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The Essential Guide to Doing Your Research Project

Student resources.

Examples of Student Research Projects

Department of Biological Sciences

Examples of Undergraduate Research Projects

Fall 2021 projects, previous projects.

Academic Affairs

Office of the provost, examples of undergraduate research.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Writing a Project Proposal

Main navigation, a good proposal describes....

• what you hope to accomplish
• why those objectives are important to your academic or artistic field
• how you intend to achieve your objectives

Your original project proposal is the core of your grant application. 

Detailed Proposal Requirements

• General guidelines for all grant proposals
• Additional specific guidelines for  Research, Arts/Design, and Senior Synthesis  project proposals -- please follow carefully!
• Ways to turn your good proposal into a great one
• Sample Project Proposals : Check out exemplars of past student project proposals.

Connect with Faculty Mentors and UADs

• Faculty Mentors should meet required eligibility criteria .
• Students should  schedule a meeting with their Undergraduate Advising Director (UAD)  as they write their proposal. UADs are well-versed with all VPUE Undergraduate Research Grants!

Watch a 3-minute overview of the VPUE Student Grant application process.

Watch a 2-minute video on how to write the critical dialogue section of a creative arts project proposal.

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Writing Research Proposals

The research proposal is your opportunity to show that you—and only you!—are the perfect person to take on your specific project. After reading your research proposal, readers should be confident that…

• You have thoughtfully crafted and designed this project;
• You have the necessary background to complete this project;
• You have the proper support system in place;
• You know exactly what you need to complete this project and how to do so; and
• With this funding in hand, you can be on your way to a meaningful research experience and a significant contribution to your field.

Research proposals typically include the following components:

• Why is your project important? How does it contribute to the field or to society? What do you hope to prove?
• This section includes the project design, specific methodology, your specific role and responsibilities, steps you will take to execute the project, etc. Here you will show the committee the way that you think by explaining both how you have conceived the project and how you intend to carry it out.
• Please be specific in the project dates/how much time you need to carry out the proposed project. The scope of the project should clearly match the timeframe in which you propose to complete it!
• Funding agencies like to know how their funding will be used. Including this information will demonstrate that you have thoughtfully designed the project and know of all of the anticipated expenses required to see it through to completion.
• It is important that you have a support system on hand when conducting research, especially as an undergraduate. There are often surprises and challenges when working on a long-term research project and the selection committee wants to be sure that you have the support system you need to both be successful in your project and also have a meaningful research experience. 
• Some questions to consider are: How often do you intend to meet with your advisor(s)? (This may vary from project to project based on the needs of the student and the nature of the research.) What will your mode of communication be? Will you be attending (or even presenting at) lab meetings? 

Don’t be afraid to also include relevant information about your background and advocate for yourself! Do you have skills developed in a different research experience (or leadership position, job, coursework, etc.) that you could apply to the project in question? Have you already learned about and experimented with a specific method of analysis in class and are now ready to apply it to a different situation? If you already have experience with this professor/lab, please be sure to include those details in your proposal! That will show the selection committee that you are ready to hit the ground running!

Lastly, be sure to know who your readers are so that you can tailor the field-specific language of your proposal accordingly. If the selection committee are specialists in your field, you can feel free to use the jargon of that field; but if your proposal will be evaluated by an interdisciplinary committee (this is common), you might take a bit longer explaining the state of the field, specific concepts, and certainly spelling out any acronyms.

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The research project is central to the UROP experience; therefore, we offer a wide variety of research projects.  Admitted UROP students will have access to available projects after the Mandatory Enrollment Seminar in early September and may apply to projects listed under the discipline they selected in their application.  Students are encouraged to look broadly for projects and to keep an open mind when perusing the project listings.  Many of the projects are cross-listed and/or listed under more than one type of discipline.  One of the most important aspects students take into consideration when looking for a project is the types of skills to be gained overall and the work environment. Many students choose projects that they think will complement their academic interests, coursework and career aspirations.

All schools, colleges, and affiliated entities and units of the University of Michigan are active participants in UROP, thereby providing a wealth of research topics from which a student can choose.  In general, research topics can be found in the following areas:

Click on the disciplines below to see just a small sample of projects that were available to UROP students in the past. 

Arts and Humanities

Chinese Cultural History

I am beginning a new book project that sets out to compare various aspects of Chinese and English literary culture in the 17th and 18th centuries. There are many intriguing parallels between these two societies at this time that have not yet been adequately explored.  The research methodology involves careful reading of primary and secondary sources (in English and Chinese) relating to the topic.

Student Tasks and Responsibilities: Identify, locate, and summarize (in English) relevant scholarly articles in Chinese books and academic journals.

Reading Shakespeare's Non-dramatic Poetry

I have been commissioned by Cambridge University Press to write a book on Shakespeare's Non-dramatic poetry that would be available to undergraduates.  Working with an interested undergraduate could be a perfect way for me to register just what needs to be glossed for today's students.

Student Tasks and Responsibilities:  I would ask the student to read with me all of Shakespeare's nondramatic poetry (the Sonnets plus two narrative poems).  The student would primarily help me with library trips and with reading my accounts of Shakespeare's works.  It is my hope that this experience would help a student learn just what literary scholarship is about. I would ask the student to read with me all of Shakespeare's nondramatic poetry (the Sonnets plus two narrative poems). 

Passages in American Studies and Music

I am a cultural and intellectual historian who works on the twentieth-century US. I am currently writing a scholarly book entitled HEARING LOSS: THE DREAMLIFE OF MODERN JAZZ. This book involves original research and critical reflection on U.S. music, literature, film, and intellectual life, especially in the 1950-1970 period. The projects look at jazz music, fictional and non-fictional writings about jazz music, and cinematic reflections on the music life in that period. I am seeking a UROP research assistant. Research in archives and old periodicals is important to the project. In addition, I am also undertaking preliminary research on several other topics, including a study of US culture and film in the 1970s.

Student Tasks and Responsibilities:  Students consult with the advising professor and then do research in campus libraries and collections and related resources of U-M. Students meet regularly with the advising professor to "process" the research, brainstorm new directions, and discuss methods and archives. Students will locate and retrieve (and often discuss) relevant sources in campus libraries, archives, the web, and so forth; photocopying or taking notes from said sources; retrieving books and materials from libraries; and related activities.

Latina Feminisms Archival Project

U.S. feminist historiography has tended to elide, diminish, or ignore the contributions of women of color to the theoretical formation of contemporary feminist thought. This is partially due to the fact that so much of what women of color have written has been lost to the archive, because women of color had minimal access to the mainstream publishing industry, and because so many of their texts were published by small independent presses. These texts do exist. However, in most cases they reside not in libraries, but in the personal/private archives of women who are still living. I have spent the last few years collecting some of these texts and am currently working on a multi-pronged research and archival recovery project that will bring them back into publication as an edited series with contextualizing introductions (written by me) as well as essays by and quotes from Chicana feminists.

Student Tasks and Responsibilities:   (1)Preparing two short manuscripts (The Chicana Feminist by Martha Cotera, Diosa y Hembra by Martha Cotera) and one long manuscript (Dorinda Moreno's collection, La Mujer en Pie de Lucha) for future publication. (2) Contacting activists and authors who contributed to Moreno's book. (3) Researching other out-of-print publications by Chicanas and Latinas.

Worlds of the Prison in Eastern Europe

Worlds of the Prison is a cross-cultural comparison of poems, fiction, and memoirs that represent life in large, open-air, but restricted spaces, such as concentration camps, prison camps, ghettos, and besieged cities. These spaces and the texts that discuss them have played a conspicuous role in the historical consciousness and modern literatures of Eastern and Central Europe, yet little scholarly attention has been paid to the features that connect these texts across national traditions or distinguish them from conventional prison literature. First-person prison-cell narratives generally describe the existential horrors of living in cramped isolation or awaiting execution; they are often meditations on the meaning of justice, and they draw very clear distinctions between the prison and the “outside.” Poems and stories about camps and ghettos, on the other hand, construct a terrifyingly plausible world-within-a-world. Here, the daily lives of captives are a strange imitation of the world on the other side of the wall or barbed-wire fence. Most of the research for this project will occur in the library. Literature about concentration camps and gulags has had an extremely rich and complicated reception, both in Eastern Europe and in the English-speaking world. At this stage of the project, a major goal will be to use library resources to reconstruct the critical reactions and polemics surrounding this literature.

Student Tasks and Responsibilities:   (1) to locate and retrieve articles and essays responding to key texts in popular and scholarly periodicals. The student will be asked to take an active role in prioritizing which areas of a text's reception history require the most urgent attention. (2) To locate maps, photographs, and other visual resources relevant to key events and locales. (3) To engage in an ongoing discussion of how literature and history intersect.

Affirming Diversity at the University of Michigan after Proposal 2

While researchers have documented the many benefits of racial and ethnic diversity in higher education, the use of race-conscious policies such as affirmative action (or the consideration of race as a plus factor in admissions) to achieve a racially diverse student body has been a subject of controversy in our nation. After years of litigation, in 2003, the U.S. Supreme Court upheld the constitutionality of the practice in its landmark decision Grutter v. Bollinger.  Despite the decision, in 2006, voters in Michigan passed Proposal 2, which amended the state’s constitution to prohibit affirmative action at public colleges and universities in the state.  This research project will explore the University of Michigan’s efforts to maintain a racially and ethnically diverse student body and faculty after Proposal 2 was implemented in the state. 

Student Tasks and Responsibilities: Students will be asked to conduct an online search of past studies that have addressed the topic, to research various organizations on campus targeted toward improving racial and ethnic diversity within the student body and the faculty, and to conduct interviews.

Conflicting Contemporary Attitudes about Homosexuality

The premise of this research project is that within the U.S. population there are generational differences in awareness of and sensitivity to homosexuality. The project examines the ongoing culture war and evolution of attitudes about lesbians and gay men within contemporary U.S. society. The format is observation and discussion of relevant feature and documentary films. Rationalization for such a vehicle is Hollywood’s general portrayal of homosexuals as “one-dimensional characters, alien to the American dream,” prior to the 1980s. The journey to and beyond that turning point closely parallels societal behavior. A syllabus is available at (www.univliving.com). Participants will include UROP students, elderly residents of a local assisted living facility dedicated to lifelong learning, and community-based older adult members of the UM Osher Lifelong Learning Institute.

Student Tasks and Responsibilities: (1) attend 7:00p (usually Mon. & Tues.) film presentations and group discussions; (2)meet privately for at least one hour per week with at least one of the older participants to discuss relevant issues; (3)write one term paper per semester; (4)provide weekly e-mail updates of participation.

Engineering

"As Built" Modeling with Real Time Videogrammetry

The objective of this project is to investigate the possibility of using real time videogrammetry to model buildings and the environment. The students involved will 1) Learn and test state-of-the-art close-range videogrammetry tools on the modeling of buildings and landscapes, 2) Monitor each step of the model generation process, and 3) Record the strengths and weaknesses encountered.

Student Tasks and Responsibilities: Assist Ph.D. students in a) testing the developed technology, b) modeling local buildings and landscapes, and c) keeping an accurate log of the process. Minimum Qualifications: Student needs to have experience programming in C++. Hours per week: 9

General Electric Turbojet Engine Combustor Experiment at Michigan to Reduce Nitric Oxide Pollutants from Commercial Aircraft Objectives and Methodology

GE Aircraft Engines has provided us with a combustor they will use in their new GE-90 jet engines; it produces low levels of nitric oxide pollutants to meet the FAA regulations. We have the ability to look inside the combustion zone and use laser light sheet flow visualization diagnostics to take photos. This information is used to develop even lower level pollutant levels.

Student Tasks and Responsibilities: Assist in running the GE jet engine combustor in our lab in the FXB building. Help to acquire data using commercial codes. Use MATLAB to plot the images in color pictures. Use MATLAB to analyze and compute the velocity field, temperature field. Assist in cutting new pieces to improve the combustor design. Minimum Qualifications of Student Assistant: Desire to get hands dirty and do experimental work. Some MATLAB experience is preferred; new MATLAB tasks can be learned. Hours per Week: 9

Radiological Health Engineering Laboratory Objectives and Methodology

A new facility has been established which focuses on the measurement of small amounts of radiation in the environment and in laboratory samples. Unique, practical capabilities to solve actual industrial, medical, nuclear power, and national laboratory radiation safety challenges are to be developed through applied research. A variety of specific projects, relating to nuclear facility decommissioning, nuclear power plant emissions verification, geological research, radiotracer experiments, responses to radiological terrorist events, and the clean-up of contaminated environments are possible. Capabilities include alpha spectroscopy, portable and laboratory gamma and X-ray spectroscopy with HPGe and NaI, integrative and temporal radon and radon progeny measurement, and thermoluminescent dosimetry.

Student Tasks and Responsibilities: Student will assist in general with many of the projects ongoing in the laboratory. Among other tasks, this could include literature searches, data collection, and data analysis, building experimental rigs, writing or running software, organizing supplies and equipment, and testing equipment. Efforts will be made to assign each student or a team of students to a specific project relating to radiation measurements and radiation safety. Minimum Qualifications of Student Assistant: Priority given to students seriously considering a major in nuclear engineering and radiological sciences or engineering physics. However, students in all areas of science, mathematics and engineering will be considered. Computer, writing, and experimental skills are considered important. Hours per Week: 8

Determination of Operational Limits and Stability Analysis of a Homogeneous Charge Compression Ignition Engine Using 1-D Engine Cycle Simulation Objectives and Methodology

Homogeneous Charge Compression Ignition (HCCI) combustion is under widespread investigation due to its potential for ultra low NOx and soot emissions, while maintaining high thermal efficiency. It accomplishes this by combining the best features of gasoline and diesel engines. Like gasoline engines it employs a relatively uniform mixture of fuel and air to reduce soot and particulates. Like the diesel engine it utilizes a high compression ratio to improve thermodynamic efficiency and employs autoignition to initiate combustion. One of the obstacles in the practical implementation of HCCI combustion in production engines is that HCCI can be used only in a relatively narrow speed and load range. The goal of this project is to investigate the behavior of an HCCI engine at the limits of its operational range and explore methods to extend these limits. Furthermore, the stability of the HCCI engine under thermal transients (load changes) will also be studied. The simulation tools that will be used in this project are GT-Power, a 1-D engine cycle simulation, and Matlab/Simulink.

Student Tasks and Responsibilities: The project will involve numerous parametric calculations and thorough post-processing of the results so that useful conclusions can be extracted. The software that will be used is GT-Power, a commercial 1-Dimensional engine cycle simulation, and Matlab/Simulink. Minimum Qualifications of Student Assistant: The prospective student would benefit by prior experience with Matlab/Simulink and Excel; however she/he will be guided in the use of GT-Power. The prospective student will be expected to work independently on one of the Autolab computers and have weekly or bi-weekly meetings to discuss her/his progress. Hours per Week: 9

Laboratory Astrophysics Objectives and Methodology

Our research group performs experiments to study, in the laboratory, physical mechanisms that matter for astrophysical phenomena including supernova explosions, supernova remnant evolution, and the collisions of shock waves with molecular clouds. We do these experiments at large laser facilities where we can create temperatures of millions of degrees and velocities of several hundred thousand miles per hour. Several UROP students join our group each year, where they help develop instrumentation for the experiments using our x-ray source, participate in building the microscopic targets we use for our studies, work on analyzing the data we obtain, and work on modeling the experiments. Some students stay with the group for several years; others leave after a year.

Student Tasks and Responsibilities: The primary task at first is to learn what you need to learn for your project. Whether this involves using computers to work with data, using x-rays in vacuum for measurements, or using high-precision tools to build targets, this takes time. Most students become productive only toward the end of the first semester. As a result, we only take on full-year students. It is typically in the second term that you would use your new skills and knowledge to actively. Minimum Qualifications of Student Assistant: We have a range of tasks for students; the only minimum qualification is admission to UM and a willingness to commit 6 to 9 hours per week . We hold an open house each September for interested students. If you think this project might be a good fit for you, contact the advisor and come to the open house. You will have a chance to see what we do and speak with past UROP students and other group members.  

Environmental Studies

Impact of subglacial sediment on the chemistry of meltwater

The reaction of major elements derived from silicate weathering with CO2 in the world's oceans to form carbonate minerals is a critical step in long-term climate moderation. Major elements are delivered to the oceans primarily via rivers, where they transported either as dissolved species or within suspended material. The relative importance for climate moderation of riverine dissolved major ions vs. suspended material transport stems from the total major element flux and its climate dependence. Data in the literature suggest that, within uncertainty, global riverine dissolved major element flux is equal to suspended material major element flux. However, the suspended flux may be under-estimated because the suspended material may continue to react while in the transport path from source (watershed) to sink (oceans). We hope to characterize the relative importance of dissolved load versus suspended sediment load by measuring the strontium isotopic composition of the two chemical source pools. If the two possible chemical sources are significantly different in isotopic composition we will, in the future, be able to determine which one dominates the nutrient budget to watersheds and oceans.  The UROP students will learn chemistry laboratory and mass spectrometry techniques in order to dissolve suspended sediment, separate the elemental strontium and measure the isotopic composition. Samples were collected by UROP student Jessica Miles as part of her REU work in Svalbard.

Student Tasks and Responsibilities: The UROP students will work in a clean chemistry laboratory to dissolve, chemically separate elemental strontium using ion exchange techniques, then measure the isotopic composition of strontium by mass spectrometry in the Department of Earth and Environmental Sciences. Approximately 20 sediment samples will be analyzed over the course of the year of the project. This will involve using acid digestion techniques, centrifugation, mass spectrometry and data analysis. In completing these tasks, the student will have to: do background research on the sample collection locations, including using GIS, and parameters that may influence the resulting data, learn to use a sensitive piece of laboratory equipment, and subsequently gather and synthesize data. 

Detecting climate change in arctic freshwaters

The Arctic is a bellwether for change, and increasing temperatures will thaw ancient soils resulting in feedbacks that further reinforce climate change at global scales.   This is because the Arctic has tremendous stores of organic carbon in the permanently frozen (permafrost) layers of soil.  Once thawed, the organic carbon from permafrost soils dissolves in water and is exported to streams and lakes where microbes and sunlight turn it into CO2, a greenhouse gas.  Organic carbon from thawed permafrost soils has a characteristic chemical signature measured as a “fluorescent fingerprint”.  Detecting change in the fluorescent fingerprint of organic carbon in arctic streams and lakes over time can help define the potential feedbacks from a warming Arctic and thus prepare society for understanding what is to come.

Student Tasks and Responsibilities: Students working on this project will analyze stream and lake water samples for the optical chemistry of organic carbon collected from arctic soils and freshwaters to determine if thawing permafrost has led to a change in the source of organic carbon in freshwaters over time. Students will be responsible for all steps associated with the optical analysis of organic carbon in freshwaters (cleaning and labeling glassware, running UV-Visible and fluorescence spectrophotometers, recording data).  Students will keep a laboratory notebook to record their lab work and use  Matlab and Microsoft Excel to manage, analyze, and plot their data.  They will carry out basic statistical calculations to of the data and write a report on their work and what it tells us about change in the Arctic.

Do invasive zebra species tune the invisible engine of the freshwater world?

We focus on impacts of the zebra mussel, a widespread and abundant invasive species, on freshwater bacterioplankton. How zebra mussels alter biological communities has been the focus of much study, but very little is known regarding impacts on bacterial communities. Bacteria are the most important processors of organic carbon originating from local phytoplankton populations and runoff from the surrounding land. The balance between the use of local and external sources influences whether lakes are net CO2 sinks or sources. Globally, most freshwater systems are net emitters of CO2, releasing a net amount of CO2 to the atmosphere of similar magnitude as the net uptake by the oceans. Zebra mussels can reduce phytoplankton populations by up to 80%, thus reducing the phytoplankton-derived carbon pool in the water while increasing organic carbon in the sediment. This study will focus on how water column and sediment bacterial communities are altered due to the presence of invasive zebra mussels. We will use environmental genomics methods and fluorescence microscopy to quantify impacts on bacterial communities.

Student Tasks and Responsibilities:

-       help in processing lake water samples to collect bacterial samples

-       measure the abundance and identifying bacteria in the samples using fluorescence microscopy

-       assist in extraction of DNA and generation and analysis of 16S sequencing libraries to determine bacterial community structure

Genetic Structure and Herbicide Resistance within the Common Morning Glory

Herbicide resistance in agricultural weeds has persisted to cost nearly 33 billion dollars annually. The number of species currently identified as being resistant to at least one herbicide globally consists of nearly 200 species and of these species, over 20 have displayed resistance to glyphosate (i.e. Roundup), which is concerning since its use is nearly universal. 

 Our study system, the common morning glory (Ipomoea purpurea), has exhibited tolerance to glyphosate in previous studies in our lab, but has yet to be defined as being resistant to the herbicide. One major objective of this project is to determine whether the species is resistant through characterization of death from varying concentrations of RoundUp.  We are currently in the stages of collecting phenotype (flowering and growth data) across field populations sampled  10 years apart. We believe these measurements will shed light on (1) whether flowering has changed as a consequence of herbicide selection and (2) whether growth characteristics and plant physiology have changed as a result of changing selection pressures (for example drought or herbicide) across the 10 year period.

We are also interested in understanding the evolution of leaf shape within a few species of morning glory to give insight on genetic improvement in sweet potato, a related species to ornamental morning glories.

1. Quantification of phenotypes (measuring leaf and flower shapes, size and color)

2. This will entail learning basic statistical methods in R or SAS.

Macroevolution of body shape in vertebrate animals: reptiles, birds, and more

The goals of this project are to understand the evolutionary causes that underlie the spectacular diversity of vertebrate animals. Vertebrate animals are especially noteworthy for their tremendous variation in body shape. Within reptiles, for example, many different groups have independently evolved limblessness (e.g., snakes and many different groups of lizards). Likewise, birds show a stunning range of variation in beak shape, which is in turn associated with use of different food resources (e.g., nectar, rodents, carrion, fruits, nuts). This project will test a set of hypotheses about how these diverse anatomical structures evolve. Using the vast biodiversity collections at the University of Michigan's Museum of Zoology, the student will collect quantitative data on morphology and ecology from a range of vertebrate animals. The project will focus in particular on the evolution of body shape and how it relates to habitat use and feeding ecology in snakes and other reptiles. Data collection will include taking measurements from preserved museum specimens, from skeletons, and from radiographs (x-rays). Literature surveys will be conducted to create a database of prey types. Using these datasets, the student will then apply computer modeling techniques to order understand the process of morphological evolution.

Student Tasks and Responsibilities: Students will be responsible for collecting a range of data from preserved museum specimens (e.g., snakes, birds) and from the literature (e.g., published records of prey type for different snake species). This may include taking external measurements (e.g., to measure bill dimensions in birds) and taking skeletal measurements from radiographs. Students will learn how to apply evolutionary models to their data using the R statistical/programming software. 

Health Sciences

Small molecules to promote Epidermal growth factor receptor protein degradation

The overall goal of this project is to overcome drug resistance and develop new anti-cancer therapies.Somatic mutations in the EGFR kinase domain confer sensitivity to tyrosine kinase inhibitors (TKI), but a majority of patients become resistant to TKI’s due to de novo mutations (such as T790M). Preclinical studies have indicated that inhibition of HSP90 can degrade EGFR and reverse TKI resistance. While HSP90 inhibitors have displayed efficacy, their clinical use has been limited by ocular and liver toxicities. We and others have found that the stability of EGFR is regulated by 1) its direct interaction with HSP90 and 2) by EGFR- dimerization. We have identified that these interactions occur via the M5-loop of the kinase domain of EGFR. (Discussed in the Research Strategy section below). We hypothesized that an M5-loop mimetic will induce EGFR degradation by blocking its stabilizing interactions independent of TKI-resistant EGFR. To test this idea, we initially developed a substrate-site directed, protein-protein interaction (PPI) inhibitor peptide, Disruptin, which is effective against TKI-resistant cells and xenografts. Based on the Structural Activity Relationship (SAR) of Disruptin, we have discovered a class of small molecule PPI inhibitors that also inhibit EGFR interaction with HSP90 and block EGFR dimerization, induce EGFR degradation and kill TKI resistant lung cancer cells. We now seek to assess and improve upon the pharmaceutical properties of these new compounds. The goal of this proposal is to develop a novel substrate-site specific, small molecule that prevents the protein-protein interaction that occurs between EGFR and HSP90 and also between monomers of EGFR. The student will carry out assays related with studying differences in survival of various cancer and normal cell lines in response to lead small molecules. In addition, the student will study the effects of the lead small molecules on EGFR levels, EGFR-HSP90 interaction and EGFR homo and hetero dimerization.

Student Tasks and Responsibilities: The student will carry out cell culture, cell survival, immunoblotting, immuno precipitation, receptor dimerization assays and if interested can be a part of mice xenograft studies.

The effects of aging on arm and hand function

Most people perform daily tasks requiring coordinated arm and hand movement without thinking about how the movements should be made.  This ability to perform motor tasks automatically and accurately can, however, decline as we get older.  These age-related changes are often seen when the task requires careful control of muscular force, particularly in the hands, or when reaching movements are made from a standing position where balance as well as arm movements need to be coordinated.  In order to understand how aging affects the production of coordinated movement, The Motor Control Laboratory is conducting studies examining the performance of behavioral tasks in young and elderly individuals.  Research participants will be asked to complete a series of motor activities involving movements of one or both arms to visual targets, manipulation of objects, tactile discrimination, and the production of visually-guided hand grasp forces.  These studies will form the basis for future movement-based training rehabilitation studies.

Student research projects will be directly related to the above studies including data collection, analysis and interpretation of the findings.  By the end of the academic year, students will have a good understanding of all aspects of clinically-related behavioral research.

Student Tasks and Responsibilities: Students will work in a team setting including lab personnel, graduate students, and senior undergraduates.   Students will assist with all aspects of data collection including direct interaction with research participants. Pending skill levels, students may be given greater responsibility during the testing sessions, including the use of clinical assessment techniques.  Students will be involved with data analysis and will learn a variety of data presentation skills. 

Neuroimaging of Reward processing and Emotion regulation

Regulating emotion and processing reward in life is a fundamental behavior for survival. Our group in the Department of Psychiatry is interested in using brain imaging (fMRI) and genetics tool to investigate the mechanisms of these core processes and how stress further alters these functions. These results have further implications on the risk to develop mental health disorders later on. It will also set the stage to study patients suffering from depression, PTSD, and Bipolar Disorder. We will apply methods incorporating genetics (gene), eyetracking (behavior), and fMRI brain imaging techniques to address these questions.

Students with interests engaging in human studies or independent research on interesting datasets are welcome to join our group.  

Student Tasks and Responsibilities: New students will be assigned under senior members of the group to shadow on experiments, open source eyetracking system setup, experimental task programming, fMRI scanning, and different modalities of data analysis and basic programming. There will also be weekly journal clubs on relevant papers for background knowledge.

Developing OncoVaxKB, the cancer vaccine knowledge base

A knowledge base is a special kind of database that collects and organizes knowledge, so that the knowledge can be shared, searched and utilized. OncoVaxKB (Cancer Vaccine Knowledge Base) aims to collect current cancer vaccine information and organize the related knowledge in such a way that the questions from public or researcher can be easily answered or retrieved.

The aims of this project is:1) to collect information on preventive or therapeutic vaccines that are licensed or under research or clinical trials; 2) to store the  related knowledge in a relational database; 3) to implement a Semantic Mediawiki component to a web server for online access and information retrieve.

Student Tasks and Responsibilities: Student’s work will be focused on the first aim: to collect information on preventive or therapeutic vaccines that are licensed or under research or clinical trials.

Student will be responsible for: 1) reading biomedical literature and better understanding related cancer vaccines; 2) submitting extracted data from literature to the defined spreadsheet; 3) integrating current data into pre-developed Vaccine Ontology (VO); 4) integrating current data into pre-developed relational database Violin; 5)being trained to install and configure a relational database supported Semanticwiki on web server; 6) submitting collected data into established Mediawiki web site.

Embryonic Signaling Pathways in Stomach Cancer

Our research team is interested in understanding the functions of embryonic signaling pathways in cancer.  Reactivation of these pathways, which normally function primarily during development, is a common occurrence in many malignancies.  Much of the work in our lab is focused on the Hedgehog pathway, which plays a central role in the formation of a skin tumor called basal cell carcinoma, the most common cancer in humans.  Since deregulated Hedgehog signaling also appears to be involved in formation of tumors arising in various internal organs, studies in our lab are also exploring the role of the Hedgehog pathway in cancers arising in the stomach and central nervous system.  Our work relies heavily on genetically-engineered mouse models, since they provide powerful tools for the study of cancer development and progression.

Current projects are aimed at understanding how alterations in the Hedgehog pathway contribute to cancer initiation, progression, and maintenance; whether Hedgehog signaling exerts its growth- and tumor-promoting effects on stem cells, their transit-amplifying progeny, or differentiated cells; how the Hedgehog pathway influences the Wnt pathway and other signaling pathways, and the significance of this signaling crosstalk for tumor development; and whether targeting the Hedgehog pathway, and interacting pathways, could be useful in the treatment of certain cancers.

This UROP Project centers on the detailed analysis of stomach tumors that arise in a mouse model engineered to activate the Hedgehog pathway in stem cells.  A variety of experimental approaches will be taken to learn more about the initial stages of tumor development, expansion to form large tumor masses, and invasion.

Student Tasks and Responsibilities: The student will have hands-on experience with mouse models of cancer, including breeding, observation, and at the completion of the experiments, collecting appropriate tissues from euthanized animals.  The student will process tissues and prepare thin sections which will be placed on microscope slides for further analysis.  Various proteins will be identified in tissue sections using an antibody-based techniques called immunohistochemistry and immunofluorescence, and the expression level of different RNA molecules may be examined using molecular techniques called in situ hybridization or real-time PCR.  Additional techniques which may be employed include preparation of tissue samples to identify proteins by a method called polyacrylamide gel electrophoresis and western blotting.

Life Sciences

Manipulative moms: epigenetic manipulation of offspring development in crickets

Mothers often play favorites before their offspring are born. A mother can change the availability of vital supplies for her developing offspring: how much food and other resources a mother provides—before and after birth—can affect her offspring for their entire lives, and even influence how long they live. This type of manipulation is called nongenetic maternal effects and is part of the growing field of epigenetics.

This investigation focuses on whether varying hormone levels influence cricket offspring fitness--over multiple generations of offspring. Our hormone of interest is called “20E”; we study it in crickets, though it is used by nearly all invertebrate species. It is both important for development and highly variable between individuals of the same species, and this implies that there is a trade-off either in the production of the hormone (by the parents) or the use of the hormone (by the offspring). We have shown (partially through work of previous UROP students) that that this trade-off is measurable both (a) as the cause of a changed parental fitness or (b) as the effect of a change in offspring fitness.

The available student project will focus on (a) above, and answer the question, “Does variation the concentration of ecdysteroids provided to embryos reflect parent quality, age, attractiveness, or body size?” To answer this question, we are working to develop procedures that allow us to treat cricket eggs with varying levels of synthetic 20E, and track those individuals’ development and survival rates as they mature to adults. At the same time, we will also measure the quality, attractiveness, body size, and age of parents that produce eggs with similar levels of 20E as those that we have treated. Combining these two approaches will allow us to be certain that 20E is responsible for any changes we observe in offspring, and to discover whether parents are 'intentionally' varying 20E to help their offspring, or whether they are bystanders, with the amount of 20E they provide determined by environmental/genetic factors outside their control.

Student tasks:

-       Assisting in caring for cricket colonies

-       Treating eggs with synthetic hormone

-       Checking incubators for hatchlings, providing hatchlings with food and water

-       Checking growing crickets for deaths

-       Measuring growth rate using computerized photographs

-       Keeping track of data in physical and digital lab notebooks

-       Attending lab meetings as often as schedule permits

-       Present either interesting data or lead discussion of a relevant primary literature publication in one lab meeting

Potential additional responsibilities:

-       Helping in sample workup for biochemical analysis

-       Discussion analysis methods

-       Discussing and interpreting analyzed data

Human stem cell derived 3D cardiac microtissues

Stem cell derived cardiac muscle presents great potential for patient specific disease models, for drug testing and for cardiac regeneration therapies. Current state of the art techniques generate embryonic like cardiac muscle that is not suitable for research models and therapies. There is a great need to define mechanisms to mature stem cell derived cardiac muscle so that it functions similarly to adult hearts. Therefore the goal of this project is to determine the effects of 3D culture conditions on human myocyte maturation.

Students will work in a sterile culture room dedicated for human stem cell research. Students will also perform microscopy and use other biomedical engineering platforms to further develop 3D cardiac microtissues.

Cell Wall-targeting Nanoconjugates

Our research focuses on design, biophysical and biological evaluation of multifunctional nanoscale particles (“nanoconjugates”) for targeting and cell specific delivery of therapeutic agents. This nanoconjugate is built on a nanometer sized dendrimer polymer, and presents on its surface multiple copies of a ligand molecule for high avidity binding to a target bacterial cell, and also carries drug molecules as its therapeutic payload. Such rational design enables the nanoconjugate to recognize selectively a target cell and to release its attached drugs after attachment to the cell surface. The therapeutic drugs however need to be released from the nanocarrier in order to display its desired cytotoxic activity. The mechanism of release we are investigating is a photon-controlled mechanism by which antibacterial drugs can be freed by irradiation of long wavelength UV or near infrared light (980 nm). For this purpose, we are interested in the application of a photo-sensitive linker that can be used for covalent attachment of a drug molecule to the nanocarrier, but can be photochemically cleaved to release the drug.

Student Tasks and Responsibilities: Students will involve in the studies designed for receptor targeting specificity and controlled drug release. First we will employ surface plasmon resonance spectroscopy for determining the binding avidity of the nanoconjugate to a model cell surface. Second, we will perform light controlled release studies of drug-carrying nanoconjugates. These involve performing kinetic analysis of drug release using analytical instruments such as high performance liquid chromatography (HPLC) and UV-vis spectroscopy. This project fits well for sophomore or junior students majoring in Chemical Engineering, Biomedical Engineering or (Bio)Chemistry. After completion of this UROP course, they will be offered to further pursue independent research projects by taking research classes in biochemistry, biophysical chemistry or internal medicine for seniors. Students who have strong skill set in math analysis (sigma plot, excel, matlab) are especially preferred.

Uncovering mechanism of MHC class I antigen presentation

Viruses and cancer cells are invisible to cytotoxic T lymphocytes (CTLs) until their constituent distinguishing proteins have been processed into short peptides and presented by MHC class I molecules (MHC I). Therefore, effective immune surveillance of intracellular pathogens critically depends on the recognition and presentation of these short antigenic peptides to the host immune system by MHC I on the cell surface. These MHC I proteins themselves depend to different extent on the cofactor tapasin for binding high affinity peptides of the right length and sequence. Experiments suggest that the binding of cofactor tapasin and peptide to MHC I is anti-cooperative therefore tapasin likely binds to empty MHC I molecules. However, to date there is no available crystal structure of empty MHC class I molecules or MHC I-tapasin complex. Therefore, molecular mechanism of how MHC I select their ligands and the way tapasin function influences this process is not well understood. Available crystal structures of peptide-bound MHC I allotypes, known to have differential tapasin dependence, show no structural differences among them. We hypothesize that structural differences of differential tapasin dependence may reside in the protein dynamics of each MHC I allotype. To better understand the molecular reasons for differential dependence on tapasin of MHC I allotropes we will perform molecular dynamics simulations of empty and peptide bound MHC class I allotypes that have varying degrees of tapasin dependence and thermostability. As a readout, we will record the root mean square fluctuations, center of mass distance between the peptide-presenting helices of MHC I, solvent accessible surface area and residue-residue cross-correlation maps during the course of the simulations. These analyses will reveal different dynamic signatures of MHC I allotypes depending on the nature of tapasin dependence. We will collaborate with colleagues at the U of M medical school to test our predictions. Together these studies will provide structural insights into tapasin-dependent stabilization of empty MHC I molecules and peptide loading for the initiation of the CTL response and thence the timely destruction of the virus and malignant cells.

1. Learn to use molecular dynamics and visualization software packages like CHARMM, VMD and NAMD.

2. Perform simulations of complex biological systems and analyze data using Matlab, Mathematica or Xmgrace.

3. Present work in an informal or formal meetings.

4. Collaborate with experiment colleagues at U of M Medical School.

5. Write-up and summarize research findings in scholarly journal.

Natural Sciences

Global change and microbial communities in Michigan’s forests

Fossil fuels combustion has increased the amount of reactive nitrogenous compounds entering the atmosphere which are, in turn, deposited back on terrestrial ecosystems.  Nitrogen is an important component of living organisms; increasing rates of biologically available nitrogen have a variety of impacts on biota and ecosystems.  One way increasing rates of deposition of nitrogen from the atmosphere have impacted Michigan’s northern hardwood forest ecosystems is by altering the process of decomposition.  Our research seeks to understand the mechanisms behind this observation by focusing on the fungal decomposer community.  This project will examine impacts of human activity on the biodiversity of fungi in Michigan’s forests.

Student Tasks and Responsibilities: Students will learn to extract DNA from environmental samples and to measure DNA quality and concentrations.  Students may also have the opportunity to assist with preparation and deployment of a field experiment and to learn other laboratory techniques used in microbial ecology.

3D modeling of the Riley Mammoth Site

Excavations in 2010 at the Riley Mammoth site, located west of Lansing, Michigan, yielded significant portions of an adult male mammoth skeleton that dates to more than 14,000 years before present. Analysis of material recovered from this site suggests that this mammoth was butchered by humans and that its remains were stored in the shallow waters of a pond for later recovery and use.  At present, this is the earliest evidence of human presence in Michigan.  To display the complex 3-dimensional relationships of material from this site and explain its significance, we plan to make 3D virtual models of individual mammoth bones and bone fragments.  We will then place these models within a 3D virtual environment, where spatial relationships can be explored and evaluated.  We aim for this modeling approach to 3D documentation of paleontological and archaeological sites to set a new standard for research in this area.

Student Tasks and Responsibilities: Students will learn to use a laser-scanning digitizer and associated software to make 3D models of bones and to generate a model of the entire site.  In addition, students will learn to produce interactive, web-accessible models of specimens, which will be useful in allowing remote examination of site materials.  This project would be ideal for students with interests in 3D graphics, mammalian skeletal anatomy, or analysis of paleontological or archaeological materials.

Evergreen Economies: Institutions, Industries, and Issues in the Green Economy

Green jobs” are arguably a unique window on, a lesser-explored aspect of, a potential indicator of success, and a way of anchoring the discourse of sustainability’s trilogy of equity, economic, and environmental  values.  Although there is an established literature around sustainability, there is little scholarship and actionable policies around the “green economy” despite a flurry of recent political rhetoric and a myriad of imagined opportunities for mutually-beneficial ends. This research project seeks to begin to bridge this gap. Specifically, research will draw on case study analysis of the emerging green economy movement across multiple metropolitan areas including: Los Angeles, San Francisco, Boston, Detroit, St. Louis, and Tampa. The research will focus on understanding new alliances between business and the environmental movement. Research will also look towards an understanding of the impact of local, regional, and state policies on creating opportunities in green jobs and in greening businesses.  The student will provide general research assistance around this research effort. Tasks may include literature reviews, identification and evaluation of policies, economic development analysis, and interviewing of stakeholders in case study areas. The project provides an opportunity to impact the emerging discussions around green jobs and green business as a local sustainability strategy.

Student Tasks and Responsibilities: See above: literature reviews, identification and evaluation of policies, economic development analysis, and interviewing of stakeholders in case study areas.

Crystallization of Organic Compounds

To develop and apply methodology for finding novel modes of crystallization (polymorphs, solvates, cocrystals) for molecules including pharmaceuticals and energetic materials.

Student Tasks and Responsibilities: Conduct crystallization experiments and analyze the results by a series of sophisticated analytical techniques including Raman spectroscopy, X-ray diffraction, microscopy, and thermal analysis.

Water cycling from land surface to atmosphere

To characterize hydrological exchanges between soils, vegetation, and the atmosphere on short (daily) timescales. Methods involve use of a cavity-ring down spectrometer to determine isotopic compositions of vapor, soil and vegetation. The project will include field and laboratory measurements, and may include design of field campaign for monitoring isotopic compositions within a canopy. The overall goal of the project is to understand the dominant fluxes of water within a system and to document variability over timescales from days to years.

Student Tasks and Responsibilities: To assist in field and laboratory design and measurement of the isotopic composition of natural waters, vegetation, and soil. To analyze data sets using matlab or excel and generate figures.

Public Health

Immigration, Policy, and Health Study

This project is the work of a postdoctoral research fellow and doctoral candidate based at the Schools of Social Work and Public Health, respectively.  This project is ideal for students interested in social justice, racial, ethnic, and socioeconomic health inequities, advocacy and health, and qualitative methodologies.  The past decade has been characterized by an escalation of anti-immigrant sentiments and the implementation of restrictive immigration policies and intense immigration enforcement.  Meanwhile, communities are also developing policies to support residents affected by restrictive immigration policies.  The purpose of this research project is to examine Latinos’ experiences in this context, considering the influence of immigration policies and sentiments on families, social networks, community, work, advocacy, and school, as well as the implications of these experiences for the health of Latinos of all citizenship statuses.  Additionally, this project considers implications of such policies for other marginalized groups and broader communities.  This project involves collecting, organizing, and analyzing survey data and interviews with persons who obtain a Washtenaw County ID and for data collected for a study considering the health implications of immigration enforcement.

Student Tasks and Responsibilities: The undergraduate student will work closely with the postdoctoral researcher and doctoral candidate.  Tasks will include: transcribing in-depth interviews, assisting with qualitative data analysis, assisting with presentation of survey data, taking field notes at important community events, conducting targeted literature searches (when appropriate), and/or developing brief films to disseminate study findings.  The undergraduate student will receive training regarding the research topic, conducting research involving human subjects, conducting qualitative research, analyzing qualitative data, transcribing interviews, and creating and editing films.  There may be opportunities for the student to join the postdoctoral researcher or doctoral candidate for some fieldwork.  The project directors have extensive experience mentoring undergraduate students, and heavily focuses on the academic and personal development of the student.  Students may have the opportunity to co-author posters and presentations outside of UM.

A workspace for this project is available at the School of Social Work or School of Public Health.

STRONG PREFERENCE FOR STUDENTS FLUENT IN SPANISH AND WILLING TO TRANSCRIBE.

STUDENTS INTERESTED IN THIS PROJECT MAY COMMIT TO WORKING 8-10 OR 10-12 HOURS PER WEEK, DEPENDING ON THE AVAILABILITY OF THE APPLICANT

Fathers Matter and Fathers and Sons

The Fathers Birth Outcomes Study (Fathers Matter) is a research project designed to examine successful birth outcomes in the African American community. This project will contribute to research examining reasons for inequalities in birth outcomes by considering the role of fathers during pregnancy. 

The Fathers Birth Outcomes Study involves conducting literature reviews and assisting with data analysis related to the stresses that African American mothers and fathers face about their relationships, people they turn to for support, thoughts about their roles as a mother or father, and their health behaviors. Fathers experiences with with pregnancy is a primary interest in this study. Similarly, data from a study with teenage fathers, their mothers, and the mothers of their babies also will be available for research exploration. Literature reviews, data analysis, and an opportunity to be exposed to the process of writing research proposals will be part of this process.

Student Tasks and Responsibilities: As a member of the research team, the research assistant will have the opportunity to work on various studies of fathers across the life cycle. The student will be trained to interview respondents as we continue the data collection phase of the  Fathers and Sons intervention project. The student will assist in data entry and analysis and with reviewing literature and analysis of articles.  Additionally, the student will assist in developing presentations, outlining study findings, and she/he will help prepare for grant submissions.

The Fathers and Sons Project is another research study that the student will have an opportunity to work with. The Fathers and Sons Program uses a family-centered approach to program implementation focusing on parenting behaviors and cultural awareness of African American fathers as critical to influencing their sons’ risky health behaviors (preventing violent behaviors, early sexual initiation, and substance use).  The research assistant will have the opportunity to assist in conducting the program, collecting data by interviewing participants, entering data, and analyzing data. The same will be done with the comparison group program for the Fathers and Sons Physical Activity and Nutrition Component recently funded by the Ruth Mott Foundation in Flint, MI.  The Fathers and Sons Project, which includes working with community-based organizations, developing project-related documents, and assessing and analyzing the evaluation data, is a long-term research project with multiple components and far-reaching implications for adolescent health and well-being.

Impact of age and comorbidity on thyroid cancer decision making

The incidence of thyroid cancer is rising and its aggressiveness increases with age. Surgical intervention remains the standard of care, in accordance with recent management guidelines. Although age is not a contraindication to thyroid surgery, older patients with thyroid cancer do not always receive guideline concordant care. The proposed project has two main aims: 1) to determine patient barriers to surgical care for thyroid cancer and how they correlate with time from thyroid cancer diagnosis to referral to a high volume surgical center, and 2) to determine provider barriers to referring older thyroid cancer patients for surgical care. For the first aim we will conduct patient surveys to identify barriers to surgical care for thyroid cancer, including patient beliefs, social support system, transportation barriers, comorbidities, functional status and access to providers with expertise. For the second aim we will conduct provider surveys to determine factors influencing decision making in the referral for surgical care for thyroid cancer patients, including age and comorbidity, and also capturing provider knowledge, attitudes, and beliefs about thyroid cancer management. We hypothesize that older patients confront unique barriers for referral for surgical treatment of thyroid cancer compared to younger adults.

The student will help to carry out the aims and goals of this study, being involved in all aspects.  Student will develop an understanding of research design, and implementation.

Student Tasks and Responsibilities: Student would assist with building tracking databases including using excel and RedCAP, enter data and run basic statistical analyses.  Student may also be asked to conduct literature reviews, help with survey design and serve as a liaison with multiple vendors.  Student would have the opportunity to shadow physicians in clinic if interested.

University of Michigan Youth Violence Prevention Project

Violent behavior is a serious and prevalent problem among urban adolescents, and has a large impact on the morbidity and mortality of this population. This project focuses on reducing violence and victimization among youth in a geographically defined area of Flint, Michigan. The student assigned to this project will aid in data collection that will help to understand the number of patients presenting with violence injuries at the Emergency Department during the study period, so that we will be able to compare the rates of youth violence in Flint neighborhoods over time. These data will allow for evaluation of the project.

Student Tasks and Responsibilities: The student will be expected to work at the North Campus Research Complex (NCRC).

The student assigned to this project will have the opportunity to conduct data collection through medical chart reviews. This task requires the student to scan ED tracking logs for specific individuals and code and record the data in a database.

Lastly, the student will have the opportunity to work with the study coordinator to conduct literature reviews and shadow the coordinator to understand how research is conducted.

Legacy Corps for Veterans or Active Military and their Families

Legacy Corps is a National Demonstration Project sponsored by AmeriCorps using volunteers to provide respite services to veterans or their families for a wide variety of problems associated with physical or mental health challenges as they integrate or cope with integration back into society after active duty.  The research project is an evaluation of the policy initiative and is set up as a longitudinal, nonequivalent comparison group design.  It is a multi-year project and involves interviewing the 540 volunteers that are recruited at least four times over a three year period, as well as interviewing the caregivers who receive the respite services and the dependent individuals who are cared for by the caregivers.  The study includes organizational measures for the sponsoring sites, health and well-being measures for the volunteers and the caregivers, civic engagement measures for the volunteers and stress and burden measures for the caregivers.  The comparison group includes more than 3000 volunteers and 800 caregivers from previous years of the study, and provides opportunity to compare the 18 sites in 11 states that are currently active on a yearly basis.  Students will coordinate the call-back interviews with caregivers and the long term followup interviews with volunteers 1 year after they leave the project.  Students will also participate in lit review searches and support for academic publications and yearly workshops that bring the sites together.  Students of nonprofit management, sociology, psychology, nursing and social work may especially benefit from experience in this type of evaluation research.

Student Tasks and Responsibilities: Interaction with participants through telephone interviews, interaction with site managers through telephone and skype interactions, literature reviews, data entry, variable definitions  and analysis, report and article preparation, focus group recording

Physical Sciences

Analyzing NASA space probe data to understand planetary space environments

Are you interested in our solar system, the Sun, or the planets?  Do NASA space probes, miniaturized instruments or space plasma physics sound sound like something you'd like to learn more about?  If so, read on.

We build and operate plasma mass spectrometers for NASA space missions such as ACE, MESSENGER, and Wind, as well as ESA's Solar Orbiter.  Data from these instruments is full of information about the supersonic solar wind plasma and its interaction with the magnetospheres of Earth and Mercury.  We use tools like Matlab and IDL to display and analyze this data, making use of some large software libraries and smaller codes that we write ourselves.  Beyond those challenges, we have to figure out what it all means.  Come do science with us and help solve the puzzles!

-       Learn basics of the the solar wind, the space environments of Mercury and Earth, as well as a little space plasma physics and particulars of plasma spectrometers.

-       Learn programming IDL (similar to Matlab) and its use in our data analysis.

-       Help find appropriate science questions and develop data analysis experiments.

-       Develop supporting IDL code to answer those questions and evaluate results.

-       Document methods and results clearly in Microsoft Powerpoint

High speed pulse-shape analysis of nuclear detector signals

Goal: Using high-speed VME-based pulse digitizers; look for pulse-shape information in digitized pulses from nuclear particle detectors including new types of neutron detectors that would permit identification of the incident particle. This would simplify the detector systems  needed for nuclear reaction studies. i.e. reactions related to nuclear astrophysics. Student will gain insight into techniques used in nuclear and high-energy particle physics experiments. 

Student Tasks and Responsibilities: Assist in the design and execution of relative experiments and analysis of resulting experimental pulse data to identify particle signatures and extract nuclear reaction data. Design, build and test specialized electronics if feasible (eg if EECS student or otherwise qualified).

Carbon change in Santa Barbara Basin sediments during the last 200 years

The arrival of Europeans and subsequent agricultural and urban development has had a significant impact on the coastal environment of California. Records of organic carbon and carbonate concentrations in marine sediments of Santa Barbara Basin will be generated for the last 200 years. These records will be compared to both existing sediment geochemistry and instrumental records to determine the anthropogenic impact on the coastal marine environment.

Student Tasks and Responsibilities: Student will assist with sample preparation, weighing and encapsulating and running either the Elemental Analyzer or the Coulometer

Ordering of Multivariate Data

A sequence of numbers can be easily ordered. Such an ordering is very useful to define normal ranges of the measurements and to screen for outliers. Such an ordering is also routinely used to rank subjects. When the data involve several measurements per subject at the same time, how do we order them in a natural and useful way? In this project we will explore different ways to order multivariate data and use them in connection with specific applications.

Student Tasks and Responsibilities: The student is expected to learn several existing methods of multivariate data ordering from the literature and implement them using a computer platform to perform a small comparative study.

Green Chemistry Project

This project is intended to produce materials that describe how the practices and methods developed by the Sustainable Labs program within the Office of Campus Sustainability  can be implemented at other peer institutions.

This program will encompass, but is not limited to, pollution prevention, green chemistry, reuse, recycle,energy and utilities and green purchasing to attain sustainable practices in teaching, research and production laboratories.

Students involved in this work will build a website, compile information, and prepare an interactive dossier containing the green chemistry practices already in place at UM. A report will be prepared with metrics to show the reduced impact on the environment through sustainable pollution prevention activities.

-       web development

-       technical writing

-       development of interactive media

Electronics for Kaon Experiment

We are working on a high energy physics experiment, KOTO, which will measure the decay properties of neutral kaons.  The experiment will be run at the JPARC laboratory in Japan.  When the kaons decay they leave a signature in the detector which is digitized.  We are building and testing the electronics for this experiment.

Student Tasks and Responsibilities: We will require a basic understanding of the experiments goals and procedures.  We are looking for a student who can work with computers, test equipment and electronics designs.

Social Sciences

Parties and Pork: The politics of budgetary politics in Thailand and the Philippines

This project investigates the politics and political economy of budgetary politics in developing democracies, with a specific focus on Thailand and the Philippines. The study seeks to answer three questions. 1. How do political parties and institutions shape the budgetary process in Thailand and the Philippines? 2. What factors shape the mix of public goods and pork/patronage a government produces? 3. How do institutional changes affect budgetary processes and outcomes? The project will gather data on budgets and political bargaining (within the legislature, within the executive branch, and between the two branches) using qualitative methods.

Student Tasks and Responsibilities:   Students will assist in gathering and analyzing budgetary data from Thailand and the Philippines and work on creating yearly political chronologies of the rough and tumble process of drafting and passing a budget. The intent will be to be able to put raw budgetary figures in some sort of political context. For example, in year X the government's budget for education spending was drastically cut, why? Who advocated this cut? Who opposed it?

The Birth of Media Propaganda in France: 1935-1940

To investigate the strategic uses of broadcasting by Nazis and Soviets to debilitate and divide French public opinion.  Project relies on use of historical documents (news articles, editorials, and broadcast transcripts) and communications and cultural theory.

Student Tasks and Responsibilities : Translate and analyze primary source historical documents.  Perform some library research.

Democracy: Ethnographic Approaches

I am writing articles on democracy in Ecuador to submit to a number of journals.  The articles focuses on the relationship between democracy promotion programs of international development agencies on the one hand and local municipal governments’ processes for citizen participation, on the other.  My field research in Ecuador has involved fieldnotes, interviews, collection of written materials such as organizational reports, brochures, etc. I hope to be doing more interviews with development agencies in Washington, DC. I am also submitting several funding proposals.

Student Tasks and Responsibilities : Literature review of Andean ethnography and development studies; research on democracy promotion programs of international development agencies, including searching websites, brochures, and other documentation; following of news reports of the current events through on-line Ecuadorian periodicals (this requires Spanish language ability); transcribing interviews .

Environmental Regulations on the U.S. Cement Industry

The United States Environmental Protection Agency is in the process of developing a comprehensive strategy to further reduce emissions of both criteria air pollutants and toxics from U.S. cement manufacturing. The cement industry is currently responsible for a significant percentage of industrial emissions. There is growing concern that emissions “leakage” will undermine the effectiveness of environmental regulation limiting emissions from domestic cement production. If the United States imposes regulations to emissions from its cement producers, it is possible that cement production (and thus emissions) will “leak out” to less stringently regulated facilities in Canada and Mexico.  The main objective of this project is to understand how recently implemented environmental regulations have affected patterns of investment, production, and pollution in the U.S. cement industry. In the past 15 years, the introduction of both “market-based” and more conventional “command-and-control” regulation of emissions from domestic cement production has exacerbated the asymmetry in regulatory stringency across Canada, the United States and Mexico. The structure of the domestic cement industry has also changed substantially over this period.  This project will explore relationships between regulatory incentives, industry structure, and industrial activity in the interest of identifying causal relationships between environmental regulation and outcomes of interest (such as emissions intensity).

Student Tasks and Responsibilities:  Identify potential sources of publicly available industry data.  Summarize data on investment, production, emissions, and imports in the U.S. cement industry. Conduct a preliminary survey of relevant literature.

Emotion Regulation as a Complex System

We are running a series of cross-cultural studies examining patterns of word acquisition in infants and toddlers. Specifically, we are interested in how children learn specific classes of words such as nouns, verbs, and people terms across English-, Korean-, and Chinese-speaking populations.

Parents and their infants will be recruited to visit our laboratory and asked to complete a vocabulary checklist as well as watch a short videotape (for example, of a person performing a simple action on a small toy). During the presentation of the video, the child may hear some words or sounds presented with the videos.  By videotaping children’s reactions and measuring how long they looks at each of these scenes, we can learn more about patterns of infant language development. By observing infants' looking behavior and preferences for particular videos in experimental settings, we will probe young word learners' abilities to map new words to objects, actions, and people, as well as their understanding of objects, actions, and people themselves. Observing infants from 6 to 24 months will enable us to begin characterizing a developmental trajectory for noun, verb, and person term acquisition. In addition, by comparing across US English-speaking and Chinese Mandarin-speaking children, we will be able to gain a more representative picture of the word acquisition process, on a cross-cultural level.

Student Tasks and Responsibilities: Students will be involved in all aspects of the research -- from greeting parents and children as they come in to our lab, recruiting, coding looking behavior, running studies, and preparing audio and visual stimuli for the studies.  Students are also expected to attend weekly lab meetings.

Why Not Science? Career Choices of Americans

Recently both policy-makers and the scientific community have expressed concern that fewer American college students are choosing to pursue science majors, and an increasing share of U.S. scientists are immigrants.  This project explores reasons that American students choose not to pursue careers in science.  The researchers typically use large datasets from national surveys to test whether changes in Americans’ attitudes toward science, the prestige or pay of scientists, or other factors contributed to the decline in American participation in science.  The UROP student’s portion of the project, however, is different:  we will ask the student to help us to create our own small dataset, using cultural records.

Student Tasks and Responsibilities : We are looking for a UROP student to help test the hypothesis that American popular culture is less interested in science and scientists now than in the past.  Using historical newspaper and magazines, the student will have responsibility for identifying and recording information from stories that feature scientists.  Additionally, we wish to measure American scientists’ access to positions of power.  We will provide the student with a list of contemporary powerful Americans and will ask the student to use the internet and other sources to identify which of the individuals have a background in science.  The student may also help with other research topics as time permits.

ARTS/CULTURE 

Assisted Detroit African-American Muslim and African Muslim storytelling project with background work for new multi-media website and permanent public archive. 

BEHAVIORAL HEALTH 

Researched evidence-based addiction treatment practices to inform creation of a new program seeking to provide effective treatment for Flint residents with co-occurring substance use and mental health disorders. 

ECONOMIC DEVELOPMENT 

Conducted community outreach and gathered feedback in Northeast Detroit to inform strategic plan for a neighborhood “Main Street” economic revitalization initiative. 

ENVIRONMENTAL HEALTH 

Surveyed residents in Southwest Detroit to identify indoor air quality problems to aid organization’s environmental work and to inform City of Detroit Council 

EDUCATIONAL ACHIEVEMENT 

Analyzed feedback from children in an after school learning program to identify strengths and weaknesses of in person and online versions of the program to inform creation of a successful hybrid (in person and remote) education program. 

HEALTH DISPARITIES DURING COVID 

Collected stories from community members about their experiences addressing health, social and economic problems stemming from the pandemic. The data will help to advise Washtenaw County policy decisions. 

RESTORATIVE JUSTICE 

Helped nonprofit strategize and plan community events to increase awareness and 

understanding of the “Clean Slate Bill” to enable individuals to expunge criminal records and get a second chance at integrating into the workforce and other opportunities.

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What (Exactly) Is A Research Proposal?

A simple explainer with examples + free template.

By: Derek Jansen (MBA) | Reviewed By: Dr Eunice Rautenbach | June 2020 (Updated April 2023)

Whether you’re nearing the end of your degree and your dissertation is on the horizon, or you’re planning to apply for a PhD program, chances are you’ll need to craft a convincing research proposal . If you’re on this page, you’re probably unsure exactly what the research proposal is all about. Well, you’ve come to the right place.

Overview: Research Proposal Basics

• What a research proposal is
• What a research proposal needs to cover
• How to structure your research proposal
• Example /sample proposals
• Proposal writing FAQs
• Key takeaways & additional resources

What is a research proposal?

Simply put, a research proposal is a structured, formal document that explains what you plan to research (your research topic), why it’s worth researching (your justification), and how  you plan to investigate it (your methodology). 

The purpose of the research proposal (its job, so to speak) is to convince  your research supervisor, committee or university that your research is  suitable  (for the requirements of the degree program) and  manageable  (given the time and resource constraints you will face). 

The most important word here is “ convince ” – in other words, your research proposal needs to  sell  your research idea (to whoever is going to approve it). If it doesn’t convince them (of its suitability and manageability), you’ll need to revise and resubmit . This will cost you valuable time, which will either delay the start of your research or eat into its time allowance (which is bad news). 

What goes into a research proposal?

A good dissertation or thesis proposal needs to cover the “ what “, “ why ” and” how ” of the proposed study. Let’s look at each of these attributes in a little more detail:

Your proposal needs to clearly articulate your research topic . This needs to be specific and unambiguous . Your research topic should make it clear exactly what you plan to research and in what context. Here’s an example of a well-articulated research topic:

An investigation into the factors which impact female Generation Y consumer’s likelihood to promote a specific makeup brand to their peers: a British context

As you can see, this topic is extremely clear. From this one line we can see exactly:

• What’s being investigated – factors that make people promote or advocate for a brand of a specific makeup brand
• Who it involves – female Gen-Y consumers
• In what context – the United Kingdom

So, make sure that your research proposal provides a detailed explanation of your research topic . If possible, also briefly outline your research aims and objectives , and perhaps even your research questions (although in some cases you’ll only develop these at a later stage). Needless to say, don’t start writing your proposal until you have a clear topic in mind , or you’ll end up waffling and your research proposal will suffer as a result of this.

Need a helping hand?

As we touched on earlier, it’s not good enough to simply propose a research topic – you need to justify why your topic is original . In other words, what makes it  unique ? What gap in the current literature does it fill? If it’s simply a rehash of the existing research, it’s probably not going to get approval – it needs to be fresh.

But,  originality  alone is not enough. Once you’ve ticked that box, you also need to justify why your proposed topic is  important . In other words, what value will it add to the world if you achieve your research aims?

As an example, let’s look at the sample research topic we mentioned earlier (factors impacting brand advocacy). In this case, if the research could uncover relevant factors, these findings would be very useful to marketers in the cosmetics industry, and would, therefore, have commercial value . That is a clear justification for the research.

So, when you’re crafting your research proposal, remember that it’s not enough for a topic to simply be unique. It needs to be useful and value-creating – and you need to convey that value in your proposal. If you’re struggling to find a research topic that makes the cut, watch  our video covering how to find a research topic .

It’s all good and well to have a great topic that’s original and valuable, but you’re not going to convince anyone to approve it without discussing the practicalities – in other words:

• How will you actually undertake your research (i.e., your methodology)?
• Is your research methodology appropriate given your research aims?
• Is your approach manageable given your constraints (time, money, etc.)?

While it’s generally not expected that you’ll have a fully fleshed-out methodology at the proposal stage, you’ll likely still need to provide a high-level overview of your research methodology . Here are some important questions you’ll need to address in your research proposal:

• Will you take a qualitative , quantitative or mixed -method approach?
• What sampling strategy will you adopt?
• How will you collect your data (e.g., interviews, surveys, etc)?
• How will you analyse your data (e.g., descriptive and inferential statistics , content analysis, discourse analysis, etc, .)?
• What potential limitations will your methodology carry?

So, be sure to give some thought to the practicalities of your research and have at least a basic methodological plan before you start writing up your proposal. If this all sounds rather intimidating, the video below provides a good introduction to research methodology and the key choices you’ll need to make.

How To Structure A Research Proposal

Now that we’ve covered the key points that need to be addressed in a proposal, you may be wondering, “ But how is a research proposal structured? “.

While the exact structure and format required for a research proposal differs from university to university, there are four “essential ingredients” that commonly make up the structure of a research proposal:

• A rich introduction and background to the proposed research
• An initial literature review covering the existing research
• An overview of the proposed research methodology
• A discussion regarding the practicalities (project plans, timelines, etc.)

In the video below, we unpack each of these four sections, step by step.

Research Proposal Examples/Samples

In the video below, we provide a detailed walkthrough of two successful research proposals (Master’s and PhD-level), as well as our popular free proposal template.

Proposal Writing FAQs

How long should a research proposal be.

This varies tremendously, depending on the university, the field of study (e.g., social sciences vs natural sciences), and the level of the degree (e.g. undergraduate, Masters or PhD) – so it’s always best to check with your university what their specific requirements are before you start planning your proposal.

As a rough guide, a formal research proposal at Masters-level often ranges between 2000-3000 words, while a PhD-level proposal can be far more detailed, ranging from 5000-8000 words. In some cases, a rough outline of the topic is all that’s needed, while in other cases, universities expect a very detailed proposal that essentially forms the first three chapters of the dissertation or thesis.

The takeaway – be sure to check with your institution before you start writing.

How do I choose a topic for my research proposal?

Finding a good research topic is a process that involves multiple steps. We cover the topic ideation process in this video post.

How do I write a literature review for my proposal?

While you typically won’t need a comprehensive literature review at the proposal stage, you still need to demonstrate that you’re familiar with the key literature and are able to synthesise it. We explain the literature review process here.

How do I create a timeline and budget for my proposal?

We explain how to craft a project plan/timeline and budget in Research Proposal Bootcamp .

Which referencing format should I use in my research proposal?

The expectations and requirements regarding formatting and referencing vary from institution to institution. Therefore, you’ll need to check this information with your university.

What common proposal writing mistakes do I need to look out for?

We’ve create a video post about some of the most common mistakes students make when writing a proposal – you can access that here . If you’re short on time, here’s a quick summary:

• The research topic is too broad (or just poorly articulated).
• The research aims, objectives and questions don’t align.
• The research topic is not well justified.
• The study has a weak theoretical foundation.
• The research design is not well articulated well enough.
• Poor writing and sloppy presentation.
• Poor project planning and risk management.
• Not following the university’s specific criteria.

Key Takeaways & Additional Resources

As you write up your research proposal, remember the all-important core purpose:  to convince . Your research proposal needs to sell your study in terms of suitability and viability. So, focus on crafting a convincing narrative to ensure a strong proposal.

At the same time, pay close attention to your university’s requirements. While we’ve covered the essentials here, every institution has its own set of expectations and it’s essential that you follow these to maximise your chances of approval.

By the way, we’ve got plenty more resources to help you fast-track your research proposal. Here are some of our most popular resources to get you started:

• Proposal Writing 101 : A Introductory Webinar
• Research Proposal Bootcamp : The Ultimate Online Course
• Template : A basic template to help you craft your proposal

If you’re looking for 1-on-1 support with your research proposal, be sure to check out our private coaching service , where we hold your hand through the proposal development process (and the entire research journey), step by step.

Psst… there’s more!

This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

You Might Also Like:

51 Comments

I truly enjoyed this video, as it was eye-opening to what I have to do in the preparation of preparing a Research proposal.

I would be interested in getting some coaching.

I real appreciate on your elaboration on how to develop research proposal,the video explains each steps clearly.

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In view of the above, I welcome more coaching.

Wonderful guidelines, thanks

This is very helpful. Would love to continue even as I prepare for starting my masters next year.

Thanks for the work done, the text was helpful to me

Bundle of thanks to you for the research proposal guide it was really good and useful if it is possible please send me the sample of research proposal

You’re most welcome. We don’t have any research proposals that we can share (the students own the intellectual property), but you might find our research proposal template useful: https://gradcoach.com/research-proposal-template/

Cheruiyot Moses Kipyegon

Thanks alot. It was an eye opener that came timely enough before my imminent proposal defense. Thanks, again

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I am an undergraduate student (First Degree) preparing to write my project,this video and explanation had shed more light to me thanks for your efforts keep it up.

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Wonderful guidelines for writing a research proposal, I am a student of m.phil( education), this guideline is suitable for me. Thanks

You’re welcome 🙂

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Thank you, great insights

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Thank you. This is a great insight. I am a student preparing for a PhD program. I am requested to write my Research Proposal as part of what I am required to submit before my unconditional admission. I am grateful having listened to this video which will go a long way in helping me to actually choose a topic of interest and not just any topic as well as to narrow down the topic and be specific about it. I indeed need more of this especially as am trying to choose a topic suitable for a DBA am about embarking on. Thank you once more. The video is indeed helpful.

Have learnt a lot just at the right time. Thank you so much.

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Hi. For my MSc medical education research, please evaluate this topic for me: Training Needs Assessment of Faculty in Medical Training Institutions in Kericho and Bomet Counties

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Great! I liked your tutoring on how to find a research topic and how to write a research proposal. Precise and concise. Thank you very much. Will certainly share this with my students. Research made simple indeed.

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I need any research proposal

Thank you for these videos. I will need chapter by chapter assistance in writing my MSc dissertation

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I really enjoy the in-depth knowledge on research proposal you have given. me. You have indeed broaden my understanding and skills. Thank you

interesting session this has equipped me with knowledge as i head for exams in an hour’s time, am sure i get A++

This article was most informative and easy to understand. I now have a good idea of how to write my research proposal.

Thank you very much.

Wow, this literature is very resourceful and interesting to read. I enjoyed it and I intend reading it every now then.

Thank you for the clarity

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Thank you very much for this essential piece. I need 1o1 coaching, unfortunately, your service is not available in my country. Anyways, a very important eye-opener. I really enjoyed it. A thumb up to Gradcoach

What is JAM? Please explain.

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thank you for the video but i need a written example

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Dissertations and research projects

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• Planning your research
• Qualitative research
• Quantitative research

Introductions

Literature review, methodology, conclusions, working with your supervisor.

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What is an abstract?

The abstract is a brief summary of your dissertation to help a new reader understand the purpose and content of the document, in much the same way as you would read the abstract of a journal article to help decide whether it was relevant to your work. The function of the abstract is to describe and summarise the contents of the dissertation, rather than making critical or evaluative statements about the project.

When should I write the abstract?

The abstract should be the last section you write before submitting your final dissertation or extended project report, as the content will only be decided once the main document is complete. 

What should I include?

One of the best ways to find the right ‘voice’ for the abstract is to look at other examples, either from dissertations in your field or study, or from journal articles. Look out for examples that you feel communicate complex ideas in a simple and accessible way. Your abstract should be clear and understandable to a non-specialist, so avoid specialist vocabulary as far as possible, and use simple sentence structures over longer more complex constructions. You can find a list of phrases for abstract writing here .

Most abstracts are written in the present tense, but this may differ in some disciplines, so find examples to inform your decision on how to write. Avoid the future tense - ‘this dissertation will consider’ - as the research has already been completed by the time someone is reading the abstract! You can explore some key phrases to use in abstract writing here.

Examples of dissertation abstracts Dissertation abstracts, University of Leeds Overview of what to include in your abstract, University of Wisconsin - Madison Abstract structures from different disciplines, The Writing Center For examples from Sheffield Hallam University, use the 'Advanced Search' function in Library Search to access ‘Dissertations/Theses’.

What should the introduction include?

Your introduction should cover the following points:.

• Provide context and set the scene for your research project using literature where necessary.
• Explain the rationale and value of the project.
• Provide definitions and address general limitations in the literature that have influenced the topic or scope of your project.
• Present your research aims and objectives, which may also be phrased as the research ‘problem’ or questions.

Although it is important to draft your research aims and objectives early in the research process, the introduction will be one of the last sections you write. When deciding on how much context and which definitions to include in this section, remember to look back at your literature review to avoid any repetition. It may be that you can repurpose some of the early paragraphs in the literature review for the introduction.

What is the ‘research aim’?

The research aim is a mission statement, that states the main ambition of your project. in other words, what does your research project hope to achieve you may also express this as the ‘big questions’ that drives your project, or as the research problem that your dissertation will aim to address or solve..

You only need one research aim, and this is likely to change as your dissertation develops through the literature review. Keep returning to your research aim and your aspirations for the project regularly to help shape this statement.

What are the research objectives? How are they different from research questions?

Research objectives and questions are the same thing – the only difference is how they are written! The objectives are the specific tasks that you will need to complete – the stepping stones – that will enable you to achieve your overall research aim.

You will usually have 3-5 research objectives, and their order will hep the reader to understand how you will progress through your research project from start to finish. If you can achieve each objective, or answer each research question, you should meet your research aim! It is therefore important to be specific in your choice of language: verbs, such as ‘to investigate’, ‘to explore’, ‘to assess’ etc. will help your research appear “do-able” (Farrell, 2011).

Here’s an example of three research objectives, also phrased as research questions (this depends entirely on your preference):

For more ideas on how to write research objectives, take at look at this list of common academic verbs for creating specific, achievable research tasks and questions.

We have an  online study guide dedicated to planning and structuring your literature review.

What is the purpose of the methodology section?

The methodology outlines the procedure and process of your data collection. You should therefore provide enough detail so that a reader could replicate or adapt your methodology in their own research.

While the literature review focuses on the views and arguments of other authors, the methodology puts the spotlight on your project. Two of the key questions you should aim to answer in this section are:

• Why did you select the methods you used?
• How do these methods answer your research question(s)?

The methodology chapter should also justify and explain your choice of methodology and methods. At every point where you faced a decision, ask: Why did choose this approach? Why not something else? Why was this theory/method/tool the most relevant or suitable for my project? How did this decision contribute to answering my research questions?

Although most students write their methodology before carrying out their data collection, the methodology section should be written in the past tense, as if the research has already been completed.

What is the difference between my methodology and my methods?

There are three key aspects of any methodology section that you should aim to address:.

• Methodology: Your choice of methodology will be grounded in a discipline-specific theory about how research should proceed, such as quantitative or qualitative. This overarching decision will help to provide rationale for the specific methods you go on to use.  
• Research Design: An explanation of the approach that you have chosen, and the type of data you will collect. For example, case study or action research? Will the data you collect be quantitative, qualitative or a mix of both?  
• Methods: The concrete research tools used to collect and analyse data: questionnaires, in-person surveys, observations etc.

You may also need to include information on epistemology and your philosophical approach to research. You can find more information on this in our research planning guide.

What should I include in the methodology section?

Research paradigm: What is the underpinning philosophy of your research? How does this align with your research aim and objectives?

Methodology : Qualitative or quantitative? Mixed? What are the advantages of your chosen methodology, and why were the other options discounted?

• Research design : Show how your research design is influenced by other studies in your field and justify your choice of approach.  
• Methods : What methods did you use? Why? Do these naturally fit together or do you need to justify why you have used different methods in combination?  
• Participants/Data Sources: What were your sources/who were your participants? Which sampling approach did you use and why? How were they identified as a suitable group to research, and how were they recruited?  
• Procedure : What did you do to collect your data? Remember, a reader should be able to replicate or adapt your methodology in their own research from the information you provide here.  
• Limitations : What are the general limitations of your chosen method(s)? Don’t be specific here about your project (ie. what you could have done differently), but instead focus on what the literature outlines as the disadvantages of your methods.

Should I reflect on my position as a researcher?

If you feel your position as a researcher has influenced your choice of methods or procedure in any way, the methodology is a good place to reflect on this. Positionality acknowledges that no researcher is entirely objective: we are all, to some extent, influenced by prior learning, experiences, knowledge, and personal biases. This is particularly true in qualitative research or practice-based research, where the student is acting as a researcher in their own workplace, where they are otherwise considered a practitioner/professional.

The following questions can help you to reflect on your positionality and gauge whether this is an important section to include in your dissertation (for some people, this section isn’t necessary or relevant):

• How might my personal history influence how I approach the topic?
• How am I positioned in relation to this knowledge? Am I being influenced by prior learning or knowledge from outside of this course?
• How does my gender/social class/ ethnicity/ culture influence my positioning in relation to this topic?
• Do I share any attributes with my participants? Are we part of a s hared community? How might this have influenced our relationship and my role in interviews/observations?
• Am I invested in the outcomes on a personal level? Who is this research for and who will feel the benefits?

Visit our detailed guides on qualitative and quantitative research for more information.

• Quantitative projects
• Qualitative projects

T he purpose of this section is to report the findings of your study. In quantitative research, the results section usually functions as a statement of your findings without discussion.

Results sections generally begin with descriptive statistics before moving on to further tests such as multiple linear regression, or inferential statistical tests such as ANOVA, and any associated Post-Hoc testing.

Here are some top tips for planning/writing your results section:

• Explain any treatments you have applied to your data.
• Present your findings in a logical order.
• Describe trends in the data/anomalous findings but don’t start to interpret them. Save that for your discussion section.
• Figures and tables are usually the clearest way to present information. It is important to remember to title and label any titles/diagrams to communicate their meaning to the reader and so that you can refer to them again later in the report (e.g. Table 1).
• Remember to be consistent with the rounding of figures. If you start by rounding to 2 decimal places, ensure that you do this for all data you report.
• Avoid repeating any information - if something appears in a table it does not need to appear again in the main body of the text.

Presenting qualitative data

In qualitative studies, your results are often presented alongside the discussion, as it is difficult to include this data in a meaningful way without explanation and interpretation. In the dsicussion section, aim to structure your work thematically, moving through the key concepts or ideas that have emerged from your qualitative data. Use extracts from your data collection - interviews, focus groups, observations - to illustrate where these themes are most prominent, and refer back to the sources from your literature review to help draw conclusions. 

Here's an example of how your data could be presented in paragraph format in this section:

Example from  'Reporting and discussing your findings ', Monash University .

What should I include in the discussion section?

The purpose of the discussion section is to interpret your findings and discuss these against the context of the wider literature. This section should also highlight how your research has contributed to the understanding of a phenomenon or problem: this can be achieved by responding to your research questions.

Though the structure of discussion sections can vary, a relatively common structure is offered below:

• State your major findings – this can be a brief opening paragraph that restates the research problem, the methods you used to attempt to address this, and the major findings of your research.
• Address your research questions - detail your findings in relation to each of your research questions to help demonstrate how you have attempted to address the research problem. Answer each research question in turn by interpreting the relevant results: this may involve highlighting patterns, relationships or statistically significant differences depending on the design of your research and how you analysed your data.
• Discuss your findings against the wider literature - this will involve comparing and contrasting your findings against those of others and using key literature to support the interpretation of your results; often, this will involve revisiting key studies from your literature review and discussing where your findings fit in the pre-existing literature. This process can help to highlight the importance of your research through demonstrating what is novel about your findings and how this contributes to the wider understanding of your research area.
• Address any unexpected findings in your study - begin with by stating the unexpected finding and then offer your interpretation as to why this might have occurred. You may relate unexpected findings to other research literature and you should also consider how any unexpected findings relate to your overall study – especially if you think this is significant in terms of what your findings contribute to the understanding of your research problem!
• Discuss alternative interpretations - it’s important to remember that in research we find evidence to support ideas, theories and understanding; nothing is ever proven. Consequently, you should discuss possible alternative interpretations of your data – not just those that neatly answer your research questions and confirm your hypotheses.
• Limitations/weaknesses of your research – acknowledge any factors that might have affected your findings and discuss how this relates to your interpretation of the data. This might include detailing problems with your data collection method, or unanticipated factors that you had not accounted for in your original research plan. Likewise, detail any questions that your findings could not answer and explain why this was the case.
• Future directions (this part of your discussion could also be included in your conclusion) – this section should address what questions remain unanswered about your research problem. For example, it may be that your findings have answered some questions but raised new ones; this can often occur as a result of unanticipated findings. Likewise, some of the limitations of your research may necessitate further work to address a methodological confound or weakness in a tool of measurement. Whatever these future directions are, remember you’re not writing a proposal for this further research; a brief suggestion of what the research should do and how this would address one of the new problems/limitations you have identified is enough.

Here are some final top tips for writing your discussion section:

• Don’t rewrite your results section – remember your goal is to interpret and explain how your findings address the research problem.
• Be clear about what you have found, how this has addressed a gap in the literature and how it changes our understanding of your research problem.
• Structure your discussion in a logical way that highlights your most important/interesting findings first.
• Be careful about how you interpret your data: be wary over-interpreting to confirm a hypothesis. Remember, we can still learn from non-significant research findings.
• Avoid being apologetic or too critical when discussing the limitations of your research. Be concise and analytical. 

How do I avoid repetition in the conclusion?

The conclusion is your opportunity to synthesise everything you have done/written as part of your research, in order to demonstrate your understanding.

A well-structured conclusion is likely to include the following:

• State your conclusions – in clear language, state the conclusions from your research. Crucially, this not just restating your results/findings: instead, this is a synthesis of the research problem, your research questions, your findings (and interpretation), and the relevant research literature. From your conclusions, it should be clear to your reader how our understanding of the research topic has changed.  
• Discuss wider significance – this is your opportunity to highlight (potential) wider implications of your conclusions. Depending on your discipline, this might include recommendations for policy, professional practice or a tentative speculation about how an academic theory might change given your findings. It is important not to over-generalise here; remember the limitations of your theoretical and methodological choices and what these mean for the applicability of your findings/conclusions. If your discipline encourages reflection, this can be a suitable place to include your thoughts about the research process, the choices you made and how your findings/conclusions might influence your professional outlook/practice going forwards.  
• Take home message – this should be a strong and clear final statement that draws the reader’s focus to the primary message of your study. Whilst it’s important to avoid being overly grandiose, this is your closing argument, and you should remind the reader of what your research has achieved.

Ultimately, your conclusion is your final word about the research problem you have investigated; don’t be afraid of emphasising your contribution to the understanding of that problem. Your conclusion should be clear, succinct and provide a summary of everything that has been learned as a result of your research project. 

What supervisors expect from their dissertation students:

• to determine the focus and direction of the dissertation, particularly in terms of identifying a topic of interest and research question.
• to work independently to explore literature and research in the chosen topic area.
• to be proactive in arranging supervision meetings, email draft work before meetings for feedback and prepare specific questions and issues to discuss in supervision time.
• to be honest and open about any challenges or difficulties that arise during the research or writing process.
• to bring a problem-solving approach to the dissertation (you are not expected to know all the answers but should show initiative in exploring possible solutions to any problems that might arise).

What you can expect from your supervisor:

• to offer guidance on the best way to structure and carry out a successful research project in the timescale for your dissertation, and to help you to set achievable and appropriate research objectives.
• ​ to act as an expert in your discipline and sounding board for your ideas, and to advise you on the literature search and theoretical background for your project.
• to serve as a 'lifeline' and point of support when the dissertation feels challenging.
• to read your drafts and give feedback in supervision meetings.
• to offer practical advice and strategies for managing your time, securing ethics approval, collecting data and common pitfalls to avoid during the research process.

Making the most of your supervision meetings

Meeting your supervisor can feel daunting at first but your supervision meetings offer a great opportunity to discuss your research ideas and get feedback on the direction of your project. Here are our top tips to getting the most out of time with your supervisor:  

• Y ou are in charge of the agenda. If you arrange a meeting with your supervisor, you call the shots! Here are a few tips on how to get the most out of the time with your supervisor.
• Send an email in advance of the meeting , with an overview of the key ideas you want to talk about. This can save time in the meeting and helps to give you some structure to follow. If this isn't possible, run through these points quickly when you first sit down as you introduce the meeting - "I wanted to focus on the literature review today, as I'm having some trouble deciding on the order my key themes and points should be introduced in."
• What do you want to get out of the meeting? Note down any questions you would like the answers to or identify what it is you will need from the meeting in order to make progress on the next stage of your dissertation. Supervision meetings offer the change to talk about your ideas for the project, but they can also be an opportunity to find out practical details and troubleshoot. Don't leave the meeting until you have addressed these and got answers/advice in each key area.
• Trust your supervisor. Your supervisor may not be an expert in your chosen subject, but they will have experience of writing up research projects and coaching other dissertation students. You are responsible for reading up on your subject and exploring the literature - your supervisor can't tell you what to read, but they can give you advice on how to read your sources and integrate them into your argument and writing.
• Choose a short section to discuss in the meeting for feedback - for example, if you're not sure on structure, pick a page or two that demonstrate this, or if you want advice on being critical, find an example from a previous essay where you think you did this well and ask your supervisor how to translate this into dissertation writing.
• Agree an action plan . Work with your supervisor to set a goal for your next meeting, or an objective that you will meet in the week following your supervision. Feeling accountable to someone can be a great motivator and also helps you to recognise where you are starting to fall behind the targets that you've set for yourself.
• Be open and honest . It can feel daunting meeting your supervisor, but supervision meetings aren't an interview where you have to prove everything is going well. Ask for help and advice where you need it, and be honest if you're finding things difficult. A supervisor is there to support you and help you to develop the skills and knowledge you need along the journey to submitting your dissertation.
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Examples of research proposals

How to write your research proposal, with examples of good proposals.

Research proposals

Your research proposal is a key part of your application. It tells us about the question you want to answer through your research. It is a chance for you to show your knowledge of the subject area and tell us about the methods you want to use.

We use your research proposal to match you with a supervisor or team of supervisors.

In your proposal, please tell us if you have an interest in the work of a specific academic at York St John. You can get in touch with this academic to discuss your proposal. You can also speak to one of our Research Leads. There is a list of our Research Leads on the Apply page.

When you write your proposal you need to:

• Highlight how it is original or significant
• Explain how it will develop or challenge current knowledge of your subject
• Identify the importance of your research
• Show why you are the right person to do this research
• Research Proposal Example 1 (DOC, 49kB)
• Research Proposal Example 2 (DOC, 0.9MB)
• Research Proposal Example 3 (DOC, 55.5kB)
• Research Proposal Example 4 (DOC, 49.5kB)

Subject specific guidance

• Writing a Humanities PhD Proposal (PDF, 0.1MB)
• Writing a Creative Writing PhD Proposal (PDF, 0.1MB)
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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on 30 October 2022 by Shona McCombes and Tegan George. Revised on 13 June 2023.

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

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

Introduction

Literature review.

• Research design

Reference list

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

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, frequently asked questions.

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

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

Research proposal length

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

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

Download our research proposal template

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

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

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

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

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

Your introduction should:

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

To guide your introduction , include information about:

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

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

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

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

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

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

For example, your results might have implications for:

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

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

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

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

Download our research schedule template

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

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

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

To determine your budget, think about:

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

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

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

I will compare …

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

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

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

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

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

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

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

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

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. & George, T. (2023, June 13). How to Write a Research Proposal | Examples & Templates. Scribbr. Retrieved 29 April 2024, from https://www.scribbr.co.uk/the-research-process/research-proposal-explained/

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Dissertation examples

Listed below are some of the best examples of research projects and dissertations from undergraduate and taught postgraduate students at the University of Leeds We have not been able to gather examples from all schools. The module requirements for research projects may have changed since these examples were written. Refer to your module guidelines to make sure that you address all of the current assessment criteria. Some of the examples below are only available to access on campus.

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Writing your research proposal

A doctoral research degree is the highest academic qualification that a student can achieve. The guidance provided in these articles will help you apply for one of the two main types of research degree offered by The Open University.

A traditional PhD, a Doctor of Philosophy, usually studied full-time, prepares candidates for a career in Higher Education.    

A Professional Doctorate is usually studied part-time by mid- to late-career professionals. While it may lead to a career in Higher Education, it aims to improve and develop professional practice.  

We offer two Professional Doctorates:  

• A Doctorate in Education, the EdD and
• a Doctorate in Health and Social Care, the DHSC.

  Achieving a doctorate, whether a PhD, EdD or DHSC confers the title Dr.  

Why write a Research Proposal?  

To be accepted onto a PhD / Professional Doctorate (PD) programme in the Faculty of Wellbeing, Education and Language Studies (WELS) at The Open University, you are required to submit a research proposal. Your proposal will  outline the research project you would like to pursue if you’re offered a place.  

When reviewing your proposal, there are three broad considerations that those responsible for admission onto the programme will bear in mind:    

1.     Is this PhD / PD research proposal worthwhile?

2.     Is this PhD / PD candidate capable of completing a doctorate at this university?

3.     Is this PhD / PD research proposal feasible?  

Writing activity: in your notebook, outline your response to each of the questions below based on how you would persuade someone with responsibility for admission onto a doctoral programme to offer you a place:

• What is your proposed research about & why is it worthy of three or more years of your time to study?
• What skills, knowledge and experience do you bring to this research – If you are considering a PhD, evidence of your suitability will be located in your academic record for the Prof Doc your academic record will need to be complemented by professional experience.
• Can you map out the different stages of your project, and how you will complete it studying i) full-time for three years ii) part-time for four years.

The first sections of the proposal - the introduction, the research question and the context are aimed at addressing considerations one and two.  

Your Introduction

Your Introduction will provide a clear and succinct summary of your proposal. It will include a title, research aims and research question(s), all of which allows your reader to understand immediately what the research is about and what it is intended to accomplish. We recommend that you have one main research question with two or three sub research questions. Sub research questions are usually implied by, or embedded within, your main research question.  

Please introduce your research proposal by completing the following sentences in your notebook: I am interested in the subject of ………………. because ……………… The issue that I see as needing investigation is ………………. because ………………. Therefore, my proposed research will answer or explore [add one main research question and two sub research questions] …... I am particularly well suited to researching this issue because ………………. So in this proposal I will ………………. Completing these prompts may feel challenging at this stage and you are encouraged to return to these notes as you work through this page.

Research questions are central to your study. While we are used to asking and answering questions on a daily basis, the research question is quite specific. As well as identifying an issue about which your enthusiasm will last for anything from 3 – 8 years, you also need a question that offers the right scope, is clear and allows for a meaningful answer.  

Research questions matter. They are like the compass you use to find your way through a complicated terrain towards a specific destination. 

A good research proposal centres around a good research question. Your question will determine all other aspects of your research – from the literature you engage with, the methodology you adopt and ultimately, the contribution your research makes to the existing understanding of a subject. How you ask your question, or the kinds of question you ask, matters because there is a direct connection between question and method.  

You may be inclined to think in simplistic terms about methods as either quantitative or qualitative. We will discuss methodology in more detail in section three. At this point, it is more helpful to think of your methods in terms of the kinds of data you aim to generate. Mostly, this falls into two broad categories, qualitative and quantitative (sometimes these can be mixed). Many academics question this distinction and suggest the methodology categories are better understood as unstructured or structured.  

For example, let’s imagine you are asking a group of people about their sugary snack preferences.  

You may choose to interview people and transcribe what they say are their motivations, feelings and experiences about a particular sugary snack choice. You are most likely to do this with a small group of people as it is time consuming to analyse interview data.  

Alternatively, you may choose to question a number of people at some distance to yourself via a questionnaire, asking higher level questions about the choices they make and why.

Once you have a question that you are comfortable with, the rest of your proposal is devoted to explaining, exploring and elaborating your research question. It is probable that your question will change through the course of your study.  

At this early stage it sets a broad direction for what to do next: but you are not bound to it if your understanding of your subject develops, your question may need to change to reflect that deeper understanding. This is one of the few sections where there is a significant difference between what is asked from PhD candidates in contrast to what is asked from those intending to study a PD. There are three broad contexts for your research proposal.  

If you are considering a PD, the first context for your proposal is professional:

This context is of particular interest to anyone intending to apply for the professional doctorate. It is, however, also relevant if you are applying for a PhD with a subject focus on education, health, social care, languages and linguistics and related fields of study.  

You need to ensure your reader has a full understanding of your professional context and how your research question emerges from that context. This might involve exploring the specific institution within which your professionalism is grounded – a school or a care home.  It might also involve thinking beyond your institution, drawing in discussion of national policy, international trends, or professional commitments. There may be several different contexts that shape your research proposal. These must be fully explored and explained.  

Postgraduate researcher talks about research questions, context and why it mattered

The second context for your proposal is you and your life:

Your research proposal must be based on a subject about which you are enthused and have some degree of knowledge. This enthusiasm is best conveyed by introducing your motivations for wanting to undertake the research.  Here you can explore questions such as – what particular problem, dilemma, concern or conundrum your proposal will explore – from a personal perspective. Why does this excite you? Why would this matter to anyone other than you, or anyone who is outside of your specific institution i.e. your school, your care home.  

It may be helpful here to introduce your positionality . That is, let your reader know where you stand in relation to your proposed study. You are invited to offer a discussion of how you are situated in relation to the study being undertaken and how your situation influences your approach to the study.  

The third context for your doctoral proposal is the literature:

All research is grounded in the literature surrounding your subject. A legitimate research question emerges from an identified contribution your work has the potential to make to the extant knowledge on your chosen subject. We usually refer to this as finding a gap in the literature. This context is explored in more detail in the second article.

You can search for material that will help with your literature review and your research methodology using The Open University’s Open Access Research repository  and other open access literature.

Before moving to the next article ‘Defining your Research Methodology’, you might like to explore more about postgraduate study with these links:  

• Professional Doctorate Hub  
• What is a Professional Doctorate? 
• Are you ready to study for a Professional Doctorate? 
• The impact of a Professional Doctorate

Applying to study for a PhD in psychology

• Succeeding in postgraduate study - OpenLearn - Open University
• Are you ready for postgraduate study? - OpenLearn - Open University
• Postgraduate fees and funding | Open University
• Engaging with postgraduate research: education, childhood & youth - OpenLearn - Open University

We want you to do more than just read this series of articles. Our purpose is to help you draft a research proposal. With this in mind, please have a pen and paper (or your laptop and a notebook) close by and pause to read and take notes, or engage with the activities we suggest. You will not have authored your research proposal at the end of these articles, but you will have detailed notes and ideas to help you begin your first draft.

More articles from the research proposal collection

Defining your research methodology

Your research methodology is the approach you will take to guide your research process and explain why you use particular methods. This article explains more.

Level: 1 Introductory

Addressing ethical issues in your research proposal

This article explores the ethical issues that may arise in your proposed study during your doctoral research degree.

Writing your proposal and preparing for your interview

The final article looks at writing your research proposal - from the introduction through to citations and referencing - as well as preparing for your interview.

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Funded by the Vanderbilt Green Fund in 2021, students proposed filling a meadow with plants native to the Tennessee/Nashville area to increase pollination and biodiversity and support soil health on campus. Many of the research projects within the meadow are supported by Vanderbilt faculty. The university’s Curb Center for Art, Enterprise, and Public Policy funded the signage, and the Green Fund supported the planting of the meadow and the monitoring equipment.  

Follow @futurevusustainability and @vutrees on Instagram to learn more about this program.   

Soil Health Research  

Researchers, including faculty, undergraduates, middle and high school students, are monitoring the meadow to learn more about soil microbial activity, moisture levels and impact of the urban island effect on the area. A School of Science and Math at Vanderbilt class is taking core samples to learn more about soil health and its moisture under the direction of Chris Vanags , the d irector of the Peabody Research Office and a research assistant professor in the Department of Earth and Environmental Sciences, as well as SSMV program instructors.  

Explore the data.>>  

Allison Walker , assistant professor of biological sciences and chemistry, is collaborating with Vanderbilt students to conduct a genetic analysis of the soil. The research in the Native Meadow contributes to Walker’s research, which is focused on:  

• Developing algorithms that predict natural product activity from the biosynthetic gene clusters that produce them  
• Using machine learning to investigate regulation of natural product production  
• Developing tools to guide the engineering of biosynthetic gene clusters to produce novel natural product-like molecules  
• Developing machine learning tools to design natural product-like inhibitors of protein-protein interactions

Soil Your Undies  

The “ Soil-Your-Undies Challenge ” is an ongoing research project that plants white, 100 percent cotton undies in the ground. After 60 days of being buried, researchers can collect soil health information based on the decomposition of the material. This project isn’t limited to the native meadow and other locations on VU’s campus—anyone can participate to learn more about the soil health in their home yard.     

Spearheaded on campus by Vanags, and in collaboration with the ASCEND Initiative at Vanderbilt University and the Tennessee Environmental Council , the challenge was originated by Oregon farmers to develop more understanding about soil microbes, land management practices and carbon sequestration toward healthy and resilient soils.   

“I love having students involved in the project,” Vanags said. “For me it’s a rare experience for a student, particularly in an urban setting, to be able to immerse themselves in what I consider a very tranquil environment that also has a lot of educational opportunities to it. I absolutely love that aspect of it.  

“So part of this [project] is not just about science, but learning to observe. There is a great opportunity here to improve well-being. Being a scientist means you are observant, and observant means you are present, and that has a really positive impact on wellness. I hope that part of this [project] is a place for people to retreat, observe things and take a moment—go sit in one of those Adirondack chairs and think about things.”    

Learn how to participate.>>  

In 2023, a PhenoCam was installed overlooking the Native Meadow to study the relationship between the climate and the periodic events in biological life cycles of the trees and the plants. The cam and its data are overseen by Lin Meng , assistant professor of earth and environmental sciences, and her team.   

The PhenoCam Network was established in 2008 by Northern Arizona University to use imagery from networked digital cameras to track phenology in a diverse range of ecosystems across North America and around the world. Today, there are over 700 sites, including the camera at the Vanderbilt Native Meadow.   

Explore the data.>>

See today’s photo.>>

Art Inspiration  

After an initial conversation with Vanags, Professor Angus Galloway from the Art Department began collaborating with him on how to take learning outside the classroom, creating a mobile learning environment where students could explore new places on campus to activate their imaginations.

“Where clearly there is a structure to layout and the plants and the planting, this space is just able to grow—and the plants within the space just get to go where they need to go, which is great,” Galloway said. “So I was like, ‘You know, my students should come here.’ And they should do a project taking what they have learned in class and fusing it with this meadow—but only after they have confronted it, learned more about it. And each student really took it their own direction.”  

This initial project inspired Galloway to incorporate the meadow into future classes, including a new collaboration with SSMV instructor Dr. Menton Deweese and students to use inspiration from the meadow to create artwork using patterns found in nature and explore the science behind pigmentation and paper making. The project titled “Paper Experiments” is on display in the Peabody Fireside Room.”

Making Music  

Jonathan Rattner , associate professor and director of undergraduate students in the cinema and media arts, uses filmmaking to dive deeper into the idea of sensory experiences as a part of storytelling. After talking with Vanags and learning about the Native Meadow, Rattner began thinking about how to connect more with the natural world, including with plants and trees. He attached a synthesizer to plants in the garden, and he lets the plants do the talking and create music.   

“Some people look at the plant stuff and think it is silly because it is not really speaking or making music, but to me it is a sensory thing. It is a way of listening in a new way, experiencing the plants in a new way. And, arguably, that actually changes the way we interact with it,” Rattner said. “The hope is, and the plan with the garden, is to connect some more focused technology so we know exactly what they are focusing on—like the heat, for example—so we can actually track data.”  

Listen to the music.>>

The Native Meadow is open to the public. If you visit, share your photos and videos with @FutureVUSustainability on Instagram for a chance to be featured on the account.

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WATCH: 5 sustainability efforts you may not know about at Vanderbilt (Part Two) 

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