takes hard work and lots of practice. 

And at NYU, for students who are interested, that training can start early—including during an undergraduate's first years on campus. Whether through assistantships in faculty labs, summer internships, senior capstones, or independent projects inspired by coursework, undergrad students have many opportunities to take what they’re learning in the classroom and apply it to create original scholarship throughout their time at NYU. Many present their work at research conferences, and some even co-author work with faculty and graduate students that leads to publication. 

As 2023-2024 drew to a close, the NYU News team coordinated with the Office of the Provost to pull together a snapshot of the research efforts that students undertook during this school year. The nine featured here represent just a small fraction of the impressive work we encountered in fields ranging from biology, chemistry, and engineering to the social sciences, humanities, and the arts. 

These projects were presented at NYU research conferences for undergrads, including Migration and Im/Mobility , Pathways for Discovery: Undergraduate Research and Writing Symposium , Social Impact: NYU’s Applied Undergraduate Research Conference , Arts-Based Undergraduate Research Conference , Gallatin Student Research Conference ,  Dreammaker’s Summit , Tandon’s Research Excellence Exhibit , and Global Engagement Symposium . Learn more about these undergrad research opportunities and others.

Jordan Janowski (CAS '24)

Sade Chaffatt (NYU Abu Dhabi '24)

Elsa Nyongesa (GPH, CAS ’24 )

Anthony Offiah (Gallatin ’26)

Kimberly Sinchi (Tandon ’24) and Sarah Moughal (Tandon ’25)

Rohan Bajaj (Stern '24)

Lizette Saucedo (Liberal Studies ’24)

Eva Fuentes (CAS '24)

Andrea Durham (Tandon ’26)

Jordan Janowski (CAS ’24) Major: Biochemistry Thesis title: “Engineering Chirality for Functionality in Crystalline DNA”

Jordan Janowski (CAS '24). Photo by Tracey Friedman

I work in the Structural DNA Nanotechnology Lab, which was founded by the late NYU professor Ned Seeman, who is known as the father of the field. My current projects are manipulating DNA sequences to self-assemble into high order structures.

Essentially, we’re using DNA as a building material, instead of just analyzing it for its biological functions. It constantly amazes me that this is possible.

I came in as a pre-med student, but when I started working in the lab I realized that I was really interested in continuing my research there. I co-wrote a paper with postdoc Dr. Simon Vecchioni who has been a mentor to me and helped me navigate applying to grad school. I’m headed to Scripps Research in the fall. This research experience has led me to explore some of the molecules that make up life and how they could be engineered into truly unnatural curiosities and technologies.

My PI, Prof. Yoel Ohayon , has been super supportive of my place on the  NYU women’s basketball team, which I’m a  member of. He’s been coming to my games since sophomore year, and he’ll text me with the score and “great game!”— it’s been so nice to have that support for my interests beyond the lab.

Anthony Offiah (Gallatin ’26) Concentration: Fashion design and business administration MLK Scholars research project title: “project: DREAMER”

Anthony Offiah (Gallatin '26). Photo by Tracey Friedman

In “project: DREAMER,” I explored how much a person’s sense of fashion is a result of their environment or societal pressures based on their identity. Certain groups are pressured or engineered to present a certain way, and I wanted to see how much of the opposing force—their character, their personality—affected their sense of style. 

This was a summer research project through the MLK Scholars Program . I did ethnographic interviews with a few people, and asked them to co-design their ideal garments with me. They told me who they are, how they identify, and what they like in fashion, and we synthesized that into their dream garments. And then we had a photo shoot where they were empowered to make artistic choices. 

Some people told me they had a hard time conveying their sense of style because they were apprehensive about being the center of attention or of being dissimilar to the people around them. So they chose to conform to protect themselves. And then others spoke about wanting to safeguard the artistic or vulnerable—or one person used the word “feminine”—side of them so they consciously didn’t dress how they ideally would. 

We ended the interviews by stating an objective about how this co-designing process didn’t end with them just getting new clothes—it was about approaching fashion differently than how they started and unlearning how society might put them in a certain box without their approval.  

My concentration in Gallatin is fashion design and business administration. In the industry some clothing is critiqued and some clothing is praised—and navigating that is challenging, because what you like might not be well received. So doing bespoke fashion for just one person is freeing in a sense because you don’t have to worry about all that extra stuff. It’s just the art. And I like being an artist first and thinking about the business second.

Lizette Saucedo (Global Liberal Studies ’24) Major: Politics, rights, and development Thesis title: “Acknowledging and Remembering Deceased Migrants Crossing the U.S.-Mexican Border”

Lizette Saucedo (Global Liberal Studies '24). Photo by Tracey Friedman

My thesis project is on commemorating migrants who are dying on their journey north to cross the U.S.–Mexican border. I look at it through different theoretical lenses, and one of the terms is necropolitics—how politics shapes the way the State governs life and especially death. And then of the main issues aside from the deaths is that a lot of people in the U.S. don’t know about them, due to the government trying to eschew responsibility for migrant suffering. In the final portion of the thesis, I argue for presenting what some researchers call “migrant artifacts”—the personal belongings left behind by people trying to cross over—to the public, so that people can become aware and have more of a human understanding of what’s going on. 

This is my senior thesis for Liberal Studies, but the idea for it started in an International Human Rights course I took with professor Joyce Apsel . We read a book by Jason De León called The Land of the Open Graves , which I kept in the back of my mind. And then when I studied abroad in Germany during my junior year, I noticed all the different memorials and museums, and wondered why we didn’t have the equivalent in the U.S. My family comes from Mexico—my parents migrated—and ultimately all of these interests came together.

I came into NYU through the Liberal Studies program and I loved it. It’s transdisciplinary, which shaped how I view my studies. My major is politics, rights, and development and my minor is social work, but I’ve also studied museum studies, and I’ve always loved the arts. The experience of getting to work one-on-one on this thesis has really fortified my belief that I can combine all those things.

Sade Chaffatt (Abu Dhabi ’24) Major: Biology Thesis title: “The Polycomb repressive component, EED in mouse hepatocytes regulates liver homeostasis and survival following partial hepatectomy.”

Sade Chaffatt (NYU Abu Dhabi '24). Photo courtesy of NYUAD

Imagine your liver as a room. Within the liver there are epigenetic mechanisms that control gene expression. Imagine these epigenetic mechanisms as a dimmer switch, so that you could adjust the light in the room. If we remove a protein that is involved in regulating these mechanisms, there might be dysregulation—as though the light is too bright or too dim. One such protein, EED, plays a crucial role in regulating gene expression. And so my project focuses on investigating whether EED is required in mouse hepatocytes to regulate liver homeostasis and to regulate survival following surgical resection.

Stepping into the field of research is very intimidating when you’re an undergraduate student and know nothing. But my capstone mentor, Dr. Kirsten Sadler , encourages students to present their data at lab meetings and to speak with scientists. Even though this is nerve-wracking, it helps to promote your confidence in communicating science to others in the field.

If you’d asked 16-year-old me, I never would’ve imagined that I’d be doing research at this point. Representation matters a lot, and you often don't see women—especially not Black women—in research. Being at NYUAD has really allowed me to see more women in these spaces. Having had some experience in the medical field through internships, I can now say I’m more interested in research and hope to pursue a PhD in the future.

Kimberly Sinchi (Tandon ’24) Major: Computer Science Sarah Moughal (Tandon ’25) Major: Computer Science Project: Robotic Design Team's TITAN

Sarah Moughal (Tandon '25, left) and Kimberly Sinchi (Tandon '24). Photo by Tracey Friedman

Kimberly: The Robotic Design Team has been active at NYU for at least five years. We’re 60-plus undergrad and grad students majoring in electrical engineering, mechanical engineering, computer science, and integrated design. We’ve named our current project TITAN because of how huge it is. TITAN stands for “Tandon’s innovation in terraforming and autonomous navigation.”

Sarah: We compete in NASA’s lunatics competition every year, which means we build a robot from scratch to be able to compete in lunar excavation and construction. We make pretty much everything in house in the Tandon MakerSpace, and everyone gets a little experience with machining, even if you're not mechanical. A lot of it is about learning how to work with other people—communicating across majors and disciplines and learning how to explain our needs to someone who may not be as well versed in particular technologies as we are. 

Kimberly: With NYU’s Vertically Integrated Project I’ve been able to take what I was interested in and actually have a real world impact with it. NASA takes notes on every Rover that enters this competition. What worked and what didn’t actually influences their designs for rovers they send to the moon and to Mars.

Eva Fuentes (CAS ’24) Major: Anthropology Thesis title: “Examining the relationship between pelvic shape and numbers of lumbar vertebrae in primates”

Eva Fuentes (CAS '24). Photo by Tracey Friedman

I came into NYU thinking I wanted to be an art history major with maybe an archeology minor. To do the archeology minor, you have to take the core classes in anthropology, and so I had to take an intro to human evolution course. I was like, this is the coolest thing I’ve learned—ever. So I emailed people in the department to see if I could get involved. 

Since my sophomore year, I’ve been working in the Evolutionary Morphology Lab with Scott Williams, who is primarily interested in the vertebral column of primates in the fossil record because of how it can inform the evolution of posture and locomotion in humans.

For my senior thesis, I’m looking at the number of lumbar vertebrae—the vertebrae that are in the lower back specifically—and aspects of pelvic shape to see if it is possible to make inferences about the number of lumbar vertebrae a fossil may have had. The bones of the lower back are important because they tell us about posture and locomotion.

I committed to a PhD program at Washington University in St. Louis a few weeks ago to study biological anthropology. I never anticipated being super immersed in the academic world. I don’t come from an academic family. I had no idea what I was doing when I started, but Scott Williams, and everyone in the lab, is extremely welcoming and easy to talk to. It wasn't intimidating to come into this lab at all.

Elsa Nyongesa (GPH, CAS ’24 ) Major: Global Public Health and Biology Project: “Diversity in Breast Oncological Studies: Impacts on Black Women’s Health Outcomes”

Elsa Nyongesa (GPH, CAS '24). Photo by Tracey Friedman

I interned at Weill Cornell Medicine through their Travelers Summer Research Fellowship Program where I worked with my mentor, Dr. Lisa Newman, who is the head of the International Center for the Study of Breast Cancer Subtypes. I analyzed data on the frequency of different types of breast cancer across racial and ethnic groups in New York. At the same time, I was also working with Dr. Rachel Kowolsky to study minority underrepresentation in clinical research. 

In an experiential learning course taught by Professor Joyce Moon Howard in the GPH department, I created a research question based on my internship experience. I thought about how I could combine my experiences from the program which led to my exploration of the correlation between minority underrepresentation in breast oncological studies, and how it affects the health outcomes of Black women with breast cancer.

In my major, we learn about the large scope of health disparities across different groups. This opportunity allowed me to learn more about these disparities in the context of breast cancer research. As a premedical student, this experience broadened my perspective on health. I learned more about the social, economic, and environmental factors influencing health outcomes. It also encouraged me to examine literature more critically to find gaps in knowledge and to think about potential solutions to health problems. Overall, this experience deepened my philosophy of service, emphasizing the importance of health equity and advocacy at the research and clinical level.

Rohan Bajaj (Stern ’24) Major: Finance and statistics Thesis title: “Measuring Socioeconomic Changes and Investor Attitude in Chicago’s Post-Covid Economic Recovery”

Rohan Bajaj (Stern '24). Photo by Tracey Friedman

My thesis is focused on understanding the effects of community-proposed infrastructure on both the socioeconomic demographics of cities and on fiscal health. I’m originally from Chicago, so it made a lot of sense to pay tribute back to the place that raised me. I’m compiling a list of characteristics of infrastructure that has been developed since 2021 as a part of the Chicago Recovery Plan and then assessing how neighborhoods have changed geographically and economically. 

I’m looking at municipal bond yields in Chicago as a way of evaluating the fiscal health of the city. Turns out a lot of community-proposed infrastructure is focused in lower income areas within Chicago rather than higher income areas. So that makes the research question interesting, to see if there’s a correlation between the proposed and developed infrastructure projects, and if these neighborhoods are being gentrified alongside development.

I kind of stumbled into the impact investing industry accidentally from an internship I had during my time at NYU. I started working at a renewable energies brokerage in midtown, where my main job was collecting a lot of market research trends and delivering insights on how these different energy markets would come into play. I then worked with the New York State Insurance Fund, where I helped construct and execute their sustainable investment strategy from the ground up. 

I also took a class called “Design with Climate Change” with Peter Anker in Gallatin during my junior year, and a lot of that class was focused on how to have climate resilient and publicly developed infrastructure, and understanding the effects it has on society. It made me start thinking about the vital role that physical surroundings play in steering communities.

In the short term I want to continue diving into impact-focused investing and help identify urban planners and city government to develop their communities responsibly and effectively.

Andrea Durham (Tandon, ’26)  Major: Biomolecular science Research essay title: “The Rise and Fall of Aduhelm”

Andrea Durham (Tandon '26). Photo by Tracey Friedman

This is an essay I wrote last year in an advanced college essay writing class with Professor Lorraine Doran on the approval of a drug for Alzheimer’s disease called Aduhelm—a monoclonal antibody therapy developed by Biogen in 2021, which was described as being momentous and groundbreaking. But there were irregularities ranging from the design of its clinical trials to government involvement that led to the resignation of three scientists on an advisory panel, because not everybody in the scientific community agreed that it should be approved.

When I was six years old, my grandmother was diagnosed. Seeing the impact that it had over the years broke my heart and ignited a passion in me to pursue research. 

When I started at NYU, I wasn’t really sure what I was going to do in the future, or what opportunities I would go after. This writing class really gave me an opportunity to reflect on the things that were important to me in my life. The September after I wrote this paper, I started volunteering in a lab at Mount Sinai for Alzheimer's disease research, and that’s what I’m doing now—working as a volunteer at the Center for Molecular Integrative Neuroresilience under Dr. Giulio Pasinetti. I have this opportunity to be at the forefront, and because of the work I did in my writing class I feel prepared going into these settings with an understanding of the importance of conducting ethical research and working with integrity.

Innovative Statistics Project Ideas for Insightful Analysis

Table of contents

• 1.1 AP Statistics Topics for Project
• 1.2 Statistics Project Topics for High School Students
• 1.3 Statistical Survey Topics
• 1.4 Statistical Experiment Ideas
• 1.5 Easy Stats Project Ideas
• 1.6 Business Ideas for Statistics Project
• 1.7 Socio-Economic Easy Statistics Project Ideas
• 1.8 Experiment Ideas for Statistics and Analysis
• 2 Conclusion: Navigating the World of Data Through Statistics

Diving into the world of data, statistics presents a unique blend of challenges and opportunities to uncover patterns, test hypotheses, and make informed decisions. It is a fascinating field that offers many opportunities for exploration and discovery. This article is designed to inspire students, educators, and statistics enthusiasts with various project ideas. We will cover:

• Challenging concepts suitable for advanced placement courses.
• Accessible ideas that are engaging and educational for younger students.
• Ideas for conducting surveys and analyzing the results.
• Topics that explore the application of statistics in business and socio-economic areas.

Each category of topics for the statistics project provides unique insights into the world of statistics, offering opportunities for learning and application. Let’s dive into these ideas and explore the exciting world of statistical analysis.

Top Statistics Project Ideas for High School

Statistics is not only about numbers and data; it’s a unique lens for interpreting the world. Ideal for students, educators, or anyone with a curiosity about statistical analysis, these project ideas offer an interactive, hands-on approach to learning. These projects range from fundamental concepts suitable for beginners to more intricate studies for advanced learners. They are designed to ignite interest in statistics by demonstrating its real-world applications, making it accessible and enjoyable for people of all skill levels.

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AP Statistics Topics for Project

• Analyzing Variance in Climate Data Over Decades.
• The Correlation Between Economic Indicators and Standard of Living.
• Statistical Analysis of Voter Behavior Patterns.
• Probability Models in Sports: Predicting Outcomes.
• The Effectiveness of Different Teaching Methods: A Statistical Study.
• Analysis of Demographic Data in Public Health.
• Time Series Analysis of Stock Market Trends.
• Investigating the Impact of Social Media on Academic Performance.
• Survival Analysis in Clinical Trial Data.
• Regression Analysis on Housing Prices and Market Factors.

Statistics Project Topics for High School Students

• The Mathematics of Personal Finance: Budgeting and Spending Habits.
• Analysis of Class Performance: Test Scores and Study Habits.
• A Statistical Comparison of Local Public Transportation Options.
• Survey on Dietary Habits and Physical Health Among Teenagers.
• Analyzing the Popularity of Various Music Genres in School.
• The Impact of Sleep on Academic Performance: A Statistical Approach.
• Statistical Study on the Use of Technology in Education.
• Comparing Athletic Performance Across Different Sports.
• Trends in Social Media Usage Among High School Students.
• The Effect of Part-Time Jobs on Student Academic Achievement.

Statistical Survey Topics

• Public Opinion on Environmental Conservation Efforts.
• Consumer Preferences in the Fast Food Industry.
• Attitudes Towards Online Learning vs. Traditional Classroom Learning.
• Survey on Workplace Satisfaction and Productivity.
• Public Health: Attitudes Towards Vaccination.
• Trends in Mobile Phone Usage and Preferences.
• Community Response to Local Government Policies.
• Consumer Behavior in Online vs. Offline Shopping.
• Perceptions of Public Safety and Law Enforcement.
• Social Media Influence on Political Opinions.

Statistical Experiment Ideas

• The Effect of Light on Plant Growth.
• Memory Retention: Visual vs. Auditory Information.
• Caffeine Consumption and Cognitive Performance.
• The Impact of Exercise on Stress Levels.
• Testing the Efficacy of Natural vs. Chemical Fertilizers.
• The Influence of Color on Mood and Perception.
• Sleep Patterns: Analyzing Factors Affecting Sleep Quality.
• The Effectiveness of Different Types of Water Filters.
• Analyzing the Impact of Room Temperature on Concentration.
• Testing the Strength of Different Brands of Batteries.

Easy Stats Project Ideas

• Average Daily Screen Time Among Students.
• Analyzing the Most Common Birth Months.
• Favorite School Subjects Among Peers.
• Average Time Spent on Homework Weekly.
• Frequency of Public Transport Usage.
• Comparison of Pet Ownership in the Community.
• Favorite Types of Movies or TV Shows.
• Daily Water Consumption Habits.
• Common Breakfast Choices and Their Nutritional Value.
• Steps Count: A Week-Long Study.

Business Ideas for Statistics Project

• Analyzing Customer Satisfaction in Retail Stores.
• Market Analysis of a New Product Launch.
• Employee Performance Metrics and Organizational Success.
• Sales Data Analysis for E-commerce Websites.
• Impact of Advertising on Consumer Buying Behavior.
• Analysis of Supply Chain Efficiency.
• Customer Loyalty and Retention Strategies.
• Trend Analysis in Social Media Marketing.
• Financial Risk Assessment in Investment Decisions.
• Market Segmentation and Targeting Strategies.

Socio-Economic Easy Statistics Project Ideas

• Income Inequality and Its Impact on Education.
• The Correlation Between Unemployment Rates and Crime Levels.
• Analyzing the Effects of Minimum Wage Changes.
• The Relationship Between Public Health Expenditure and Population Health.
• Demographic Analysis of Housing Affordability.
• The Impact of Immigration on Local Economies.
• Analysis of Gender Pay Gap in Different Industries.
• Statistical Study of Homelessness Causes and Solutions.
• Education Levels and Their Impact on Job Opportunities.
• Analyzing Trends in Government Social Spending.

Experiment Ideas for Statistics and Analysis

• Multivariate Analysis of Global Climate Change Data.
• Time-Series Analysis in Predicting Economic Recessions.
• Logistic Regression in Medical Outcome Prediction.
• Machine Learning Applications in Statistical Modeling.
• Network Analysis in Social Media Data.
• Bayesian Analysis of Scientific Research Data.
• The Use of Factor Analysis in Psychology Studies.
• Spatial Data Analysis in Geographic Information Systems (GIS).
• Predictive Analysis in Customer Relationship Management (CRM).
• Cluster Analysis in Market Research.

Conclusion: Navigating the World of Data Through Statistics

In this exploration of good statistics project ideas, we’ve ventured through various topics, from the straightforward to the complex, from personal finance to global climate change. These ideas are gateways to understanding the world of data and statistics, and platforms for cultivating critical thinking and analytical skills. Whether you’re a high school student, a college student, or a professional, engaging in these projects can deepen your appreciation of how statistics shapes our understanding of the world around us. These projects encourage exploration, inquiry, and a deeper engagement with the world of numbers, trends, and patterns – the essence of statistics.

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A Simple, Effective Framework for PBL

This plan was designed to guide teachers who haven’t had formal training in project-based learning.

Teachers trying their hand at project-based learning (PBL) may be uncertain as to how to strengthen their project ideas and make them the best possible learning experiences for students. For teachers without access to training, a research-informed framework for PBL and a few strategies for defining and organizing the student experience can considerably improve outcomes.

The High Quality PBL (HQPBL) framework , when executed effectively, provides elements like authenticity, project management, and public products for educators to use for creating the conditions for learning to stick and continue after projects.

For example, content or elective teachers can increase authenticity in projects by bringing in industry experts (e.g., engineers, environmental scientists, computer programmers, activists) at the launch to introduce the type of work that students will be learning to do.

Teachers can also help students improve their work by having them develop public products with a call to action advocating for causes they care about and instructing audiences of community members on the next steps to take.

Before diving into the framework, let’s quickly dispel two of the biggest misconceptions and roadblocks to attempting PBL that I’ve heard from educators.

Common PBL Hurdles

1. I have to prepare my students for exams (or cover lots of content) and can’t dedicate an entire school year or semester to planning or teaching this way. I agree—do not abandon the teaching practice you have carefully honed. Instead, implement one project a semester, connect it to learning in your area as best as possible, and implement it for no more than two to three weeks at a time.

2. I’m a content teacher and am not exactly sure how to make real-world projects. I admit this can be tricky the first time around. Focus on important problems in the community (e.g.,  health, financial inclusion, environment ). Let the kids pick the issue(s) they want to tackle and develop a plan for knowing their topic inside and out, along with solutions.

See this video example where educator Jose Gonzalez of Compton Unified School District in California implemented a terrific interdisciplinary project: allowing students to choose their path to advocate for change in their communities.

Using the High Quality PBL Framework

Established in 2018, the HQPBL framework is a consensus of both the research and the accumulated practice of PBL leaders and experts worldwide. It can be used with learners of all ages, but it’s particularly well-suited to middle and high school students who are passionate about solving meaningful problems.

The framework is designed to provide educators who have no access to formal training with resources that enable them to enact PBL practices on their own by setting the criteria for the student experience using the following six elements.

1. Intellectual challenge and accomplishment. Students investigate challenging problems or issues over an extended period of time. I recommend two to three weeks for teachers new to the process. Throughout this period, they should develop the essential content knowledge and concepts central to academic disciplines. Therefore, I encourage teachers to have students use the thinking routines and problem-solving strategies they typically use (e.g., Blooms, design thinking, scientific Inquiry, computational thinking) to think critically in their content area.

2. Authenticity. Projects focus on real-world connections that are meaningful to students—including their cultures and backgrounds . Additionally, the tools and techniques they employ mimic those used by career professionals. By inviting experts into the classroom and having students assume authentic career roles (e.g., engineer, doctor, auto technician), they can learn valuable career pathway options and see how their work and the solutions they develop impact others.

3. Public product. The students’ final products are presented to the public as a culminating event. This means the work they produce is seen and discussed with the broader community—including parents, industry professionals, other classes, administrators, and community members.

When students know that others will see their work, this may motivate them to put their best foot forward. Public products are not limited to presentation nights—student work can be displayed as public art, as exhibits, or online via social media, YouTube, and safe school websites.

4. Collaboration. Working with others is a PBL hallmark where students collaborate with both adults and their peers in a number of different ways. Adults serve as mentors and guides and can include teachers, community members, or outside experts. In teamwork between students , each learner contributes their individual skills and talents. I find that learners of all ages need good collaboration tools— team contracts and task lists are an excellent place to start.

5. Project management. Students help manage the project process, using tools and strategies similar to those used by adults. I’ve seen teachers using several tools for assisting learners in keeping their work organized—good ones include scrum boards , using design thinking during the ideation process, and maintaining important documents in Google Classroom and Schoology.

I’ve also found that some learners benefit greatly from keeping a daily schedule before attempting to help manage projects. As students’ capacity for self-management increases, teachers take on the role of facilitator, helping guide students through the process rather than directing it.

6. Reflection. The learning process is enhanced by frequent reflections that help students think about their progress and how to improve their work. I like to have them complete products in drafts and jump-start reflection through critique protocols —this helps learners retain content and skills longer and gives them the awareness of how they learn best by using reflection for metacognition. Other methods for reflection may include journaling, the 3-2-1 strategy , and the one-minute paper .

“Framework first, mindset second” is a powerful principle I use for helping colleagues understand that having good general guidelines for doing something new is the prerequisite to developing second-nature expertise. The HQPBL framework can be a good place to start for beginning to use PBL as a research-informed instructional approach.