class 1 research

Carnegie Classifications, College Tiers, and What They Mean

Key Takeaways

Graduate degree programs in science and engineering, humanities, social science, STEM, business, education, public policy, and social work are all included in the Carnegie scale for development and research expenditures.
Doctoral universities, master’s colleges and universities, baccalaureate colleges, baccalaureate/associate colleges, associate’s colleges, special emphasis institutions, and tribal colleges are the different types of institutions that Carnegie categorizes.
The so-called research designations (R-1, R-2, and R-3) only apply to institutions that are desigated as doctorate universities. The highest research activity is denoted by R-1, higher research activity by R-2, and moderate research activity by R-3.

As you search for the right college or university, be sure that you understand the meaning of commonly used classifications such as Tier 1 Universities, R1 Universities, and Top Tier Universities. Commonly referred to as the Carnegie Classifications, these classifications are an indication of both prestige and commitment to research among colleges and universities. But what do these classifications mean, and what do they mean for you? What impact will these classifications have on your search for the right school? Read on to find out how the Carnegie Classifications can help you zero in on the right school.

What does Carnegie Classification mean?

The Carnegie Classification of Institutions of Higher Education, or as it is more commonly known, the Carnegie Classification, is a framework for categorizing all accredited, degree-granting institutions in the United States. Originally formulated in 1970 by The Carnegie Foundation for the Advancement of Teaching, and administered through the University of Indiana’s Center for Postsecondary Research since 2014, the Carnegie Classification is “the leading framework for recognizing and describing institutional diversity in U.S. higher education.” (cite: https://carnegieclassifications.iu.edu/)

Every three years, the Foundation classifies every institution listed in the National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS). The institutions are first classified by type:

doctoral universities (R)
master’s degree colleges and universities (M)
baccalaureate colleges
baccalaureate/associate colleges
associate’s colleges
special focus institutions;
and tribal colleges

These categories are fairly straightforward indicators based on the level of degree offered. Carnegie subsequently ranks these schools on separate tiers. Tiers are determined based on a quantitative formula that, for doctoral programs, measures the number of degrees conferred versus research dollars spent, and for master’s programs, measures the number of degrees conferred versus the size of the student body.

See below for a chart listing all of the Carnegie Classifications, as well as their defining criteria.

What are college tier rankings based on?

Research institutions are ranked based on three indicators:

the number of research or practice doctorates awarded;
the amount of money spent on research; and
the number of research faculty.

This drives a formula for quantitative categorization that tells us how much money is raised and spent on research versus how many students and faculty the institution has.

What do these tiers mean to universities?

The Carnegie Classifications are very important to institutions, especially graduate schools with a focus on research. Colleges and universities care deeply about how they rank and make deliberate choices to improve and/or maintain their ranking. There is a lot of prestige that comes with a high ranking. For many colleges and universities, the Carnegie Classifications can contribute to reputation and standing in the academic community, and may figure prominently into the ability of schools to attract top students and faculty.

For instance, if Carnegie classifies a college or university as an R1 (or top-tier research institution), it is highly likely that this same institution will enjoy a high ranking from a noted college ranker such as U.S. News & World Report . In fact, most prominent college ranking services rely to some extent on the tiers dictated by the Carnegie Classification system.

Though unofficial, these tier-based labels are tied largely to each school’s investment in both research and faculty, and how favorably these investments match the size of a student body. These factors may correlate directly to an institution’s ability to attract top talent and generous endowments, and consequently, their capacity to leverage academic influence across a wide spectrum of disciplines.

What do Carnegie Classifications mean for students?

The Carnegie Classification won’t necessarily tell students which schools are best, and it really isn’t meant to. The Carnegie Classification is simply a system for categorization, intended to sort schools into categories by degree type and emphasis on research. In fact, while college ranking services will usually acknowledge the Carnegie Classifications, these tiers will be incorporated into a larger set of indicators before a service like U.S. News & World Report can arrive at a qualitative ranking.

Carnegie Classifications aren’t explicitly tied to the quality of education or the student experience. The Carnegie Classifications are not informed by student-focused metrics such as graduation rates, extracurriculars, after-graduation employment, student services, or campus facilities. In this regard, the Carnegie Classifications aren’t meant as a way to discern the overall quality of an institution.

Instead, the classifications are designed to group colleges and universities based on their research activities. For students and prospective students, Carnegie’s tiers offer basic groupings within which schools are comparable in terms of their size, research emphasis, and their student-to-faculty ratio.

This means that the Carnegie Classification may be one helpful starting point for students in search of the right school. It may be an especially good way to determine if your graduate school is more focused on research or teaching. Your preference for one experience or the other will play a major role in your grad school destination. The Carnegie Classification can help point you in the right direction.

From there, you must take into account the indicators that are most important from you, whether they relate to student experience, faculty influence, affordability, accessibility, geographical location, or the countless other factors that will enter into this important decision.

For help weighing these factors, find out what you should look for in a graduate school.

Or read on to learn more about the differences between teaching and research universities.

What About Carnegie Classifications?

Carnegie classifications have long been used to determine top-tier research universities. But despite all efforts, lots of academics noticed a great flaw in these rankings.

Rethinking Carnegie Classifications

While beneficial, the Carnegie classifications can also cause bigger problems in higher education. For example, universities tend to hire more staff and produce more doctorates than is necessary to shift from R-3 to R-2 or R-2 to R-1. This may cause a waste of taxpayer dollars.

From a pedagogical perspective, the high number of research doctorates awarded reduces spending on professoriate hiring and curriculum development per student. This will likely lead to low-quality education in humanities departments where student consumption drives the business model more than learning and teaching.

From an economic perspective, universities are creating an endowment market where they compete against each other to be the best at conferring these “research” initiatives while they build no productive infrastructure or faculty-hiring capacity within their institutions.

The Carnegie classifications are, unfortunately, based on aggregate numbers, which fail to account for the quality of scholarly research or actual faculty productivity. They do not account for the quantity of peer-reviewed papers published by department members, their worth, or their efficacy; instead, they measure aggregate amounts of people and investment.

Regardless of apparent faults, the Carnegie classifications are not at all useless today. Just that they are being misapplied and abused, which harms higher education as a whole economically.

In the past, the Carnegie classifications were used to identify the prestige of a university. However, these classifications have become less helpful for this purpose as research quality has risen dramatically over the years. At many universities today, experts are questioning the value of Carnegie classifications in determining the identity or quality of research performed at institutions.

In addition, the Carnegie classifications do not measure research activity. The Carnegie rankings are supposed to be a measure of the amount of research expenditure going on at each university. However, if a university spends money on R-1 and R-2 but does not yield research results, that would be a bad investment. It seems as though Carnegie may reward or penalize universities for spending more money on funding than actually producing results.

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2021 Carnegie Classifications of Higher Education Institutions released

In January, the Carnegie Classifications of Institutions of Higher Education released an updated 2021 classification list for universities. In this update, nine more universities have achieved the “Doctoral/Very High Research Activity” or “R1” category, the highest possible rank among research universities. Six additional universities were also added to the list following a six-week review period. To achieve the “R1” classification, a university must meet the following requirements : award at least 20 research/scholarship doctoral degrees in the update year; spend at least $5 million in total research (as reported through the National Science Foundation (NSF) Higher Education Research & Development Survey (HERD)); and, score high in a Research Activity Index calculation.

The Carnegie Classification list is updated every three years and provides a framework for administrators, policymakers, and researchers and impacts decisions on grant-making and federal and state funding for institutions. Overall, about 3,900 institutions were recognized in the 2021 classifications, down from 4,300 in 2018 and 4,600 in 2015. According to a press release from Indiana University — the current producer of the classification list — this appears to result from compressions in the higher education sector from mergers and closures.

More prominent research universities, like those classified as “R1” institutions, seem to be exempt from this compression. These “R1” institutions are the only division of the sector to show growth — by about 10 percent — in the number of classified institutions.

The 15 additional universities that met the requirements and received their official “R1” classification status at the end of January, following six weeks of public review, are:

Baylor University
Colorado School of Mines
Kent State University
North Dakota State University
Ohio University
Old Dominion University
The University of Alabama at Huntsville
University of Denver
University of Louisiana at Lafayette
The University of Maine
The University of Maryland-Baltimore County
University of Memphis
The University of Montana
Utah State University
University of Texas at San Antonio

Note: this story was updated Feb. 7 to reflect the final status.

Useful stats: undergraduate enrollment below pre-pandemic levels in 43 states, grad enrollment up in 33 states.

Total postsecondary enrollment is down 5% from fall 2019 to fall 2023 due to a 6% drop in undergraduate students. While undergraduates are down, graduate students have surpassed pre-pandemic enrollment numbers by 4%. Enrollments in undergraduate and...

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DEA Speeds Up Application Process For Research On Schedule I Drugs

Dedicated web portal improves efficiency and security.

WASHINGTON - The Drug Enforcement Administration is streamlining the application process for researchers who study or wish to study Schedule I substances not currently approved for medical use. Schedule I drugs are defined as drugs, substances, or chemicals with no accepted medical use and a high potential for abuse, such as ecstasy or LSD.

By taking the process online, both existing and new researchers can submit their applications through a dedicated web portal [https://www.deadiversion.usdoj.gov/drugreg/index.html], improving efficiency and security.

The Controlled Substances Act requires an individual who wishes to conduct research on substances listed in Schedule I to register with DEA. Applicants must provide information about their qualifications, research protocol, and institution where the research will take place.

“We are committed to finding new and innovative ways to meet the needs of the research community,” said Acting DEA Administrator Robert W. Patterson. “Research is the bedrock of science, and we will-as we have for many years-continue to support and promote legitimate research with Schedule I controlled substances.”

As of December 2017, more than 590 researchers were registered with DEA to study Schedule I substances. Every researcher who has submitted a valid research proposal has been approved. Many researchers conduct multiple research protocols, so the number of approved studies with Schedule I substances exceeds the number of registered researchers.

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Your chance of acceptance, your chancing factors, extracurriculars, what are r1 research universities and why does it matter.

Hi everyone! I keep coming across the term 'R1 research university' in my college search, but I'm not certain what it means. Could someone please give me an idea of what an R1 research university is and why people consider them prestigious or important? Thanks!

Hello! I'd be happy to help you understand the term 'R1 research university'. R1 stands for 'Research 1', which is a classification given by the Carnegie Classification of Institutions of Higher Education. R1 universities are the highest research activity institutions, indicating that they are heavily involved in research and have an extensive range of research programs, grants, and opportunities for both graduate and undergraduate students.

The reason many people consider R1 universities prestigious or important is due to their focus on cutting-edge research, academic opportunities, and high-quality resources for their students. Many of the well-known universities in the United States fall under the R1 category, such as Harvard, Stanford, MIT, and many others. These institutions typically have a strong emphasis on preparing students for potential research careers and producing impactful research on a global scale.

Ultimately, your decision to attend an R1 university should be based on your academic interests and goals. If you're excited about being involved in research and appreciate the additional resources and opportunities offered, an R1 university may be an excellent fit for you. Good luck in your college search!

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Carnegie Classification
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Carnegie Classifications

About the carnegie classification ®.

The Carnegie Classification® is the leading framework for recognizing and describing institutional diversity in U.S. higher education. The Carnegie Commission on Higher Education developed the classification in 1973 to support its program of research and policy analysis. Derived from empirical data on colleges and universities, the Carnegie Classification was updated in 1976, 1987, 1994, 2000, 2005, 2010, 2015, 2018, and 2021 to reflect changes among colleges and universities.

The framework is used in the study of higher education and is intended to be an objective, degree-based lens through which researchers can group and study similar institutions. Carnegie Classifications are used in research study design to ensure adequate representation of sampled institutions, students, or faculty, among other uses.

In 2021, the Carnegie Foundation for the Advancement of Teaching and the American Council on Education (ACE) began a partnership to reimagine the Carnegie Classifications. For the first time, the Universal and Elective Classifications have been brought together in a single organizational home at ACE. The two organizations are now working together to develop new and refined versions of the Classifications to better reflect the public purpose, mission, focus, and impact of higher education.

View Carnegie Classification Methodology >

2021 Carnegie Classifications

The 2021 Carnegie Classifications can be accessed through the Institution Search by selecting the desired classification from the filter options on the left. They can also be accessed through the methodology pages, such as the 2021 Basic Classification methodology page.

The 2021 Carnegie Classifications include any institution that conferred at least one degree in the academic year 2019-20, as reported through the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS). The Classifications also include data from military service institutions that do not currently participate in the IPEDS survey. Further information on the criteria for inclusion is available from IPEDS.

Revisions to the 2021 Carnegie Classifications have been posted as follows:

Version 1: December 15, 2021 – Public Review version released
Version 2: December 21, 2021 – Fixed a few noted glitches
Version 3: January 5, 2022 – More glitch fixes and requested and approved changes
Version 4: January 26, 2022 – More glitch fixes and requested and approved changes
Version 5: February 2, 2022 – Public Review period ended
Version 6: February 18, 2022 – Minor fixes to Ugrad Profiles, Size & Setting, prior year classifications fixes; 2 institutions recovered
Version 7: May 2, 2022 – Name changes and some clean-up
Version 8: June 17, 2022 – One institution that had suspended degrees added
Version 9: September 2, 2022 – Name changes, one corrected classification, and clarifications on the variables and values tabs. Two additional updates (9/9/22).
Version 10: March 30, 2023 – Name changes and minor errors corrected.
Version 11: February 29, 2024 – Name changes and the addition of the 2024 Community Engagement classified campuses.

We will not be making major changes until the 2025 Carnegie Classifications are released in early 2025, but we monitor name changes. We also welcome questions, comments, and glitch reports about the Classifications and the web site. Please contact us at [email protected] .

Recommended Citation (APA Format)

Current version.

Indiana University Center for Postsecondary Research (n.d.). The Carnegie Classification of Institutions of Higher Education, 2021 edition, Bloomington, IN: Author.

The Carnegie Classification of Institutions of Higher Education (n.d.). About Carnegie Classification. Retrieved (date optional) from https://carnegieclassifications.acenet.edu/.

Find answers to the most common Carnegie Classification questions.

Access articles and downloads.

Data Sources

The 2021 Classification update is based on the following data sources:

IPEDS 2019-20 Completions
IPEDS Fall 2020 Enrollment (preliminary)
IPEDS Fall 2020 Human Resources (preliminary file)
FY20 NSF Higher Education Research and Development (HERD) survey
Fall 2019 NSF Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS)

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Research Basics: an open academic research skills course

Lesson 1: Using Library Tools
Lesson 2: Smart searching
Lesson 3: Managing information overload
Assessment - Module 1
Lesson 1: The ABCs of scholarly sources
Lesson 2: Additional ways of identifying scholarly sources
Lesson 3: Verifying online sources
Assessment - Module 2
Lesson 1: Creating citations
Lesson 2: Citing and paraphrasing
Lesson 3: Works cited, bibliographies, and notes
Assessment - Module 3
- For Librarians and Teachers -
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Overview of Classroom-Based Research

Utrecht Roadmap diagram based on Felton, 2013

The figure above outlines the eight steps associated with classroom-based research. Those eight steps are:

Reason & Context: What do you want to understand better, and what does this look like in your own teaching practice? See our page on determining your research scope.
Determine the aspects of students’ learning you want to affect.
Describe the teaching activities you will use to affect their learning.
Describe factors that influence the outcomes.
Researchable Teaching Question: Formulate a question that can be investigated.
Consider ethical issues from research with students.
Make a list of data to collect.
Describe when and where to collect data.
Plan of Approach: Describe your research plan as specific as possible.
Data collection: Implement your research plan.
Data Analysis & Interpretation: Organize and analyze the data, then interpret the results.
Reflection (and Dissemination): Reflect on what you’ve learned and any insights gained and challenges faced. Share those insights with others (formally or informally).

If you’re interested in more detail about each step above, we highly recommend this reader-friendly roadmap , developed by Utrecht University by Femke Kirschner, Lindy Wijsman, and Irma Meijerman.

If you’d like more help developing your classroom-based research ideas, contact the T+LL Research & Evaluation team . We are here to support you!

Library 160: Introduction to College-Level Research

(8 reviews)

Iowa State University Library Instruction Services, Iowa State University

Publisher: Iowa State University

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Morgan Montgomery, Assistant Library Director, Claflin University on 12/5/23

The book's table of contents made it easy to focus on the chapters that interested me the most. read more

Comprehensiveness rating: 5 see less

The book's table of contents made it easy to focus on the chapters that interested me the most.

Content Accuracy rating: 4

The book provided wonderful examples of scenarios in teaching and instruction of research.

Relevance/Longevity rating: 5

The contents of this textbook are timely and relevant. I will definitely be implementing it in to my information literacy lesson plans and instruction.

Clarity rating: 5

The book was easy to follow, the chapters flowed and it was brimming with examples.

Consistency rating: 4

The book is consistent with terminology and examples.

Modularity rating: 5

I like the fact that the topics ranging from locating primary sources to newspapers are broken down into sections. I would recommend a particular section to our English 101 professors.

Organization/Structure/Flow rating: 5

The book's structure and flow is easy to follow. It starts from the beginning explaining what is research to building up selecting searches and web (internet research).

Interface rating: 5

The book's interface and design made it easy to jump from chapter to chapter and focus on headings highlighted in the book.

Grammatical Errors rating: 5

The book contained no errors.

Cultural Relevance rating: 4

This book is a natural fit for learning, improving, and implementing research building blocks into your information literacy classes. I well definitely be utilizing this book this semester.

Reviewed by Maletta Payne, Systems Administrator/Reference Librarian, Southern University on 11/14/23

The text appropriately covers all information literacy areas and provides a practical glossary. read more

The text appropriately covers all information literacy areas and provides a practical glossary.

The content is accurate, moderately error-free, and unbiased.

The text is up-to-date and reflects the current information landscape.

The clarity of language and accessibility of the prose, coupled with sufficient context for jargon and technical terminology, are commendable attributes of the information literacy text.

Consistency rating: 5

The book's consistency and framework make it an invaluable resource for undergraduate students seeking a structured and cohesive approach to understanding the research process.

The book's modularity is apparent, allowing readers to navigate the content in a flexible and personalized manner.

The text's topic is presented logically and clearly, with each section building on the appropriate research practices.

The interface is easy to navigate. Additionally, this textbook contains a video to guide users on the book layout and "Check your understanding" interactive elements for users to practice concepts outlined in the chapters.

Grammatical Errors rating: 4

There are very minimal grammatical errors in this textbook.

Cultural Relevance rating: 3

The textbook does not contain culturally insensitive or offensive materials; however, the book can benefit from images of various ethnicities.

Library 160: Introduction to College-Level Research consistency across chapters, in writing style and terminology, makes it a reliable guide for readers navigating the intricate landscape of information literacy.

Reviewed by Rachel Milani, Assistant Librarian, Minnesota North College on 12/6/22

This textbook comprehensively covers the research process in a concise, comprehensible format that should be easily understood by students at the community college level. This book additionally provides information on ethical use of information, resources for students who wish to learn how to develop a citation, and a brief overview of how research fits into the overall writing process. I also like that this book introduces the SIFT method and explains why the CRAAP method may no longer be the most effective evaluation tool. One critique would be that this book fails to mention that students should cite their sources as they find them so that they can more easily find those sources again if necessary and more effectively prevent plagiarism. Understanding when a source requires citation is one thing, but students often leave citing those sources until the very end of the writing process, which can lead to confusion and errors in citations.

Content Accuracy rating: 5

Content within this text is accurate and unbiased.

While this book was written for a specific institution and program, this text makes an effort to generalize certain topics (like database availability and selection) to be broadly applicable to other institutions that might utilize different platforms and tools or have other options available. This is something that can be easily customized by anyone with access to Pressbooks. This does detract slightly from the comprehensiveness of the book, but not by much. This book seems to be most relevant to an undergraduate "Introduction to College" course or to segments of a Freshman Composition course. That said, this book could also easily be incorporated into other courses that assign research papers.

Again, this textbook comprehensively covers the research process in a concise, comprehensible format that should be easily understood by students at the community college level. This book covers some complex concepts (like copyright and fair use) and makes them accessible to students.

The language, tone of voice, and terminology used within this text are consistent. The use of Glossary Terms easily enables students to learn the terminology and ensures continuity of terminology throughout the book, as well as clear definitions of each term.

At no point does this text refer the reader to another internal section. Each topic is further subdivided into smaller segments that could be utilized in a stand-alone manner as needed.

This text is organized in a linear, logical manner, proceeding from one step to the next logical area of consideration.

All aspects of the Pressbooks interface for this text seem to be free of navigation issues or distortions. The only potential issue could be that the "next page" button is a little easy to overlook, but that's nitpicking.

From what I could see, there were no blatant grammatical errors in this textbook.

Cultural Relevance rating: 5

This book is not culturally insensitive or offensive in any way. It serves as a "how-to" manual regarding the steps of the research and citation process.

Reviewed by Annie Cifelli, Reference Librarian, Cape Cod Community College on 11/7/22

Comprehensiveness rating: 4 see less

As an introductory text book, Library160 does a good job covering the basics. The 5 chapters address "Getting Started," "Locating Information," Search Techniques," "Evaluating Information," and "Using Information Ethically." Each chapter begins with clearly stated learning objectives. The sub-sections within the chapters proceed in a logical and well-organized manner. There is a thorough glossary at the end.

The content in Library 160 is accurate; however, examples rely rather too-heavily on the authors' (Iowa State University Library Instruction Services) unique library features. Adapting this text book would require substantial editing. For example, some screen grabs are from ISU's specific search interface, record examples and unique “pay for” tools like Map It and Get It. But explanation of Library of Congress call numbers is quite good.

Relevance/Longevity rating: 4

Content is up-to-date. Again, using ISU's specific website to illustrate content may prove problematic in the future. Likewise, the database search pages change not infrequently and may not reflect what students see when they login to their own school's library page.

One of the strengths of Library 160 is the way in which it is written. The language used is accessible and friendly. I made note of several "real world" examples (like avoiding "BS") that help make the content real to students.

Library 160 does an excellent job using terminology consistently. One issue with information literacy classes is the lack of standard terms. For instance, faculty often use phrases like "scholarly articles,” "academic journals,” and "peer reviewed sources," interchangeably, which can be confusing for students new to the research process. Also, between disciplines what constitutes a primary source can vary. This textbook explains all of the "jargon" and offers clear visuals as to how the terms interrelate.

As mentioned above, the 5 chapters are each divided into smaller sub-sections. The Table of Contents is always on the left side of the screen, making it easy to move around between sections or return to previously covered content. Moving between pages is also straightforward--the arrows at the bottom of the screen show what's "previous" and what's "next."

Overall, the organization of Library 160 makes sense. However, the early mentions of "how to cite" work represent something of an issue. Ethical information use is covered in the last chapter book, but opportunities for additional coverage abound. The style guides (MLA, APA, Chicago) are only just mentioned. Likewise, fair use, copyright, plagiarism are all addressed but only in most generic terms.

The interface is fantastic! There are a lot of great visuals (bullet points, charts, graphs) and several embedded YouTube videos break up large sections of text. Plus, there are quizzes to check understanding. Yay quizzes!

I did not find any grammatical errors. At first, the use of the second person "You" seemed too informal for a textbook, but by the end of the book, it felt collaborative as "you" can be singular or plural--"you" the individual student as well as "you" all the students in this class.

There is one curse word in this book (BS), but in context and with a solid reason. I was surprised to see it, but not offended.

At the very end of Library 160, there is a small section on "Promoting Yourself as a Student Researcher." The idea of sharing student work through scholarly channels and encouraging students to think about themselves as “student researchers” is a powerful one. More energy should devoted to that concept in information literacy instruction. Too often students feel like they're just “pretending” to be scholars. Perhaps Library 160 can help change that!

Reviewed by Maribel Pagan, Librarian, Klamath Community College on 10/25/22

The book is extremely down-to-earth with easy to access chapters, sections, and information. read more

The book is extremely down-to-earth with easy to access chapters, sections, and information.

The book is very accurate to today's libraries, but I wish it covered a bit more about the CRAAP test which is still relevant in some libraries today.

This book uses information that tends to stay the same. For example, even with databases, boolean operators do not tend to change even when the databases do. This makes it easier to follow along and makes it accessible to all regardless of which databases they use.

The book is extremely accessible with its use of down-to-earth language that's extremely easy to understand. It feels wordy at times as a result, but I feel it also makes it more personable to both staff and students.

Very consistent in its explanations, its down-to-earth language, and all the steps needed to effectively conduct research.

Very easy to take out sections of it and utilize in a class section. The book often separated each section of a chapter into subsections, which makes it easy to adapt and utilize the text.

This book follows a clear organization and goes step by step, following all the outcomes that are first outlined in each chapter.

The interface is pretty interactive, allowing the user of this text to simply read or to also engage with the material through interactive activities.

Did not notice any grammatical errors in the text.

Did not notice any culturally insensitive aspects of the book and felt the piece was pretty inclusive.

The book is very down-to-earth, easy to read, and easy to utilize parts of. I love how the user of this text can simply read or also engage with the material through interactive activities, which I'll be sure to incorporate some of these interactive activities in my own information literacy classes. I wish they also adapted more visual learners by providing some linked videos or something akin to that. I also wish that the book had a print version that I could have at hand and offer students if they expressed any interest in learning more. Some students have come to me before asking for print copies of their books, and it would be nice to have a print copy at hand for students to pick up and look through.

The sections on teaching students strengths and weaknesses of each information source helps tremendously as well. It shows how one can evaluate different resources and understand the different types of sources that may come up. I feel there could be some additional coverage of how to utilize research for research powerpoints, presentations, etc.

Overall, a wonderfully written book that provides accessibility to all.

Reviewed by Stefania Hiltgen, Public Services Librarian at Newberry College, Newberry College on 3/9/22

This book goes into great detail and includes modern research concepts such as using Wikipedia for background information and how to search Google. read more

This book goes into great detail and includes modern research concepts such as using Wikipedia for background information and how to search Google.

I found no issues with accuracy.

The length was just right-not exhaustive, but inclusive of all topics needed to understand how to conduct modern-day research.

It also includes a helpful Glossary.

It is consistent in the terminology it uses.

It is organized in good-sized chunks.

Organization/Structure/Flow rating: 4

The fluid nature of research makes organizing it a little difficult. This is no fault of the authors; it is just a difficult subject to unravel linearly.

The e-book version flowed very well. Indid not take a look at the PDF version.

I found no grammatical errors.

I found no examples that were offensive or insensitive.

I found it very helpful and look forward to using it in the near future, myself.

Reviewed by Meridith Wolnick, Director of Teaching and Learning, University of Virginia on 12/16/21

Library 160: Introduction to College-Level Research is written for students attending a particular course at Iowa State University. It has a full table of contents and is easy to navigate. Sections are short and include clearly labeled... read more

Generally, the text is accurate and unbiased. However, Web Search Engines are incorrectly identified as not having filters for advanced search or narrowing a search (Table 2.1, pg. 28). In the case of Google, there is a capacity for advanced search, searches can be narrowed by time, and images can be narrowed by type of image, usage rights, etc. This is something the authors acknowledge further in the text (Section 4.6, pg. 129).

The content is up-to-date and relevant to today’s readers. The text does link to tutorials and other resources from other universities. Given that those links are out of the hands of the authors and ISU, broken links may go unnoticed. Additionally, there are several figures that look like they are from the ISU Library catalog. While those helpfully illustrate the text, they may become dated as web pages change. That said, given their placement in the text, updates should be easy to make.

Clarity rating: 4

The text is clear and terms are defined for those new to the concepts. Each chapter includes learning outcomes that are achieved by the end of the chapter. Terms (like 'popular information' and 'peer review') are well-defined with examples. However, the use of bolding for terminology is not consistent throughout the book. Some terms (like 'thesis' and 'finding tools') are bolded and explained but others (like 'item records' and 'DOI') are just explained, not bolded. It also would be helpful to have bolded terms and concepts in a central list in the book for easy reference. In Section 1.4 (pg. 8), it’s not clear by Books whether the authors are referring to scholarly books or all books. Section 3.3 covering nesting and Boolean operators was complex compared to the rest of the text. It was helpful when the text differentiated between the ISU Quick Search function and a search engine. For instance, when discussing Boolean operators, the text identifies how to do a search similar to Quick Search in Google using a – instead of NOT.

The text is consistently written and cohesive.

The text is logically divided, and individual sections can be assigned independently. Sections are generally small and concise, easy to take in and understand. Page numbers did not consistently appear in the downloaded PDF.

The flow of the text is logical. The sequence of the sections, particularly illustrating the steps in beginning the research process, are clear and aligned with the student experience. The sections on Keywords are particularly organized and well-defined.

Interface rating: 4

Navigation throughout the text is easy and logical. A few things I noted that could be improved: Figure 1.1 on page 10 in the section defining journal articles/issues/volumes is mid-quality and not ultimately necessary for the text since it is well explained in the preceding section. It may become dated since the journal clearly shows publication dates.

I didn’t observe any grammatical errors.

While the examples used throughout the text assume some knowledge about the United States, they are inclusive and cover a wide range of topics. Since the book is clearly written specifically for ISU students, reliance on U.S. concepts is less of an issue. The sub-section on outdated and offensive subject headings (pg. 80) was a helpful addition to the text.

This text is written for students early in their college careers. It would be useful for any student undertaking academic research for the first time. The text adds helpful sections that go beyond basic research skills, such as the Did You Know section (pg. 30) about free accounts. There are interactive checks for understanding that are relevant to the subject matter being reviewed. They include the opportunity to retry if answered incorrectly and give immediate feedback to the student. In the PDF, the checks are labeled “An Interactive H5P element” which may cause a student who is unfamiliar with H5P to avoid clicking.

Reviewed by Elena Rodriguez, Research and Instruction Librarian, College of Charleston on 9/28/21

The Introduction to College-Level Research provides a straightforward and thorough review of the research process. The five chapters cover the primary elements students should be considering as they become proficient in locating, evaluating, and using information. Being a student centered textbook, I can understand why there isn't any mention of the ACRL Framework for Information Literacy or a specific section that discusses why this book was created, but these are elements that would be helpful for instructors using this textbook outside of the institution. Additionally, as this appears to be for a specific course, including a glossary of terms would be helpful as a reference. While definitions are provided throughout each chapter, they can get lost in the text.

The content appears to be accurate, error-free and unbiased. Any included references were relevant and functioned properly. I appreciated that, in the section concerning Wikipedia, the authors did address the issue that the majority of editors are male and there are inherent biases and exclusions in those articles.

Given that these chapters cover topics with a general approach, it is unlikely that this content will be obsolete in the near future. However, some of the images from the institution's interface may become outdated.

The authors clearly define concepts and terms, and provide excellent examples throughout. Some of these examples, however, may edge into the overwhelming for novice researchers. A particular example is the graphic provided in the Boolean Operators section, 3.2. The very detailed search example (that includes AND, OR, and NOT with nesting) is simultaneously effective and a lot to take in. I very much appreciated their approach of including "strengths" and "weaknesses" at the end of certain section; this summarized information very concisely and helps demonstrate that there isn't one source or tool that is perfect.

Despite being written and compiled by the Library Instruction Services unit, this book manages to have a consistent voice and approach to how each chapter and subsequent section is presented.

Keeping to 5 chapters with quick subsections makes this book easy to use and read, either as a professor assigning work or a student using it as a resource. The sections are, for the most part, very reasonable in length, and the ones that verge on being too long are appropriately divided. I did not find the text to be disruptive.

The book is thoughtfully organized with a clear and simple structure. The order of the chapters is logical and follows a typical research process.

No issues noted with the interface. The occasional “check your understanding” quizzes were very effective and added to the overall experience of using the textbook online.

I did not note any grammatical errors during my review of the text.

The text did not appear to be culturally insensitive or offensive in any way. Generally, all their examples and screenshots were very generic and represented authors from different backgrounds and fields of study. However, there is certainly opportunity to provide more inclusive examples or to discuss critical information literacy and social justice.

Overall, a good resource for an introductory college research course. It is simple in its approach, which makes the material approachable for novice researchers. For instructors not at the home institution wanting to use this book, certain sections may be confusing for students given the very specific screenshots, but this is expected given it’s attachment to the 160 course offered at Iowa State University. It would be useful to have more details about the course itself and the institution, as well as the makeup of the Instruction Services team that authored this source.

Chapter 1: Getting started with research

Chapter 2: Locating information

Chapter 3: Search techniques

Chapter 4: Evaluating information

Chapter 5: Using information ethically

Ancillary Material

About the book.

You will learn how scholarly information is produced, organized, and accessed; how to construct and use effective search strategies in a variety of web tools and scholarly databases; how to choose finding tools appropriate to the type of information you need; critical thinking skills in the evaluation of resources; and best practices in the ethical use of information.

About the Contributors

Iowa State University Library Instruction Services , Iowa State University

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Division of Student Success and Well-Being

Introduction to Research Courses

INTRO (1 Credit)

The Office of Undergraduate Research (OUR) supports UCF undergraduate students, across all majors, who are interested and participating in research and creative scholarship. Whether your interests lie in the humanities, physical and applied sciences, engineering, social sciences, hospitality, or business, the 1-credit, Introduction to Research course will greatly benefit you!

One Course, Two Ways to Participate

You have two options for applying in the Introduction to Research course. Both teach the same information, but in different ways.

SRA is offered as a Summer B for-credit course or as non-credit with pre-academy assignments two weeks before SRA meeting dates.
Applications are open for Summer 2024
INTRO is offered in the Fall and Spring Semesters (1 credit)
Sign up for INTRO through MyUCF via regular course registration

Fall 2023 INTRO courses are on the UCF Course Schedule as:

IDS 3913-0001 (90852) on Wednesdays from 4:30 to 5:45 in TCH 103
IDS 3913-0V63 (90883) on Thursdays from 12:00 to 1:15 via Zoom

Spring 2024 INTRO course is:

IDS 3913-0001 (17990) on Wednesdays from 4:30 to 5:45 in TCH 103

In both programs/courses, students will:

Learn about the nature of university research and how it can expand your undergraduate experience.
Meet with research faculty and other students active in research.
Explore research opportunities available to undergraduate students at UCF.
Prepare professionally for future research, internships/careers, and advanced degrees.
Earn 1-credit hour for completing the Introduction to Research course

Frequently Asked Questions & More Details

By the end of the course, students will know 1) what undergraduate research is, 2) the role of a faculty mentor, 3) be prepared to choose to pursue undergraduate research, 4) and have tools to start the research journey!

The benefits of taking INTRO include:

Build networks with potential faculty mentors, Undergraduate Research staff, and experienced undergraduate researchers
Participate in UCF campus research tours and explore various fields of research
Learn about UCF structured research programs and resources
Create and/or build a strong resume/CV
Improved communication skills
Prepare for future academic interests and professional pursuits
Collaborate and develop relationships with students with similar interests
Discover personal interests
INTRO is designed for students who have not been involved in research or creative scholarship with a UCF faculty member yet.
Summer Research Academy (SRA): the best candidates are incoming transfer students and current UCF students with at least one year left before graduation who are not currently involved in research. Incoming transfer students may participate in the Summer Research Academy in the summer prior to matriculating to UCF.

These courses require your full engagement, commitment, and participation. INTRO covers everything from how to find a UCF faculty mentor, careers and opportunities in research, and how to communicate about research. Through this course, students will hear from students, staff, and faculty who are actively involved in research or running programs to support researchers here at UCF. Students will tour UCF research facilities and meet with faculty and student researchers from across campus.

Summer Research Academy (SRA):

Students must:

Attend all three days of the course.
Complete assignments during the Summer B semester, before, during, and after the course.
Fulfill all requirements set forth in the OUR Policy on Participation , including passing the class (graded pass/fail).

Introduction to Research (INTRO):

Attend class weekly.
Complete course assignments.
Pass the course with a C or higher (graded ABCDF).

Summer Research Academy (SRA): Undergraduate Research (OUR) offers support to all UCF undergraduate students interested in research. OUR initiatives include workshops, peer mentors, research grants, travel grants, and option to participate in the Student Undergraduate Research Council (SURC). See the OUR website for details.

Introduction to Research (INTRO): In addition to the OUR support mentioned above, following the course, students who wish to continue their path into research or creative scholarship may receive help from staff to:

Prepare for next steps toward careers or graduate/professional school.
Connect to resources and tools for conducting research.
Understand the available professional development for student researchers.
Network with faculty researchers.

No , a student may only participate in the course once. Students will enroll in either Summer Research Academy or Introduction to Research in Fall or Spring semesters.

Summer Research Academy (SRA): Students will have waived tuition for the 1-credit, 3-day, course. Students will earn a pass or fail grade.

Introduction to Research (INTRO): Students are responsible for the tuition of this 1-credit hour course; see UCF tuition & aid website . Students will earn a letter grade that will impact their grade-point average.

Office of Undergraduate Research

[email protected]

407-882-2300

Excellence, Innovation, and Distinction

Research Basics

What Is Research?
Types of Research
Secondary Research | Literature Review
Developing Your Topic
Primary vs. Secondary Sources
Evaluating Sources
Responsible Conduct of Research
Additional Help

Research is formalized curiosity. It is poking and prying with a purpose. - Zora Neale Hurston

A good working definition of research might be:

Research is the deliberate, purposeful, and systematic gathering of data, information, facts, and/or opinions for the advancement of personal, societal, or overall human knowledge.

Based on this definition, we all do research all the time. Most of this research is casual research. Asking friends what they think of different restaurants, looking up reviews of various products online, learning more about celebrities; these are all research.

Formal research includes the type of research most people think of when they hear the term “research”: scientists in white coats working in a fully equipped laboratory. But formal research is a much broader category that just this. Most people will never do laboratory research after graduating from college, but almost everybody will have to do some sort of formal research at some point in their careers.

So What Do We Mean By “Formal Research?”

Casual research is inward facing: it’s done to satisfy our own curiosity or meet our own needs, whether that’s choosing a reliable car or figuring out what to watch on TV. Formal research is outward facing. While it may satisfy our own curiosity, it’s primarily intended to be shared in order to achieve some purpose. That purpose could be anything: finding a cure for cancer, securing funding for a new business, improving some process at your workplace, proving the latest theory in quantum physics, or even just getting a good grade in your Humanities 200 class.

What sets formal research apart from casual research is the documentation of where you gathered your information from. This is done in the form of “citations” and “bibliographies.” Citing sources is covered in the section "Citing Your Sources."

Formal research also follows certain common patterns depending on what the research is trying to show or prove. These are covered in the section “Types of Research.”

Next: Types of Research >>
Last Updated: Dec 21, 2023 3:49 PM
URL: https://guides.library.iit.edu/research_basics

Free Printable Research Writing Worksheets for 1st Class

Research Writing: Discover a collection of free printable Reading & Writing worksheets for Class 1 students, designed to help teachers enhance their students' learning experience and develop essential skills.

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Research Writing worksheets for Class 1 are an essential tool for teachers looking to develop their students' reading and writing skills. These worksheets focus on building a strong foundation in nonfiction writing, which is a critical component of a well-rounded education. By incorporating these worksheets into their lesson plans, teachers can help their students learn to read and write effectively, while also fostering a love for learning. Class 1 students will benefit from engaging activities that encourage them to think critically and express their thoughts in a clear and concise manner. With a variety of topics to choose from, teachers can easily find the perfect Research Writing worksheets for Class 1 to suit their students' interests and needs.

Quizizz is a fantastic resource for teachers who want to supplement their Research Writing worksheets for Class 1 with interactive and engaging activities. This platform offers a wide range of quizzes and games that can help students improve their reading and writing skills, while also making learning fun. Teachers can easily create customized quizzes to align with their lesson plans, ensuring that their students are receiving targeted practice in the areas they need it most. In addition to quizzes, Quizizz also offers other valuable resources, such as flashcards and interactive presentations, which can further enhance students' learning experiences. By incorporating Quizizz into their teaching strategies, teachers can provide their Class 1 students with a well-rounded and effective approach to developing their reading and writing abilities.

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Miller School of Medicine Celebrates Class of 2024 Commencement

Graduates at the Miller School's 2024 commencement.

Amidst the jubilant cheers of family members, friends and supporters, the proud members of the University of Miami Miller School of Medicine Class of 2024 donned their caps and gowns and officially received their hard-earned medical degrees.

This year’s commencement ceremony was particularly significant. The class began their medical school journey in 2020 during the pandemic. Fueled by unyielding determination and a steadfast dedication to their calling, these future physicians persevered.

“I am so proud of you. Undaunted by global turmoil, you pursued your dream and today, that precious dream has become a reality,” said Henri R. Ford, M.D., M.H.A., dean and chief academic officer of the Miller School. “You are not only well-trained and well-equipped for residency, but you are also poised to become transformative leaders wherever you go in life.”

Scenes from Commencement 2024

An Accomplished Cohort

As the inaugural cohort of NextGenMD scholars, the Class of 2024 students embraced the new curriculum and an innovative approach to medical education, which focuses on early exposure to the clinical setting, small-group learning and mentorship. All students also choose a scholarly concentration pathway or a secondary degree. Of the 201 Class of 2024 students, 75 are graduating with dual degrees, including 56 M.D./M.P.H. graduates and nine M.D./M.B.A. graduates.

“This moment is a culmination of the support and guidance I have received to get here – from the Miller community and faculty, my family, friends and partner,” said Hannah Ship, M.D./M.P.H. ’24, who will embark on an internal medicine primary care track at University of California, Los Angeles. “I am deeply thankful to the Miller School for entrusting and honoring me with this journey to physicianship.”

Twenty-one students graduated with Research Distinction. Twenty-two students were accepted to the Gold Humanism Society and 40 joined the Alpha Omega Society, a national medical honor society. The class also achieved a 100% final placement rate on Match Day and will be joining top residency programs across the country for the next chapter in their medical training.

“Despite the challenges and uncertainties at the beginning, we stand here today, a testament to our resilience and determination,” said Krisna Maddy, M.D./M.S. ’24, who will be completing her neurosurgery residency at Georgetown University and was selected to speak on behalf of the class. “But the primary reason we are here is our patients. I am deeply grateful to every one of them for sharing their stories, which have seamlessly intertwined with ours, propelling our journeys forward.”

Keynote Speaker Commends Class of 2024

Christopher J.L. Murray, M.D., DPhil, served as the Class of 2024 commencement ceremony keynote speaker and received a Doctor of Science degree, honoris causa.

An influential physician and health economist who focuses on improving population health worldwide, he encouraged the students to embrace the opportunity to play a pivotal role in improving health of the country at the both the clinic and community levels. He also encouraged the students to remain resilient in times of great change.

“There will be points in your life when things don’t go your way. Get back up and keep going,” Dr. Murray said. “You will have many opportunities in your medical career. Use your enthusiasm, energy and skills acquired at the University of Miami to do good work that matters.”

Parting Words of Wisdom

As commencement concluded, Maria Del Pilar Gutierrez, B.S. ’84, M.D. ’90, president of the Medical Alumni Association, welcomed the latest alumni to an organization that has existed since 1956.

“This is a rite of passage you will long treasure, and one you should be proud of,” said Dr. Gutierrez. “Your families, friends and loved ones are unquestionably thrilled with your accomplishments, as is your alma mater. You are continuing evidence that the University of Miami has one of the finest medical programs in the country.”

As they embark on the next phase of their journey, the Class of 2024 graduates embody the resilience, compassion and unwavering commitment to excellence that define the Miller School of Medicine community. They emerge not only as physicians, but also as leaders poised to improve the ever-evolving health care landscape with empathy, integrity and dedication.

“When you look back on your time at the U, remember that what inspires resilience is hope — hope for the future and confidence that you can face anything that lies ahead,” said Julio Frenk, M.D., M.P.H., Ph.D., president of the University of Miami. “I have hope in the future because I place my trust in you.”

Class of 2024 Spotlights

Miller School graduate Christopher Vasquez in his commencement gown

Defying the Odds: From Troubled Youth to Promising Surgical Resident

Christopher Vasquez’s difficult childhood taught him valuable lessons that propelled him to medical school and a Mass General surgical residency. Read more

Law or Medicine? Why Not Both?

Jordan Adonis Brooks will be the sole student in his medical school class to graduate with J.D. and M.D. degrees from the University of Miami. Read more

Caring for the Deaf and Hard of Hearing

Hannah Ship found her career path after seeing the struggles the Deaf and hard-of-hearing people experience in the health care system. Read more

Tags: commencement 2024

A Match Made in Med School

Maya and Becky met in medical school and are now looking forward to Match Day to see where their residencies will take them as a couple.

Matching Internal Interests in Medicine

Esmeralda Segura is following the path carved by her older sister, the first doctor in the family, by pursuing a career in internal medicine.

Never Forget Your Why: Bridging the Worlds of Engineering and Medicine

Medical student Chris Norberg says keeping the reasons he set his sights on being doctor provides motivation as enters residency.

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Research and Innovation
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Neurosciences
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Digestive Health and Liver Diseases

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This article was printed from The Miller School of Medicine Medical News at the following URL: https://news.med.miami.edu/miller-school-celebrates-2024-commencement-ceremony/

SnapShot: Class 1 CRISPR-Cas Systems

Affiliations.

1 National Center for Biotechnology Information, National Institutes of Health, Bethesda, MD 20894, USA.
2 Broad Institute of MIT and Harvard, Cambridge, MA 02142, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
PMID: 28235204
DOI: 10.1016/j.cell.2017.02.018

Class 1 CRISPR-Cas systems are characterized by effector modules consisting of multiple subunits. Class 1 systems comprise about 90% of all CRISPR-Cas loci identified in bacteria and archaea and can target both DNA and RNA.

Published by Elsevier Inc.

CRISPR-Cas Systems*
Clustered Regularly Interspaced Short Palindromic Repeats
Evolution, Molecular
Prokaryotic Cells / classification
Prokaryotic Cells / immunology*

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Key takeaways

J.P. Morgan Research forecasts that the GLP-1 market will exceed $100 bn by 2030, driven equally by diabetes and obesity usage.
Total GLP-1 users in the U.S. may number 30 mn by 2030 — or around 9% of the overall population.
The increasing appetite for obesity drugs will have myriad implications, boosting sectors such as biotech and creating headwinds for industries such as food and beverage.

Ozempic. Wegovy. Mounjaro. Zepbound. Originally developed to treat diabetes, these GLP-1 agonists — now also popularly known as obesity drugs — have been making headlines for their weight-loss effects. According to the Centers for Disease Control and Prevention (CDC), the prevalence of obesity in the U.S. has grown from 30.5% over 1999–2000 to 41.9% over 2017–2020.

What’s whetting the consumer appetite for these weight-loss drugs, and what does this mean for sectors ranging from biotech to food?

“The newest generations of GLP-1s and combos lead to 15–25+% weight loss on average, well above prior generations of products.”

Chris Schott

Senior Analyst covering the U.S. Diversified Biopharma sector, J.P. Morgan

What are GLP-1 agonists?

Glp-1 agonists are a class of medications used to treat type 2 diabetes (t2d). besides helping to lower blood sugar levels, they also suppress appetite and reduce calorie intake — fueling their growing popularity as obesity drugs. , “glp-1s have been used to treat t2d since 2005, starting with the approval of byetta, with follow-on products continually improving on efficacy. the most recent, ozempic and mounjaro, offer significant advantages over previous products and have accelerated class growth,” said chris schott, a senior analyst covering the u.s. diversified biopharma sector at j.p. morgan. “indeed, the newest generations of glp-1s and combos lead to 15–25+% weight loss on average, well above prior generations of products.” .

What’s driving the increase in appetite for obesity drugs?

Originally developed to treat diabetes, GLP-1 agonists — or obesity drugs — have risen in popularity thanks to their weight-loss effects.

J.P. Morgan Research forecasts the GLP-1 market will exceed $100 bn by 2030, fueled equally by diabetes and obesity usage.

Total GLP-1 users in the U.S. may number 30 mn by 2030 — or around 9% of the overall population.

This could lead to a paradigm shift in health care and also impact other sectors, from biotech to food.

What’s the market for obesity drugs?

J.p. morgan research forecasts the glp-1 category will exceed $100 bn by 2030, driven equally by diabetes and obesity usage. , today, glp-1s are used by around 10-12% of t2d patients in the u.s. “we model glp-1 usage expanding to around 35% of diabetics in the u.s. in 2030 and would not be surprised to see upside to this number, especially as outcomes data continues to emerge,” schott noted. “in addition, we forecast that around 15 mn obese patients will be on glp-1s by the end of the decade.” overall, total glp-1 users in the u.s. may number 30 mn by 2030 — or around 9% of the population. , the glp-1 landscape is currently dominated by two major players: u.s.-based eli lilly and denmark-based novo nordisk. “we expect the obesity market to largely be a duopoly between both companies, with modest share attributed to later entrants,” schott said. “while demand could continue to outstrip supply for the next several years, we do see these issues resolving in the longer term with more plants coming online and more competitive oral options becoming available.” , the u.s. obesity market is expanding rapidly .

The U.S. obesity market is forecast to reach $44 bn in 2030 — up from just $0.5 bn in 2020.

Sector implications

What this means for … health care.

The growing popularity of GLP-1s could transform how obesity is viewed and managed. “We believe this marks the beginning of a paradigm shift in the way that obesity is treated, with physicians moving to a weight-centric treatment of multiple co-morbidities associated with the condition. We expect this to drive substantial uptake of GLP-1s,” said Richard Vosser, Head of European Pharma & Biotech at J.P. Morgan. For instance, GLP-1s may aid in the management of cardiovascular disease and heart failure, which around 9 mn obese patients suffer from.

Likewise, the rise of GLP-1s will shape diabetes treatment. “In diabetes, we see growth of GLP-1s driven by a shift in medical guidelines, including those proposed by the American Diabetes Association and European Association for the Study of Diabetes, which place weight management and assessment of co-morbidities profile on par with glycaemic control,” Vosser added.

What this means for … biotech

With the GLP-1 market proving to be highly lucrative, new biotech firms will seek to enter the drug race. “Naturally, with a class so potentially unprecedentedly large, we expect many biotechs across the market cap range to be motivated to participate. Even capturing a small share of such a large market could be very interesting for some companies, and these efforts may also lead to attractive partnering opportunities,” said Jessica Fye, a Senior Analyst covering the Large-Cap Biotechnology sector at J.P. Morgan.

There is also scope for biotech firms to explore, through clinical trials, how certain medications work in tandem with GLP-1s. “For example, we believe companies investigating drugs targeting certain cardiovascular indications may want to consider planning to generate data that includes patients on GLP-1s,” said Anupam Rama, a Senior Analyst covering the U.S. Biotechnology sector at J.P. Morgan. “All in all, we see GLP-1s as an exciting category, with biotechs angling for a slice of the pie.”

What this means for … medtech

How will GLP-1s impact other technologies used to treat diabetes and obesity? Despite the recent fall in medtech share prices, J.P. Morgan Research does not see an imminent threat to devices such as insulin pumps and continuous glucose monitors (CGMs). “In fact, we anticipate CGM utilization could increase as they will be vital to track progress and determine if GLP-1s are actually working,” said Robbie Marcus, a Senior Analyst covering the U.S. Medical Supplies & Devices sector at J.P. Morgan. “Plus, the weight loss benefit from CGMs, while not quite comparable to that of GLP-1s, is nevertheless material, especially considering how much more affordable they are.”

Weight loss surgery will also continue to be in demand due to its superior and more sustainable clinical outcomes. “Even those patients who opt for drugs will most likely still undergo bariatric surgery down the line due to the low adherence rates and high recurrence of weight gain from GLP-1s,” Marcus noted.

Overall, the outlook is still positive for the medtech industry. “With medtech now trading at a slight discount to the S&P 500 vs. a 15–25% historical premium, we think a reasonable amount of GLP-1 risk is already priced in,” Marcus said. “While GLP-1s will be a huge drug class, medtech volumes can also increase over time. We think both can live side by side and don’t see them as mutually exclusive.”

What this means for … insurance

In the U.S., many insurance providers are scaling back on coverage of GLP-1s due to the high costs involved. As of November 2023, a month’s supply of Zepbound is priced around $1,060, while a month’s supply of Wegovy is around $1,350.

However, J.P. Morgan Research expects coverage to eventually improve, especially for obesity treatment. “Coverage for obesity currently far lags that for T2D, and this will likely remain the biggest debate in the class for some time,” Schott noted. “We estimate current coverage at only around 40%, but this will likely reach the 80% range by the end of the decade, driven by a series of outcomes studies that we expect will show broad health benefits from losing weight.”

In the life insurance space, companies that cover mortality risk will benefit the most from GLP-1s to the extent that the treatment of diabetes, obesity and related co-morbidities translates to longer life spans for the insured population. “In financial terms, higher life expectancies would allow life insurers to earn more premium income and higher investment income on reserves, as mortality claims are deferred,” said Jimmy Bhullar, Head of the U.S. Insurance research team at J.P. Morgan.

On the other hand, GLP-1s could have a negative impact on life insurers that cover longevity risk through products such as structured settlements and pension risk transfer (PRT) plans, or lapse-supported policies such as long-term care and universal life with secondary guarantees (ULSG), where insurer economics deteriorate the longer the policy stays in force. “This is because longer life spans would translate to more benefits paid in the future,” Bhullar noted.

What this means for … food and beverage

GLP-1s could have a significant impact on food and beverage consumption. The advent of GLP-1 use for appetite suppression has been a key factor in the median larger-cap U.S. food producers underperforming the S&P 500 by nearly 40% year to date. “We have seen a number of trends and possible disruptions come and go in consumer staples over the years, but never one quite like GLP-1s,” said Ken Goldman, Lead Equity Research Analyst for the U.S. Food Producers and Food Retailers sectors at J.P. Morgan.

Using data from alternative data provider Numerator, J.P. Morgan Research has found that current GLP-1 users purchased around 8% less food — including snacks, soft drinks and high=carb products — for at-home consumption over the last 12 months compared with the average consumer. Food intake could decrease by -3% in North America by 2030E, though the figure could be higher for packaged foods. While European food companies derive up to 30–40% of their sales in North America, many of them have broad category and regional exposures, mitigating potential headwinds.

“Overall, we think that if GLP-1s start to make a meaningful difference in consumption patterns, grocers will be hurt less than packaged food companies,” Goldman said. “This is especially as they sell a lot of higher-margin fresh food, which could offset much of the impact on the center store and snacking in particular.”

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Over 50 SNOLAB employees in Sudbury on strike after turning down latest offer

Spokesperson for facility where past research earned nobel prize says work continues after walkout.

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Picket lines are up outside a world-renowned physics research lab located deep inside a Sudbury, Ont., mine as 52 workers at SNOLAB voted against a tentative contract Tuesday night.

United Steelworkers Local 2020-59 represents dozens of workers, from janitorial staff to physicists, at the dark matter research facility with links to Nobel Prize-winning work in years past.

Pascal Boucher, northeastern Ontario co-ordinator for the United Steelworkers, said the workers turned down a tentative agreement two weeks ago, then worked with a conciliator but voted against the deal that came out of those talks.

He didn't give specific details about demands, but said wages and family time are high priorities.

Workers at SNOLAB reject contract, headed to mediation
After decade, SNOLAB now 'best location in world for future generation experiments'
SNOLAB hopes to host new $400M US international physics project

"It's not a get-rich scheme for them," said Boucher. "It's about being respected and being able to live while making SNOLAB a world-class research facility."

Boucher said workers have been told SNOLAB is "tapped out" financially, but he's not sure they believe that, given $2 million in public funding was received last October, in addition to an initial $12 million in funding from the Ontario Ministry of Colleges and Universities.

Boucher said everything is peaceful on the picket line as several hundred Vale miners represented by USW Local 6500 cross to go to work in Creighton Mine.

Top-down view of an underground laboratory.

"People who work at Vale are lawfully required to report to work and we're not stopping traffic here," said Boucher.

"If people want to stop in and ask why our members are on strike, people will answer them."

Jodi Cooley, a physicist and executive director of SNOLAB, said the research facility is continuing to operate as usual, with about 75 non-unionized staff.

Cooley said the lab does rely a great deal on the technical expertise of its unionized workforce.

For example, she said, electricians or millwrights might be there to help with assembling equipment or hooking up utilities to conduct research in the lab, and the specialized cleaning staff are responsible for maintaining the high degree of cleanliness necessary to conduct such precise work.

Non-unionized staff are covering those jobs, she said, so experiments may proceed.

"I mean it would be a lie to say that it's not challenging, but I have to give credit to our non-union staff," she said. "We do have people who are underground today and on the surface who are working underground to help maintain that cleanliness standard."

SNOLAB hopes to return to bargaining table

A statement provided by SNOLAB said wages for unionized employees range from $43,440 to $81,000, and as a result of the 2021 contract negotiations, the average three-year increase across all unionized employees was 11.9 per cent.

SNOLAB offers space to visiting scientists to conduct their research, and Cooley said recruiting new projects may be harder during a labour disruption.

"Being in this strike position is not ideal but we are going to maintain trying to keep our status as a leading laboratory in the world for the type of science that we do," she said. "We continue to be hopeful that we will be able to get back to the bargaining table and in the meantime, we are going to continue to try to attract those experiments to the lab and keep those experiments operating."

Past SNOLAB research on neutrino oscillations earned Arthur McDonald the Nobel Prize in Physics in 2015.

Current SNOLAB experiments include research into dark matter, supernovas and studies on the effects of working deep underground, using fruit flies as a model organism.

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Kate Rutherford is a CBC newsreader and reporter in Sudbury. News tips can be sent to [email protected]