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17 Research Proposal Examples

research proposal example sections definition and purpose, explained below

A research proposal systematically and transparently outlines a proposed research project.

The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.

The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).

Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.

Watch my Guide: How to Write a Research Proposal

Get your Template for Writing your Research Proposal Here (With AI Prompts!)

Research Proposal Sample Structure

Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.

Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.

Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last

Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.

Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.

Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.

Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.

Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.

References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.

Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.

Research Proposal Examples

Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.

1. Education Studies Research Proposals

See some real sample pieces:

  • Assessment of the perceptions of teachers towards a new grading system
  • Does ICT use in secondary classrooms help or hinder student learning?
  • Digital technologies in focus project
  • Urban Middle School Teachers’ Experiences of the Implementation of
  • Restorative Justice Practices
  • Experiences of students of color in service learning

Consider this hypothetical education research proposal:

The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics

Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.

Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.

Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.

Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.

Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.

Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.

Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.

2. Psychology Research Proposals

See some real examples:

  • A situational analysis of shared leadership in a self-managing team
  • The effect of musical preference on running performance
  • Relationship between self-esteem and disordered eating amongst adolescent females

Consider this hypothetical psychology research proposal:

The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students

Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .

Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.

Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.

Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.

Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.

Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.

3. Sociology Research Proposals

  • Understanding emerging social movements: A case study of ‘Jersey in Transition’
  • The interaction of health, education and employment in Western China
  • Can we preserve lower-income affordable neighbourhoods in the face of rising costs?

Consider this hypothetical sociology research proposal:

The Impact of Social Media Usage on Interpersonal Relationships among Young Adults

Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.

Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.

Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.

Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.

Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.

Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.

4. Nursing Research Proposals

  • Does Orthopaedic Pre-assessment clinic prepare the patient for admission to hospital?
  • Nurses’ perceptions and experiences of providing psychological care to burns patients
  • Registered psychiatric nurse’s practice with mentally ill parents and their children

Consider this hypothetical nursing research proposal:

The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians

Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.

Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.

Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.

Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.

Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.

Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.

5. Social Work Research Proposals

  • Experiences of negotiating employment and caring responsibilities of fathers post-divorce
  • Exploring kinship care in the north region of British Columbia

Consider this hypothetical social work research proposal:

The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England

Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .

Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.

Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.

Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.

Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.

Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.

Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.

Research Proposal Template

Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)

This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.

Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.

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Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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The Essential Guide to Doing Your Research Project

Student resources.

Examples of Student Research Projects

Education During Coronavirus

A Smithsonian magazine special report

Science | June 15, 2020

Seventy-Five Scientific Research Projects You Can Contribute to Online

From astrophysicists to entomologists, many researchers need the help of citizen scientists to sift through immense data collections

Citizen science (mobile)

Rachael Lallensack

Former Assistant Editor, Science and Innovation

If you find yourself tired of streaming services, reading the news or video-chatting with friends, maybe you should consider becoming a citizen scientist. Though it’s true that many field research projects are paused , hundreds of scientists need your help sifting through wildlife camera footage and images of galaxies far, far away, or reading through diaries and field notes from the past.

Plenty of these tools are free and easy enough for children to use. You can look around for projects yourself on Smithsonian Institution’s citizen science volunteer page , National Geographic ’s list of projects and CitizenScience.gov ’s catalog of options. Zooniverse is a platform for online-exclusive projects , and Scistarter allows you to restrict your search with parameters, including projects you can do “on a walk,” “at night” or “on a lunch break.”

To save you some time, Smithsonian magazine has compiled a collection of dozens of projects you can take part in from home.

A blue heron caught on a trail cam.

American Wildlife

If being home has given you more time to look at wildlife in your own backyard, whether you live in the city or the country, consider expanding your view, by helping scientists identify creatures photographed by camera traps. Improved battery life, motion sensors, high-resolution and small lenses have made camera traps indispensable tools for conservation.These cameras capture thousands of images that provide researchers with more data about ecosystems than ever before.

Smithsonian Conservation Biology Institute’s eMammal platform , for example, asks users to identify animals for conservation projects around the country. Currently, eMammal is being used by the Woodland Park Zoo ’s Seattle Urban Carnivore Project, which studies how coyotes, foxes, raccoons, bobcats and other animals coexist with people, and the Washington Wolverine Project, an effort to monitor wolverines in the face of climate change. Identify urban wildlife for the Chicago Wildlife Watch , or contribute to wilderness projects documenting North American biodiversity with The Wilds' Wildlife Watch in Ohio , Cedar Creek: Eyes on the Wild in Minnesota , Michigan ZoomIN , Western Montana Wildlife and Snapshot Wisconsin .

"Spend your time at home virtually exploring the Minnesota backwoods,” writes the lead researcher of the Cedar Creek: Eyes on the Wild project. “Help us understand deer dynamics, possum populations, bear behavior, and keep your eyes peeled for elusive wolves!"

A baby elephant stands between the legs of an adult elephant.

If being cooped up at home has you daydreaming about traveling, Snapshot Safari has six active animal identification projects. Try eyeing lions, leopards, cheetahs, wild dogs, elephants, giraffes, baobab trees and over 400 bird species from camera trap photos taken in South African nature reserves, including De Hoop Nature Reserve and Madikwe Game Reserve .

With South Sudan DiversityCam , researchers are using camera traps to study biodiversity in the dense tropical forests of southwestern South Sudan. Part of the Serenegeti Lion Project, Snapshot Serengeti needs the help of citizen scientists to classify millions of camera trap images of species traveling with the wildebeest migration.

Classify all kinds of monkeys with Chimp&See . Count, identify and track giraffes in northern Kenya . Watering holes host all kinds of wildlife, but that makes the locales hotspots for parasite transmission; Parasite Safari needs volunteers to help figure out which animals come in contact with each other and during what time of year.

Mount Taranaki in New Zealand is a volcanic peak rich in native vegetation, but native wildlife, like the North Island brown kiwi, whio/blue duck and seabirds, are now rare—driven out by introduced predators like wild goats, weasels, stoats, possums and rats. Estimate predator species compared to native wildlife with Taranaki Mounga by spotting species on camera trap images.

The Zoological Society of London’s (ZSL) Instant Wild app has a dozen projects showcasing live images and videos of wildlife around the world. Look for bears, wolves and lynx in Croatia ; wildcats in Costa Rica’s Osa Peninsula ; otters in Hampshire, England ; and both black and white rhinos in the Lewa-Borana landscape in Kenya.

An image featuring marine life from Invader ID.

Under the Sea

Researchers use a variety of technologies to learn about marine life and inform conservation efforts. Take, for example, Beluga Bits , a research project focused on determining the sex, age and pod size of beluga whales visiting the Churchill River in northern Manitoba, Canada. With a bit of training, volunteers can learn how to differentiate between a calf, a subadult (grey) or an adult (white)—and even identify individuals using scars or unique pigmentation—in underwater videos and images. Beluga Bits uses a “ beluga boat ,” which travels around the Churchill River estuary with a camera underneath it, to capture the footage and collect GPS data about the whales’ locations.

Many of these online projects are visual, but Manatee Chat needs citizen scientists who can train their ear to decipher manatee vocalizations. Researchers are hoping to learn what calls the marine mammals make and when—with enough practice you might even be able to recognize the distinct calls of individual animals.

Several groups are using drone footage to monitor seal populations. Seals spend most of their time in the water, but come ashore to breed. One group, Seal Watch , is analyzing time-lapse photography and drone images of seals in the British territory of South Georgia in the South Atlantic. A team in Antarctica captured images of Weddell seals every ten minutes while the seals were on land in spring to have their pups. The Weddell Seal Count project aims to find out what threats—like fishing and climate change—the seals face by monitoring changes in their population size. Likewise, the Año Nuevo Island - Animal Count asks volunteers to count elephant seals, sea lions, cormorants and more species on a remote research island off the coast of California.

With Floating Forests , you’ll sift through 40 years of satellite images of the ocean surface identifying kelp forests, which are foundational for marine ecosystems, providing shelter for shrimp, fish and sea urchins. A project based in southwest England, Seagrass Explorer , is investigating the decline of seagrass beds. Researchers are using baited cameras to spot commercial fish in these habitats as well as looking out for algae to study the health of these threatened ecosystems. Search for large sponges, starfish and cold-water corals on the deep seafloor in Sweden’s first marine park with the Koster seafloor observatory project.

The Smithsonian Environmental Research Center needs your help spotting invasive species with Invader ID . Train your eye to spot groups of organisms, known as fouling communities, that live under docks and ship hulls, in an effort to clean up marine ecosystems.

If art history is more your speed, two Dutch art museums need volunteers to start “ fishing in the past ” by analyzing a collection of paintings dating from 1500 to 1700. Each painting features at least one fish, and an interdisciplinary research team of biologists and art historians wants you to identify the species of fish to make a clearer picture of the “role of ichthyology in the past.”

Pictured is a Zerene eurydice specimen, or California dogface butterfly, caught in 1951.

Interesting Insects

Notes from Nature is a digitization effort to make the vast resources in museums’ archives of plants and insects more accessible. Similarly, page through the University of California Berkeley’s butterfly collection on CalBug to help researchers classify these beautiful critters. The University of Michigan Museum of Zoology has already digitized about 300,000 records, but their collection exceeds 4 million bugs. You can hop in now and transcribe their grasshopper archives from the last century . Parasitic arthropods, like mosquitos and ticks, are known disease vectors; to better locate these critters, the Terrestrial Parasite Tracker project is working with 22 collections and institutions to digitize over 1.2 million specimens—and they’re 95 percent done . If you can tolerate mosquito buzzing for a prolonged period of time, the HumBug project needs volunteers to train its algorithm and develop real-time mosquito detection using acoustic monitoring devices. It’s for the greater good!

Pelicans coming in for landing on PELIcam.

For the Birders

Birdwatching is one of the most common forms of citizen science . Seeing birds in the wilderness is certainly awe-inspiring, but you can birdwatch from your backyard or while walking down the sidewalk in big cities, too. With Cornell University’s eBird app , you can contribute to bird science at any time, anywhere. (Just be sure to remain a safe distance from wildlife—and other humans, while we social distance ). If you have safe access to outdoor space—a backyard, perhaps—Cornell also has a NestWatch program for people to report observations of bird nests. Smithsonian’s Migratory Bird Center has a similar Neighborhood Nest Watch program as well.

Birdwatching is easy enough to do from any window, if you’re sheltering at home, but in case you lack a clear view, consider these online-only projects. Nest Quest currently has a robin database that needs volunteer transcribers to digitize their nest record cards.

You can also pitch in on a variety of efforts to categorize wildlife camera images of burrowing owls , pelicans , penguins (new data coming soon!), and sea birds . Watch nest cam footage of the northern bald ibis or greylag geese on NestCams to help researchers learn about breeding behavior.

Or record the coloration of gorgeous feathers across bird species for researchers at London’s Natural History Museum with Project Plumage .

A pressed Wister's coralroot below a letter and sketch of the flower found in Oct. 1937

Pretty Plants

If you’re out on a walk wondering what kind of plants are around you, consider downloading Leafsnap , an electronic field guide app developed by Columbia University, the University of Maryland and the Smithsonian Institution. The app has several functions. First, it can be used to identify plants with its visual recognition software. Secondly, scientists can learn about the “ the ebb and flow of flora ” from geotagged images taken by app users.

What is older than the dinosaurs, survived three mass extinctions and still has a living relative today? Ginko trees! Researchers at Smithsonian’s National Museum of Natural History are studying ginko trees and fossils to understand millions of years of plant evolution and climate change with the Fossil Atmospheres project . Using Zooniverse, volunteers will be trained to identify and count stomata, which are holes on a leaf’s surface where carbon dioxide passes through. By counting these holes, or quantifying the stomatal index, scientists can learn how the plants adapted to changing levels of carbon dioxide. These results will inform a field experiment conducted on living trees in which a scientist is adjusting the level of carbon dioxide for different groups.

Help digitize and categorize millions of botanical specimens from natural history museums, research institutions and herbaria across the country with the Notes from Nature Project . Did you know North America is home to a variety of beautiful orchid species? Lend botanists a handby typing handwritten labels on pressed specimens or recording their geographic and historic origins for the New York Botanical Garden’s archives. Likewise, the Southeastern U.S. Biodiversity project needs assistance labeling pressed poppies, sedums, valerians, violets and more. Groups in California , Arkansas , Florida , Texas and Oklahoma all invite citizen scientists to partake in similar tasks.

A group of Harvard computers and astronomers.

Historic Women in Astronomy

Become a transcriber for Project PHaEDRA and help researchers at the Harvard-Smithsonian Center for Astrophysics preserve the work of Harvard’s women “computers” who revolutionized astronomy in the 20th century. These women contributed more than 130 years of work documenting the night sky, cataloging stars, interpreting stellar spectra, counting galaxies, and measuring distances in space, according to the project description .

More than 2,500 notebooks need transcription on Project PhaEDRA - Star Notes . You could start with Annie Jump Cannon , for example. In 1901, Cannon designed a stellar classification system that astronomers still use today. Cecilia Payne discovered that stars are made primarily of hydrogen and helium and can be categorized by temperature. Two notebooks from Henrietta Swan Leavitt are currently in need of transcription. Leavitt, who was deaf, discovered the link between period and luminosity in Cepheid variables, or pulsating stars, which “led directly to the discovery that the Universe is expanding,” according to her bio on Star Notes .

Volunteers are also needed to transcribe some of these women computers’ notebooks that contain references to photographic glass plates . These plates were used to study space from the 1880s to the 1990s. For example, in 1890, Williamina Flemming discovered the Horsehead Nebula on one of these plates . With Star Notes, you can help bridge the gap between “modern scientific literature and 100 years of astronomical observations,” according to the project description . Star Notes also features the work of Cannon, Leavitt and Dorrit Hoffleit , who authored the fifth edition of the Bright Star Catalog, which features 9,110 of the brightest stars in the sky.

A microscopic image of white blood cells

Microscopic Musings

Electron microscopes have super-high resolution and magnification powers—and now, many can process images automatically, allowing teams to collect an immense amount of data. Francis Crick Institute’s Etch A Cell - Powerhouse Hunt project trains volunteers to spot and trace each cell’s mitochondria, a process called manual segmentation. Manual segmentation is a major bottleneck to completing biological research because using computer systems to complete the work is still fraught with errors and, without enough volunteers, doing this work takes a really long time.

For the Monkey Health Explorer project, researchers studying the social behavior of rhesus monkeys on the tiny island Cayo Santiago off the southeastern coast of Puerto Rico need volunteers to analyze the monkeys’ blood samples. Doing so will help the team understand which monkeys are sick and which are healthy, and how the animals’ health influences behavioral changes.

Using the Zooniverse’s app on a phone or tablet, you can become a “ Science Scribbler ” and assist researchers studying how Huntington disease may change a cell’s organelles. The team at the United Kingdom's national synchrotron , which is essentially a giant microscope that harnesses the power of electrons, has taken highly detailed X-ray images of the cells of Huntington’s patients and needs help identifying organelles, in an effort to see how the disease changes their structure.

Oxford University’s Comprehensive Resistance Prediction for Tuberculosis: an International Consortium—or CRyPTIC Project , for short, is seeking the aid of citizen scientists to study over 20,000 TB infection samples from around the world. CRyPTIC’s citizen science platform is called Bash the Bug . On the platform, volunteers will be trained to evaluate the effectiveness of antibiotics on a given sample. Each evaluation will be checked by a scientist for accuracy and then used to train a computer program, which may one day make this process much faster and less labor intensive.

12 images from the platform showcasing different galactic formations

Out of This World

If you’re interested in contributing to astronomy research from the comfort and safety of your sidewalk or backyard, check out Globe at Night . The project monitors light pollution by asking users to try spotting constellations in the night sky at designated times of the year . (For example, Northern Hemisphere dwellers should look for the Bootes and Hercules constellations from June 13 through June 22 and record the visibility in Globe at Night’s app or desktop report page .)

For the amateur astrophysicists out there, the opportunities to contribute to science are vast. NASA's Wide-field Infrared Survey Explorer (WISE) mission is asking for volunteers to search for new objects at the edges of our solar system with the Backyard Worlds: Planet 9 project .

Galaxy Zoo on Zooniverse and its mobile app has operated online citizen science projects for the past decade. According to the project description, there are roughly one hundred billion galaxies in the observable universe. Surprisingly, identifying different types of galaxies by their shape is rather easy. “If you're quick, you may even be the first person to see the galaxies you're asked to classify,” the team writes.

With Radio Galaxy Zoo: LOFAR , volunteers can help identify supermassive blackholes and star-forming galaxies. Galaxy Zoo: Clump Scout asks users to look for young, “clumpy” looking galaxies, which help astronomers understand galaxy evolution.

If current events on Earth have you looking to Mars, perhaps you’d be interested in checking out Planet Four and Planet Four: Terrains —both of which task users with searching and categorizing landscape formations on Mars’ southern hemisphere. You’ll scroll through images of the Martian surface looking for terrain types informally called “spiders,” “baby spiders,” “channel networks” and “swiss cheese.”

Gravitational waves are telltale ripples in spacetime, but they are notoriously difficult to measure. With Gravity Spy , citizen scientists sift through data from Laser Interferometer Gravitational­-Wave Observatory, or LIGO , detectors. When lasers beamed down 2.5-mile-long “arms” at these facilities in Livingston, Louisiana and Hanford, Washington are interrupted, a gravitational wave is detected. But the detectors are sensitive to “glitches” that, in models, look similar to the astrophysical signals scientists are looking for. Gravity Spy teaches citizen scientists how to identify fakes so researchers can get a better view of the real deal. This work will, in turn, train computer algorithms to do the same.

Similarly, the project Supernova Hunters needs volunteers to clear out the “bogus detections of supernovae,” allowing researchers to track the progression of actual supernovae. In Hubble Space Telescope images, you can search for asteroid tails with Hubble Asteroid Hunter . And with Planet Hunters TESS , which teaches users to identify planetary formations, you just “might be the first person to discover a planet around a nearby star in the Milky Way,” according to the project description.

Help astronomers refine prediction models for solar storms, which kick up dust that impacts spacecraft orbiting the sun, with Solar Stormwatch II. Thanks to the first iteration of the project, astronomers were able to publish seven papers with their findings.

With Mapping Historic Skies , identify constellations on gorgeous celestial maps of the sky covering a span of 600 years from the Adler Planetarium collection in Chicago. Similarly, help fill in the gaps of historic astronomy with Astronomy Rewind , a project that aims to “make a holistic map of images of the sky.”

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Rachael Lallensack

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Rachael Lallensack is the former assistant web editor for science and innovation at Smithsonian .

  • Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

Learn about a simple search process for students in primary school, middle school, or high school Kathleen Morris

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

  • These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
  • Many of these ideas can be repeated throughout the year.
  • Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
  • Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
  • Some of the activities could fit into more than one category.
  • Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
  • Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

mini research project examples

  • Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
  • Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
  • Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
  • Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
  • Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
  • Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
  • Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

mini research project examples

  • Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
  • Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
  • Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
  • Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
  • Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
  • Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
  • Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
  • Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
  • Watch this video  from Code.org to learn more about how search works .
  • Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
  • Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

What is the population of Australia

  • Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
  • Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
  • Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
  • Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
  • Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
  • Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
  • Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
  • Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

Anatomy of a google search result

  • Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
  • Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
  • Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
  • Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
  • Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
  • Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
  • As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
  • Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

mini research project examples

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

  • Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
  • Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
  • Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
  • Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
  • Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
  • Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
  • Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
  • Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
  • Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
  • Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
  • Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

mini research project examples

  • Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
  • Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
  • Find a collection of resources on a topic and add them to a Wakelet .
  • Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
  • Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

Learn how to teach research skills to primary students, middle school students, or high school students. 50 activities that could be done in just a few minutes a day. Lots of Google search tips and research tips for kids and teachers. Free PDF included! Kathleen Morris | Primary Tech

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

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So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

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So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

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So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

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Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

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Focus Students with the Mini Research Project

A mini research project can help students focus on the most important central theme of the lesson. The goal of the mini research project is for students to invest in learning about a new topic, and then sharing with their classmates what they learned. The project is meant to support and reinforce a specific central idea of the lesson or unit. I suppose this is true of any research project, but as you will see, the mini research project has some unique characteristics that make it a great choice!

Mini Research Project Learn and Share

There are two parts to the mini research project: first students learn, then they share! 

Learn: 

The mini research project is designed to allow students to take a deeper dive into a particular topic. For example, in my Biology class we learn about the drivers of Climate Change. Students then do a mini research project to learn and share about new renewable energy innovations that work to fight climate change. Everyone chooses a different innovation to write about! 

Structure of the Mini Research Project

The mini research project invites students to jump right into the meat of a topic. There is no introductory paragraph, no conclusion, no fluff to fill up space – just information. 

Here I must confess, I am a science teacher. English teachers forgive me….this may not be the blog post for you! As a science teacher, my goal is to help students learn a specific science objective. This does not include how to write a formal paper. It does not include how to cite a formal paper. Nor even how to search online for resources. I just want them to learn a very specific central idea. If you, fellow teacher, have the same goal, read on!

Give students a short, concise rubric for what you want them to learn and share. Try to hone in on the two or three most important things you want them to focus on. Students write one paragraph for each part of the rubric. 

In my example, they must describe how their renewable energy technology/innovation works, and then explain how the technology helps to fight against climate change. Just two paragraphs, but they both reinforce the central idea of the lesson, causes of climate change. They must reflect on the causes of climate change as they explain how their innovation combats climate change. 

Here are a few other possibilities as inspiration for your own classroom:

  • Topic: Adaptations. Project: Research an animal/plant. Describe two adaptations of the animal/plant. Explain specifically how the adaptation allows it to live in its biome. Central idea reinforced: Adaptations help organisms survive in their particular environments.
  • Topic: Cell Organelles. Project: Research a disease that is caused by a faulty organelle. Describe two symptoms of the disease. Explain how the dysfunction of the organelle leads to the symptoms of the disease. Central idea reinforced: Organelles may be small, but they are vital to the function of the body.
  • Topic: Cell Types. Project: Research a particular cell type (neuron, red blood cell, skin cell, sperm, etc- there are over 200!). Describe the shape of the cell type. Explain the function of the type of cell. Central idea reinforced: The body is made up of many different unique cell types that work together. 
  • Topic: Industrial Revolution. Project: Research one new technology of the industrial revolution. Provide a brief summary of who invented it, when and where. Describe what the invention did. Explain the impact of this invention. Central idea reinforced: The inventions of the industrial revolution changed the world!

Students Each Research Something Different:

Each student must pick something different to research. It can be very helpful to provide a list of possible ideas to choose from. This ensures they are choosing something that makes sense! It also prevents wasted time for kids who have trouble making a choice. Plus, by allowing students to sign up for a particular idea, first come first serve, you are ensuring that everyone is researching something unique. 

In my example, I did a bit of research myself and compiled a list of 30 new innovations that combat climate change. The list is on a shared Google Doc. Everyone logs in and selects their topic by writing their name beside it. 

To save even more time, consider providing a link to information about each topic on the list. Students can jump right into learning about their topic, rather than searching the internet. Again, my goal for this assignment is not to teach students how to find sources. I want them to spend their time learning about the central idea in a deeper way. So I have no problem providing them with the resources for their learning. 

If there are not enough topics for your whole class to choose something unique, create a list of possibilities as long as you can, and still allow the fewest number of duplicates. For example, if you have 30 kids, and only 15 topics, allow each topic to be covered twice. On share day, they must still hear from two to three people that have unique topics (more on that later!). 

Incorporate Art

Mini research projects are a great way to include art in science. Have your students create a drawing that represents their research in some way. In my example, they draw an annotated image of the innovation they choose. 

The act of drawing utilizes different areas of the brain and strengthens learning. That is one reason doodle notes are so effective! They must think about the subject in a new and different way. A drawing is also super helpful for visual learners, both for the student doing the project, and for the students he shares the project with. 

The goal of the mini research project is for students to invest in learning about a new topic, and then sharing with their classmates what they learned. The project is meant to support and reinforce a specific central idea of the lesson or unit. I suppose this is true of any research project, but as you will see, the mini research project has some unique characteristics that make it a great choice!

Put it on Paper:

I give kids a half sheet of white paper (cut ‘hamburger style’). They write what they learn on the front, and draw on the back. Mini research projects are simple and short – the half sheet of paper reminds them not to write too much. The small size is less daunting to timid writers. 

The same is true of the drawing. Give them a whole sheet of whtie paper and you are likely to get back a drawing that is still mostly open white space! But a half sheet seems to encourage students to use the space.

Challenge them to fill the whole page! Fill one side with words, the other side with a colored drawing! My motto is ‘full color for full credit!’ But be sure to provide opportunity for students to use your classroom colored pencils or markers. Some kids do not have access to these at home. 

Once students have finished their project, they are ready to share!

Traditionally, research projects are shared to the whole class at the front of the room, one student at a time. This can be an option if you have the time and inclination. Consider using a document camera to project students’ drawings. Or take a digital photo of the drawing so you can project it. 

However, one of the joys of the mini research projects is that they are perfect for speed sharing! 

Speed sharing is fast and interactive! Students pair up and share what they learned with each other, then move on to pair with someone new and share again. There are two ways you can do this.

Controlled Speed Sharing

Have half your class sit or stand, while the other half rotates around the room. Give students 5 minutes (or however long you think it will take) with each partner. When the buzzer sounds, the rotating students move one student to the right. You decide how many partners they share with! 

Chaos Speed Sharing!

Let students wander around the room finding new partners to share with at will. To provide a bit more structure, set a timer and have them stay with one partner until the timer goes off, then find a new one. 

Provide Accountability:

You want to be sure that students are actually learning from their partners. Here are a few ideas:

  • Have them write down what they learn as they go. Provide a sheet to fill out that is basically your rubric, but with space to write on. They will fill out one ‘rubric’ for each partner they talk to. Since the rubric is short and simple, you can fit four or five on a single page. Then collect the sheets for a classwork grade.
  • At the end of the rotations, call on a few random students to tell the class what they learned from another student. Let the class know beforehand that you will be doing this – you will find that a lot of them will choose to take notes on their own!
  • Tell students the central idea that you are looking to reinforce with this mini research project. Have them collect three (or however many) pieces of information from their classmates that supports the central idea. Write them down and turn them in.
  • For an advanced class, challenge students individually to come up with what they think the central idea is! Have them collect information that supports their central idea. It is fun to have students share what they think is the central idea after rotations are finished. 

Great Things about the Mini Research Project

If you are not yet sold on the mini research project, here are a few more reasons they are great!

  • Student interest: They get to choose what to research!
  • Save paper: Half sheet per student! 
  • Prevent plagiarism: The research is so constrained that students are forced to summarize what they learn. 
  • Save class time: Compared to a traditional research assignment, it is so much faster for students to complete a mini research project. I give around 50 minutes of class time, plus a night or two to finish for homework if need be. Share time can take only ten to thirty minutes, depending on how many rotations you want to go through. 
  • Save YOUR time! Grading traditional research paper vs a half sheet? Not even close!
  • Focus students: The rubric and single half piece of paper force students to focus on just the important bits of the project. 
  • Challenge: Long winded students must practice brevity!
  • Safety: Students who struggle with reading, writing, and sharing feel much more comfortable with mini research projects. 

What do you think of the mini research project?

Let us know in the comments: what central ideas and topics would work well for a mini research project in your classroom?

If you like this article, check out this one – Eleven ways to keep students engaged during direct instruction!

Or this popular article from our sister site – Best Way to do Test Corrections to Save Time and LEARN from Our Mistakes!

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The goal of the mini research project is for students to invest in learning about a new topic, and then sharing with their classmates what they learned. The project is meant to support and reinforce a specific central idea of the lesson or unit. I suppose this is true of any research project, but as you will see, the mini research project has some unique characteristics that make it a great choice!

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Natural Resources Mini-Research Project

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For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html .

In this activity, students are given a brief introduction to the breadth and diversity of natural resources, and then separated into small groups. Each group conducts literature research on a specific topic relating to natural resources, creates a five minute presentation on their topic, and then presents it to the class. Through their own research, students learn that we use more resources from the Earth than oil, that all resources we use are finite, and their extraction and use have a variety of impacts.

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  • Short URL: https://serc.carleton.edu/27795 What's This?
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  • Published: 20 February 2019

Mini research projects as a mechanism to improve the quality of dementia care

  • Hava Golander 1  

Israel Journal of Health Policy Research volume  8 , Article number:  16 ( 2019 ) Cite this article

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Several models have been proposed to connect academia and practice in order to improve long-term care. In this paper we propose and describe the “Mini-Research Group” as an alternative model of such collaboration. The formation of mini-research groups was the unplanned by-product of a longitudinal action research project headed by the late Prof. Rebecca Bergman, a prominent nursing leader from the Department of Nursing at Tel-Aviv University. It involved a two-stage project aimed at developing, and later implementing, a specific tool to evaluate the quality of care provided in geropsychiatric units and to design a nursing intervention which entailed an improved model for care in specialized geropsychiatric units for persons with dementia. Initially, this article describes the projects that led to the development of mini-research groups, and then continues to describe several mini-research projects, focusing on the research questions which emerged from practice as well as the variety of methodologies used. Finally, we discuss the ways in which mini- research groups contributed to the quality of care for persons with dementia, benefited their families, professional staff, faculty participants, and advanced policy development. We argue that in light of the present array of ethical and legal restrictions which inhibit the recruitment of participants, using mini-research groups combined of practitioners and researchers, can provide a pragmatic solution, not only to overcome these barriers, but to improve the quality of care, stimulate clinical dementia research, and promote new insights into the lives of persons with dementia.

Several models have been proposed to connect research with practice in order to improve long-term care, among them research institutes affiliated with nursing homes, clinician-initiated research programs, or the more comprehensive tri-focal model of care which combines patient centered care, positive work environment, and evidence-based practice under one big umbrella which fosters a collaborative relationship between nursing homes and academic institutions. [ 1 , 2 , 3 ] Despite their prior successes, these models seem to have disappeared from the field of dementia research. This paper sets forth an Israeli model for addressing this and other challenges: the mini-research group.

The initiative to improve and evaluate the effectiveness of care in geropsychiatric units, which was started by Prof. Rebecca Bergman in 1985 and completed in 1992, produced important lessons for understanding persons in advanced stages of dementia and for assessing care provided and research conducted in geropsychiatric units. This longitudinal action research involved about 70 nurses from 20 geriatric centers in Israel, national geriatric inspectors from the Ministry of Health and faculty members from Tel Aviv University. The establishment of the mini-research groups was one of a number of unplanned positive outcomes which emerged from this project [ 4 ].

A previous report of an interdisciplinary committee on “quality of care in services for the elderly” [ 5 ] provided a comprehensive framework for Prof. Bergman’s project. The basic undifferentiated model consisted of six major domains: physical environment, psychological environment, basic personal care, health care, family involvement and human resources. Thus, the first stage of the project involved further developing a specific model which would be relevant and unique to the geropsychiatric units’ characteristics. This involved reviewing the literature, conducting on-site observations, and interviewing residents, families and staff caregivers. The tool that was developed was tested in several settings [ 6 ]. It related to residents as individuals, as groups, and to the unit as a whole. The model provided for 72 cells which evaluated nine focus items on eight administrative, affective, and instrumental measures, as shown in Fig. 1 .

figure 1

A model of the two-dimensional model containing 72 cells

The second phase of the project included the implementation of the tool. The leading project team organized bimonthly full day meetings attended by more than 70 nurses, including unit nurses and directors from 20 geriatric centers, national geriatric nursing inspectors, and nursing faculty from Tel-Aviv University. Each gathering, hosted by a different geriatric center, followed a similar format: presentation of a background paper, discussion of one of the measures of care, guided tours of geropsychiatric units, and exchanges of information regarding problems and experiences related to the topic in discussion. In addition, the project core team, consisting of three geriatric nurse specialists, provided in depth guidance to six non-profit geropsychiatric units during weekly site visits. The team focused on identifying needs, planning and implementing change, and encouraging grass-roots involvement in every phase of the process. One year later, a follow up study showed improved quality of care, retention of positive changes and higher satisfaction among residents, families and staff as compared to the status quo at the project’s onset [ 7 ].

The mini-research groups, an outgrowth of the project’s large group meetings, continued to operate far beyond the official termination of the project (about 10 years). Each group consisted of practical unit nurses, guided by an academic advisor, and focused on a common unresolved clinical problem, which was raised by the clinical staff. With the help of the academic advisors, the problems were framed in terms of systematic research questions, with the goal of formulating appropriate interventions for challenging issues. Favorable results from one study group encouraged the establishment of additional mini-groups to solve other problems within the psychogeriatric unit’s daily routine. Altogether, about 15 mini-research groups were convened to study a wide range of clinical problems, such as how to use Jacuzzi bathing as a therapeutic tool; how to address loneliness; and how to reduce violence.

In order to illustrate how the insights gained from a mini-research project can serve to promote the understanding of dementia and the improvement of care, several exemplars of successful mini-research projects are presented herein, each with its distinctive incentive, methodology and outcomes.

Examples of the mini-research projects

The “Violence Group” Reducing violence among geropsychiatric residents:

Violent outbursts by residents are common occurrences in geropsychiatric settings. The study team decided to study what triggers outbursts of violence. What cues in the resident’s behavior might indicate a mood change? How should violence be categorized? Which interventions can be helpful?

The group carried out a literature review, gathered more than 30 observed and reported relevant incidents, documented them on a semi-structured questionnaire which they developed (see Fig.  2 ) and, using qualitative techniques, analyzed the data in relation to the residents’ characteristics, the nature of the violent act, the reactions of others, and which interventions were effective. The study team presented its findings to the greater group and its findings encouraged others to establish additional mini-research groups [ 4 ].

The “Mirrors Group” – The use of mirrors as a therapeutic tool for raising self-awareness:

figure 2

Sample incident report

An occasional observation reported by a nurse about a resident in the geropsychiatric unit ,who was searching obsessively in front of and behind the mirror - provided the incentive to establish another group to examine the effects of mirrors on persons with dementia. How do persons with dementia relate to their image in the mirror? Is the use of mirrors effective in raising levels of self-awareness, calmness and satisfaction? In order to answer these questions, the mini-research group carried out a simple experiment in which 100 persons with dementia were exposed to mirrors of different sizes. Their reactions were documented and analyzed, showing varied responses to looking in the mirror. Most responses were positive (52%) with increased self-awareness regarding personal care, while others were indifferent (10%), or even angered (12%). A majority of residents appeared to benefit from looking at the mirrors. In some instances, the use of mirrors led to improved communication between residents and professional staff. The results of the study team’s work brought to light a new and inexpensive therapeutic tool for persons with dementia: mirrors [ 8 ].

The “Dolls Project” – The use of dolls as a therapeutic tool to awaken pleasurable affective responses:

The therapeutic use of dolls in dementia, though still controversial, is becoming more prevalent at nursing homes and dementia centers. Supporters say that dolls can lessen distress, improve communication and reduce the need for psychotropic medication. Critics say that dolls are demeaning and infantilize seniors. The Dolls mini-research project was a pioneering attempt to systematically examine the influence of dolls as a sensory stimulus to residents in geropsychiatric units [ 9 ]. Using a simple experimental design, the staff placed a variety of human and animal figures in a central location inside the activity rooms of 5 units. Using a pre-coded form, the staff observed reactions to the presence of the dolls, method of selection, type of contact, verbal and body communication, behavior of family members and others, and the emotional impact of the dolls. While the attention span of the residents to the dolls varied from a few moments to several hours, the data revealed that more than half of the 100 residents appeared to be happy with the dolls. The residents usually selected “their” same doll. Touching or holding the dolls elicited pleasure, reassurance, and comfort, often stimulating nonverbal communication, with the potential for verbal communication and better interaction between residents and staff. Thus, the researchers found that dolls can be used therapeutically to awaken pleasurable affective responses in persons with dementia.

The “Jacuzzi Bath Project” – The use of Jacuzzis as a therapeutic tool to address the needs of specific residents.

The Jacuzzi research group was actually formed in order to solve a space-management problem: The luxurious Jacuzzi room in one of the units was reduced to a storeroom because the staff was concerned that entering the tub or bathing might cause residents to feel anxiety, confusion, or might provoke them to violence. The group decided to study whether the Jacuzzi could be used therapeutically. A review of the literature did not produce any relevant information, although hydrotherapy is widely accepted. The methodology incorporated a series of case study analyses. The unit team was encouraged to identify residents whose specific problems might be ameliorated through use of the Jacuzzi. The staff provided an inviting Jacuzzi experience and later evaluated the impact of the treatment in selected situations: a person with aggressive behavior; two night wanderers; and a woman with severe body pain due to arthritis. All the Jacuzzi baths produced a beneficial effect, and the staff overcame their concerns about possible harm to the residents. Consequently, two additional nursing homes participating in the project decided to place Jacuzzis in their geropsychiatric units.

The “Social Networks Project” – Understanding the interpersonal relationships among residents in a geropsychiatric unit.

Several nurses were interested in examining the potential for establishing social networks among residents with dementia and the possible impact on the residents’ quality of life. The nurses wished to see if altering the social environment could enhance relationships. This project later developed into a research thesis conducted by graduate student Perri Cohen [ 10 ]. The methodology chosen was a semi-structured open questionnaire (see Fig.  3 observation schedule). It included the description of a relationship, the morphology of each tie (dyad, triad, or cluster structure), the psycho-social nature of the tie (aggressive/passive/friendly), the degree of symmetry in engagement, the function of the tie (intimacy/being together/help/control etc.) and the identification of the initiator. The depth of the tie and the relationship of the environment to the tie were also observed. Data analysis incorporated qualitative and quantitative methods. The results showed that 44% of the residents with dementia were involved in a consistent social tie of some kind, most often observed as “being together” in a dyad (80%), or in a “concern and help” relationship (66%). The resident’s background variables did not influence the formation of social ties, and neither did his/her cognitive or physical function. Significantly, most of the ties were developed between two residents with different levels of function. This seemed to allow for reciprocity and for the enhancement of self-esteem for both parties. The study concluded that social skills, preferences and abilities were relatively preserved in residents with dementia even for those in the more advanced stages of the disease, suggesting that staff members can play a more active role in facilitating the social environment of the residents than previously thought. For example, staff members can maintain a resident’s grooming and aesthetic appearance to promote social interaction, and can promote a friendly atmosphere in the unit for the overall well-being of residents.

figure 3

Obsevation Schedules Socialities

Contributions of the mini-research group

The impact of the mini-research groups was multi-dimensional and relatively long lasting. The four major contributions of the project were:

Improved quality of care - The mini-research projects had a marked effect on the quality of care in the psychogeriatric units. Staff became more sensitive, attentive and knowledgeable to residents’ potentials and needs. Care became more holistic in the sense of integrating physical, psychological, and social aspects. Nursing interventions tended to become more active, creative, evidence-based, and individualized, compared to the regimented care provided prior to the project.

Increased family involvement - Due to the active role family members played during the project by providing data and feedback to the staff, they became more involved in the unit, They intensified their participation in unit social activities, became closer with the staff and gained an increased general awareness of the needs and potential of their relative and the staff.

Improved self-image of nursing personnel - Personnel employed in the geropsychiatric units traditionally perceive themselves and others employed at nursing homes as holding the least desirable positions in the work world. Those with the opportunity to advance usually preferred more prestigious work environments than those found at geriatric centers. As a result, nursing home staff included few nurses with academic or post-basic preparation. The geropsychiatric project brought a positive change to the self-image of staff members employed in units which participated in mini-research groups. Such staff members became the center of professional attention and the envy of their colleagues in other geriatric units. The geropsychiatric nurses reported that they felt stimulated and challenged and were more eager to continue in their place of work, an environment which had become exciting and rewarding. They felt that they had become more independent in their practice and more knowledgeable, individually and as a group. They took pride in their new practice, they often documented their projects in video and presented their experiences in professional conferences. Upon termination of the formal project, group members decided to continue on their own. They established a national geropsychiatric nurses association, published their own professional journal “The Forum,” organized their own annual conferences, and with some modifications, continue to function as a strong specialty group organization to this day.

The merit of collaboration between practitioners and researchers – The frequent meetings of the mini-research groups provided a model for collaboration between academia and providers that enriched both parties and enhanced mini-research group outcomes. The merit of the collaboration for the practicing nurses seemed most obvious. With guidance by an experienced researcher from academia, staff was introduced to new ways of thinking and developed a research approach to their everyday practice. They learned how to identify problems, focus on goals, review literature, gather data, analyze data, and reach conclusions. An academic advisor, acted as a role model and a facilitator to energize the nurses’ potential individually and as a group.

The merit of such collaboration for the academic research advisors, while less obvious, also warrants favorable comment. The close exposure of the researcher to practicing nurses and to daily life in the clinical field provided him/her with new, enriched and grounded perspectives which assured the relevancy and accuracy of research in relation to the reality experienced by subjects. Through the joint experience of collaboration, the dialogue between practitioners and researchers fostered new ways of thinking, mutual learning and appreciation between clinical practice and academia. The researchers learned to frame and prioritize research questions consistent with the questions’ importance to persons with dementia, staff and family members. They found that “small and simple” research questions were at times more helpful than “complicated and sophisticated” ones. The staff proved that with little guidance, they could become astute and creative partners in collecting and analyzing data generated by observations and other qualitative method techniques, so relevant for the study of dementia, yet so complicated to implement [ 11 ]. Collaborating with service personnel also afforded researchers the satisfaction of witnessing the immediate implementation of their research ideas and recommendations.. The combination of direct input and real-life problems in the field, aided by the experience of practitioners and the knowledge of academia researchers proved to be a happier marriage than the hopeful parties could have imagined during their courtship.

What can we learn today from the experiences of the mini-research groups which operated in the past?, and how can we apply the lessons learned to the future? Effective research and treatment of dementia, and improving the quality of life and promoting social inclusion of persons with dementia have been identified as a global public health priority by the World Health Organization [ 12 ]. Yet conducting research into these matters presents complex ethical and methodological issues [ 13 , 14 ]. For example, while obtaining an Advance Research Directive (ARD) is still considered a valid consent in the first stages of dementia, ethics review committees are often reluctant to permit even qualitative methods studies to be conducted on people in advanced stages of dementia. These and other obstacles hamper progress [ 11 ]. The mini-research model is one way of addressing the numerous ethical and legal requirements which hinder advancement. The mini-research group format provides a pragmatic solution, not only in overcoming procedural barriers, but also in stimulating more research and promoting a greater understanding of persons with dementia. The idea of bringing practitioners and researchers together to study and resolve specific issues which arise in clinical settings has innumerable advantages: The model is simple to administer and overcomes bureaucratic and logistical barriers. Mini-research groups can bring about significant and immediate impacts on the quality of care because they examine and work to resolve “real” problems in specific settings. A diverse research team has a greater likelihood to understand persons with dementia. The diversity within mini-research groups increases the likelihood of finding creative paths forward and furthering the professional growth of participating field practitioners and academic researchers, all to the benefit of persons with dementia.

Prof. Bergman started her project with modest funding, but overflowing personal magnetism, enthusiasm, motivation as well as receptivity by the clinical community. In the ensuing years, long term care facilities have become more overwhelmed with clinical, ethical, legal and financial constraints. If improving the care of persons with dementia is indeed a global goal, achieving progress will require not only sufficient resources and infrastructure, but the selection of effective models for advancing knowledge and implementing best practices. The collaboration of practitioners and researchers in mini-research groups can provide an answer to many of the challenges of addressing the needs of persons with dementia. Yet, to ensure such cooperation on a national level and for long lasting periods, every care policy program should develop and assimilate an appropriate research strategy aimed to increase the knowledge and understanding as well as to ensure the provision of quality care for people with dementia and their family members.

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Acknowledgements

This paper is dedicated to the beloved Prof. Rebecca (Beccy) Bergman (1919-2015) whose vision, creativity, leadership and unique personality led to the outstanding achievements of this project. Prof. Bergman, a distinguished international leader in her field, was the first nurse to be awarded the Israel Prize for her life-long contribution to society and the nation.

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Golander, H. Mini research projects as a mechanism to improve the quality of dementia care. Isr J Health Policy Res 8 , 16 (2019). https://doi.org/10.1186/s13584-018-0273-5

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10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

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Handout, hereunder, is an example of a generic outline for a five-chapter dissertation, thesis or final project, Dissertation Life Cycle (D.L.C.): the third chapter on methodology varies for a qualitative, quantitative, or mixed-method design:

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30 mini project ideas

Top 30 Mini Project Ideas For College Students [UPDATED]

Nov 22, 2023 22 Min Read 12146 Views

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Finding the right mini project for your UG & PG assignments is a tough battle , isn't it? As a beginner just starting out in tech, you might feel overwhelmed by the project submissions and deadlines, but we're here to make that easy for you.

This comprehensive guide with Mini-Project Ideas for college students will become your go-to handbook for all your project deadlines . This blog lists 30 tailored ideas for your college mini project, ranging from beginner to pro-level projects.

We've designed it in a way that the time and effort involved in project creation will be minimal . Do go through the entire blog so that you can find the project idea that best suits your specialization.

Table of contents

  • The Top 30 Easy-to-Build Mini Project Ideas For Students
  • Word Processors like Notepad or Notepad++
  • Syntax Checker
  • Code Indenter
  • Simple Paint Application
  • Library Management System
  • Hospital Management System
  • Code Editor
  • Website for Business, Portfolio website, Website for your city 
  • Inventory System
  • Mini Search Engine
  • Resume Builder Software
  • IRCTC Railway Booking System Clone
  • GUI for Databases like MySQL, Oracle, MongoDB, etc.
  • Build your own Linux Commands/ DOS Commands
  • Mini Facebook/ Twitter
  • Online Banking System
  • Online Ticket Booking System
  • Music Organizer
  • Price Comparison Website
  • Amazon/ Flipkart Clone
  • YouTube Clone
  • Matrimonial Website
  • WYSIWYG HTML Editor
  • Web Scraper
  • Simple Chat Program
  • Quiz Website
  • Stack Overflow Clone
  • Online Voting System
  • Expense Tracker App/ Website
  • Wrapping Up
  • How do I select a mini project topic?
  • How do I find a good project topic?
  • How do you make a mini project in college?
  • What are the latest project topics?

The main objective of creating a mini project for college is to facilitate students to gain profound insights on the subject matter with practical knowledge .

Project creation helps evolve your creative thinking, analytical skills, and reasoning ability. These real-life projects will be the foundation for a successful career in the future. Let's get started!

Mini project ideas

1. Word Processors like Notepad or Notepad++

Creating a word processor like Notepad can handle characters and fonts from a pre-defined library. This mini project is very practical because as it is already a widely used software.

You can create a  primary document with menus such as File, Edit, and Help.  You can develop this project using Python and JAVA.

2. Syntax Checker

You can build a simple syntax checker, a widely used application by students like you. Developing a syntax checker would require a good understanding of parsing techniques .

One would also need to create a complete description of the language parsed. 

3. Code Indenter

Another interesting mini project idea related to your study is code Indenter. Code Intenders are generally used to improve code readability and facilitate easy formatting .

Using HTML, CSS, and JavaScript, one can build a code indenter to help format and indent the input code. You can introduce features like syntax highlighting and light and dark themes to make the indenter more professional and operational.

4. Simple Paint Application

Try to invent an Interactive Painting or drawing application with adequate drawing tools using Java or an API like Open GL or even HTML, CSS, and JavaScript.

5. Library Management System

A Library Management System(LMS)  is a programmed software to organize books in the library in a way it is easy to access by the readers and the library itself. 

With the help of LMS, one can track the books available in store,  lost/ out-of-stock, books issued and returned, etc. The LMS streamlines the operational processes of a library.   

Creating a library management system is a popular project among college students. You can accomplish this mini project with SQL and a programming language like Java or Python . You create login provisions and profiles for each user to maintain the records in the database. 

6. Hospital Management System

 A hospital management system is a cloud-based system that facilitates managing the effective functioning of the hospital. When you create HMS software,  confirm you turn all paperwork functionalities into online services such as prescriptions, insurance details, treatment charges, and more. 

You should build respective databases, forms, and pages to manage all the information regarding patients, doctors, staff, Pharmacy, Lab, Billing, etc. You can follow HTML, CSS, JScript, ASP.Net, C#, and SQL Server to construct HMS for your project. 

7. Code Editor

Code Editor helps programmers develop codes in a streamlined manner. Creating a code editor requires basic knowledge of web development, i.e., HTML, CSS, and JavaScript .

code editor mini project idea

Styling the editor, compiling the code, and representing the result can make it look like a complex project, but this isn’t true when you start exploring the learning part behind it.

8. Website for Business, Portfolio website, Website for your city 

You can build a highly-operational website for yourself, your business, and your city. It is a gratifying idea because you get a portfolio/your business site, and an academic project in one go . 

A simple website with several web pages and a navigation system can be a simple yet rewarding mini project for college students.

9. Inventory System

You can build an Inventory System application using PHP and MySQL . The steps involved include designing the database, setting up the phpGrid, and creating a user interface.

10. Mini Search Engine

You should include servers and content pages to enable the engine to index while creating a mini-search engine like Google.

Mini search engine project

This search engine should be programmed to perform parsing, crawling, indexing, and query-serving functions, and return the results on a result page .

11. Resume Builder Software

You can create resume builder software using web development tools, a PHP server, and MySQL . Ensure your software encrypts passwords, converts web pages into PDF formats, and secures the data. Also, incorporate a creative dimension to the User interface of the website. 

12. IRCTC Railway Booking System Clone

This mini-project idea is a simple replica of IRCTC, a railway booking system. This booking system will create and manage ticket reservations, display timings, routes, and availability, and generate PNR numbers for passengers.

13. GUI for Databases like MySQL, Oracle, MongoDB, etc.

One of the best ideas in this list is to build a user-friendly GUI for databases. It helps users access the underlying database efficiently. You can achieve this project using Python frameworks like pyQT or Tkinter .

14. Build your own Linux Commands/ DOS Commands

There are millions of commands we use in Linux. Have you ever thought of creating your commands? 

You need to have a good knowledge of Linux commands with their attributes to build this project. Try to focus on integrating Linux knowledge with scripting.  You can construct Linux commands by creating a bash script and making it executable.

15. Mini Facebook/ Twitter

You can build your social networking site or Facebook/Twitter clone for your Mini project. Creating a social networking website can be exciting and rewarding. These real-life-adjacent projects will help you identify an innovator within and develop similar useful apps or products in the future.  To execute this project, you need frontend and backend development, a clean UI with defined information architecture, a prototype , and an interface concept.

16. Online Banking System

Developing an admin-controlled banking system is a great idea. Equip users to create an account and carry out seamless transactions. You could construct an online banking system using PHP and MySQL .

17. Online Ticket Booking System

It is similar to the banking system project. You would require a database, a homepage, and modules for agents, administrators, and users to produce this fascinating mini project. Plus, you can define your frontend UI with the utmost creativity and usability to make your mini project stand out from the rest of the class. 

18. Music Organizer

Everyone loves Music. “Music organizer” is a solution project for our hassle-free music experience. Basically, you'll be creating like a very mini-version of something like Spotify.

Mini project using Java

You could use Java programming to create a system that organizes digital music files. You can incorporate features such as filter, sort, and sync.

19. Price Comparison Website

A price comparison website should enable users to access price data from other websites and compare them for random products. In addition to web development, this project would require web scraping tools.

20. Amazon/ Flipkart Clone

Building Amazon/ Flipkart is similar to building a website. Since it is an e-commerce site, it involves creating an online store and a payment gateway . Using Python and Django is a popular way to build such a website, even if it is a professional need.

Want to learn in-depth concepts in Python to create a website like Flipkart? Learn Python in your language for free by signing up for GUVI’s comprehensive course today!

21. YouTube Clone

A YouTube clone is another impactful mini-project idea for you. When you create a YouTube clone application, allow users to update, convert, play videos, like, dislike, and comment, and generate thumbnails for the videos.

You can develop this clone successfully using your object-oriented programming skills.  

22. Matrimonial Website

You can build a matrimonial website using PHP . You can create a web portal to connect users and allow them to make impressive profiles. You can bring out your creativity in UI/UX to communicate the matches, chat features, etc.

23. WYSIWYG HTML Editor

WYSIWYG stands for what-you-see-is-what-you-get . Creating this document editor with HTML can be beginner-friendly and a last-hour mini project idea for college students.

Do you have to revisit the concepts of HTML to build this project? Sign up for this beginner-friendly HTML & CSS course that gives you globally recognized certifications and free access to gamified practice platforms (here, you can build your mini project for free). 

24. Web Scraper

Web scrapers are useful for mining and extracting data from the web, provided it occurs within the legal framework. Explore the most popular Python’s Beautiful Soup library for building a web scraper. 

25. Simple Chat Program

You can establish a simple chat room program using socket programming and multithreading concepts. You have to write both server-side and client-side scripts to achieve this mini-project . 

chat room mini project

26. Quiz Website

A Quiz website revolves around a set frame with repetitive actions. So, it is very uncomplicated to build a quiz website. You can create your interactive quiz website using HTML, CSS, AngularJS, and Bootstrap .

27. Stack Overflow Clone

Stack Overflow is a popular online community for developers like you to learn, share​ ​their programming ​knowledge, and build their careers.

You can try a replica of this site with all its signature features for this mini-project. While Stack Overflow is not open source , you can reciprocate a Q&A website with discussion forums.

28. Online Voting System

You can create the need-of-the-hour online voting system using PHP and MySQL . You should include various modules, such as a voter module, a committee module, and an admin panel with a defined set of functions.

29. Expense Tracker App/ Website

The expense tracker website/app is similar to building any website or app. Specifically, this project requires a spreadsheet and budgeting features.

You can bring in visual and graphical illustrations such as graphs, pie charts, and other statistical representations to boost the user experience of the website/app.

30. A Chatbot

You can build a super-simple chatbot for your college's mini-project. It can be designed for mobile and web. The project aims to understand the user intent in the queries and to give them more human answers.  

chatbot mini project

The basic functionality would be this: when a user enters a question in the system, the bot will analyze the keywords and generate an appropriate response specific to the user’s intent. 

Ensure you feed data on different topics such as art, science, psychology, food, entertainment, education, culture, travel, health, politics, and more. Since chatbots are a show-stunner in today’s world, this project would be an excellent choice for you.

MDN

All the above mini-project ideas don’t just boost your scores in college but will also help you understand the infinite possibilities to practice real-life cases.

Remember that getting your hands on these projects helps enhance your technical, non-technical, and “problem-solving” skills and land a dream career in your respective fields.  

Are you looking for self-paced online courses on technical concepts & programming languages to help you build your next project? Sign up for the highly accredited expert-led Zen class courses to build a stunning, job-ready portfolio with real-life projects & IIT-M Pravartak certifications.

1. How do I select a mini project topic?

2. how do i find a good project topic, 3. how do you make a mini project in college, 4. what are the latest project topics, career transition.

Author

About the Author

Srinithi Sankar

I am a media graduate who found love in words. I started my content writing journey when I realized simple words build big brands. I’ve worked as a freelancer with multiple brands in different fields yet found my sweet spot in ed-tech. Now, I am a content writer bringing you a step closer to GUVI.

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How to Write a Mini Research Paper Outline

Published 16 October, 2023

mini research project examples

A mini research paper outline is a great way to organize your thoughts and get started on an assignment. This blog post is going to walk you through the process of writing a mini-research paper outline. It will not only help you with your own work but also give insight into what professors are looking for from their students.

What is the Outline & Significance of Writing it in a mini-research paper?

An outline is significant for all types of research papers . It serves to arrange your thoughts and your entire work prior to writing a research paper . This kind of paper is aimed at scientific research that will prove you to be a scholar that has technical aptitudes to solve core issues and is all set to convey your ideas using scientific approaches and processes. An outline will be a reminder for you to comprise all the necessary subtleties in it. It is “a frame” of the real research paper that will lead you through the whole procedure but how to write a research paper outline ?

Writing a research paper outline for your mini research paper can give a good direction to the students in writing a research paper. But many students do not have the exact idea about the format of the research paper and that is why they fail to write a good outline during mini research paper submission. The structure of the research paper outline could easily be understood by the students with the help of reliable research paper writers of My Research Topics. All the important steps that are part of a research paper outline could easily be written the Outline of Research Paper by students with the help of these experts.

By preliminary dividing your paper into all its basic parts, you will be far more ordered & will not be concerned that you forgot something. In addition, appear at your outline, you will be calmer as after splitting your work into numerous parts. It will not seem so irresistible & perplexing. You can approach all parts during different days & plan your preparations successively which will assist you to meet even tight time limits!

Get professional research paper writing help from expert writers who can help you in scoring high in college & university. Students across the globe can take guidance in writing research paper outlines, research paper introductions , or even complete research paper writing. So if you are not in a motivation to complete your research paper outline in different subjects like sciences, information technology, Economics, Law and Business studies, etc. Take reliable help in research paper writing from My Research Topics Experts.

Why outline writing is a must for a mini research paper

If you are a student who is used to have research paper writing work on a regular basis, it is not a big deal for you to understand the importance of a research paper outline. Sometimes even professors ask their students to write a mini research paper outline before starting the actual research paper.

The major purpose behind writing a research paper outline is to get an idea about the major points of the topic that you have researched that could be included in the research paper. The majority of the time students forget many significant aspects of the research paper due to a lack of a research paper outline. That is why it is very significant to write a little research paper outline for this purpose.

Mini research paper outlines structure tips

If you are asked by your professors to write a mini research paper outline here are some tips that you must follow for this purpose. My Research Topics Experts have given these tips to the students for their outline of the short research paper.

  • Always carry out some research on the topic of your research paperwork before starts writing the outline.
  • Make sure to use simple vocabulary and plagiarism-free ideas in your research paper.
  • Do not write about the things that are written millions of times already, nobody is interested in reading such research papers.
  • Be unique and be innovative along with correct sequences of the arguments in your research paper outline.

It can seem quite difficult to cope with this chore, & in such a case, you can constantly rely on an online writing service. But if you have chosen to write on your own keep reading this piece of writing. To be more capable in the details of the structure look through instances for elementary scholars. The outline for a Literary Essay will also assist you. Anyway, the major parts are as follows:

  • Introduction

Seems not that tough, right?! But the fact is that all of the points include a broad range of information for you to arrange in your research outline regarding animals, for example.

The Introduction part is one of the most significant ones. Since it presents the reader with the topic of your paper and it is like a hook that draws the reader’s interest. Here you are supposed to talk about the top necessary components like the thesis statement, the clarification of the topic (some major points, general information), and an explanation of the core terms associated with your learning

The Body part is the amplest one and consists of numerous paragraphs or subparts. Here you bring the opinion to support your report. The research methodology is what follows the introduction segment. It provides insight into the means you carried out the research and must comprise the investigation kind and the questionnaire you have fulfilled. Never forget the aims of the investigation that must be also stated in the introduction.

Make certain to comprise the literature overview. Here mention the creative writing you used as a backup to your hypothesis & theories. This part will demonstrate how you can work the terms, theory, and existing evidence. Your chief theme and the selected literature should be adjacent. Demonstrate how your input develops & distends the active works.

Data and analysis generally go after methods and literature. Here present your results & other variables that you have got in the procedure of the survey. Use tables or graphs if required to be more precise and ordered. Interpret your results. Remember to tell the spectators whether your outcomes bring diversity to the whole topic. Outline the drawbacks of the research & its benefits.

The conclusion part generally does not present the spectators with the new information but gives the cursory look at the whole work by summarizing major points in it. Do not forget to talk about the thesis statement again. Formulate the viewpoint for potential research as well.

Read Also: A Guide to Start Research Process  

How to write a mini research paper outline?

Here is the guide to writing the University research paper outline by experts to the students. Those who want to write a perfect research paper outline can follow these points.

  • Begin with the topic of research and understand it by multiple dimensions.
  • Write down the important points that you noticed from the topic.
  • If possible try to sift out the issues and problems that are associated with that topic and how to solve them.
  • Also, try to research the reasons which are obstructing these solutions to work on practical grounds.
  • Now start writing your research paper outline by giving the abstract or reason why you are writing your research paper.
  • Also, discuss the main points that you will raise through your research paper and the way to reach the solutions for these problems.
  • Finally, mention the way that you are going to follow to know the reality of these problems and why they exist.

This is how a good research paper outline could be written by the students easily. Students can show this outline to their professors and teachers as well.

As mentioned above a mini research paper talks about the main issues that the writer is going to deal with in his research paper. Apart from that, it also discusses the way and strategies that will be used to reach up to the solution of these problems. Resources that students are going to use in writing a research paper are sometimes also disclosed to the professors.

To cap it all we can say that a mini research paper outline is helpful to the students in keeping all the points in mind while writing a research paper so that any points do not go missing which should be there. Research paper guidance from the experts of My Research Topics also assists the students to write a supreme quality research paper. So students can take the assistance of these experts in their assignments in the form of assistance in research paper writing.

Research paper writing help to The scholars by My Research Topics at a reasonable cost is given round the clock. Those who do not have the idea about writing a good outline for a mini research paper can effortlessly approach for the assistance of experts. The moment you ask for assistance in your assignment of the research paper, a team of professionals from My Research Topics will actively start work upon your academic assignment work.

The research paper writing services are given to the students by an expert at a very cheap cost-effective and budget-friendly price. Every type of student whether he or she belongs to a poor financial background or rich background can have access to this help.

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Mini research projects as a mechanism to improve the quality of dementia care

Hava golander.

Department of Nursing and Herczeg Institute for the Study of Aging and Old Age, Tel Aviv University, Tel Aviv, Israel

Associated Data

Not applicable

Several models have been proposed to connect academia and practice in order to improve long-term care. In this paper we propose and describe the “Mini-Research Group” as an alternative model of such collaboration. The formation of mini-research groups was the unplanned by-product of a longitudinal action research project headed by the late Prof. Rebecca Bergman, a prominent nursing leader from the Department of Nursing at Tel-Aviv University. It involved a two-stage project aimed at developing, and later implementing, a specific tool to evaluate the quality of care provided in geropsychiatric units and to design a nursing intervention which entailed an improved model for care in specialized geropsychiatric units for persons with dementia. Initially, this article describes the projects that led to the development of mini-research groups, and then continues to describe several mini-research projects, focusing on the research questions which emerged from practice as well as the variety of methodologies used. Finally, we discuss the ways in which mini- research groups contributed to the quality of care for persons with dementia, benefited their families, professional staff, faculty participants, and advanced policy development. We argue that in light of the present array of ethical and legal restrictions which inhibit the recruitment of participants, using mini-research groups combined of practitioners and researchers, can provide a pragmatic solution, not only to overcome these barriers, but to improve the quality of care, stimulate clinical dementia research, and promote new insights into the lives of persons with dementia.

Several models have been proposed to connect research with practice in order to improve long-term care, among them research institutes affiliated with nursing homes, clinician-initiated research programs, or the more comprehensive tri-focal model of care which combines patient centered care, positive work environment, and evidence-based practice under one big umbrella which fosters a collaborative relationship between nursing homes and academic institutions. [ 1 – 3 ] Despite their prior successes, these models seem to have disappeared from the field of dementia research. This paper sets forth an Israeli model for addressing this and other challenges: the mini-research group.

The initiative to improve and evaluate the effectiveness of care in geropsychiatric units, which was started by Prof. Rebecca Bergman in 1985 and completed in 1992, produced important lessons for understanding persons in advanced stages of dementia and for assessing care provided and research conducted in geropsychiatric units. This longitudinal action research involved about 70 nurses from 20 geriatric centers in Israel, national geriatric inspectors from the Ministry of Health and faculty members from Tel Aviv University. The establishment of the mini-research groups was one of a number of unplanned positive outcomes which emerged from this project [ 4 ].

A previous report of an interdisciplinary committee on “quality of care in services for the elderly” [ 5 ] provided a comprehensive framework for Prof. Bergman’s project. The basic undifferentiated model consisted of six major domains: physical environment, psychological environment, basic personal care, health care, family involvement and human resources. Thus, the first stage of the project involved further developing a specific model which would be relevant and unique to the geropsychiatric units’ characteristics. This involved reviewing the literature, conducting on-site observations, and interviewing residents, families and staff caregivers. The tool that was developed was tested in several settings [ 6 ]. It related to residents as individuals, as groups, and to the unit as a whole. The model provided for 72 cells which evaluated nine focus items on eight administrative, affective, and instrumental measures, as shown in Fig. ​ Fig.1 1 .

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A model of the two-dimensional model containing 72 cells

The second phase of the project included the implementation of the tool. The leading project team organized bimonthly full day meetings attended by more than 70 nurses, including unit nurses and directors from 20 geriatric centers, national geriatric nursing inspectors, and nursing faculty from Tel-Aviv University. Each gathering, hosted by a different geriatric center, followed a similar format: presentation of a background paper, discussion of one of the measures of care, guided tours of geropsychiatric units, and exchanges of information regarding problems and experiences related to the topic in discussion. In addition, the project core team, consisting of three geriatric nurse specialists, provided in depth guidance to six non-profit geropsychiatric units during weekly site visits. The team focused on identifying needs, planning and implementing change, and encouraging grass-roots involvement in every phase of the process. One year later, a follow up study showed improved quality of care, retention of positive changes and higher satisfaction among residents, families and staff as compared to the status quo at the project’s onset [ 7 ].

The mini-research groups, an outgrowth of the project’s large group meetings, continued to operate far beyond the official termination of the project (about 10 years). Each group consisted of practical unit nurses, guided by an academic advisor, and focused on a common unresolved clinical problem, which was raised by the clinical staff. With the help of the academic advisors, the problems were framed in terms of systematic research questions, with the goal of formulating appropriate interventions for challenging issues. Favorable results from one study group encouraged the establishment of additional mini-groups to solve other problems within the psychogeriatric unit’s daily routine. Altogether, about 15 mini-research groups were convened to study a wide range of clinical problems, such as how to use Jacuzzi bathing as a therapeutic tool; how to address loneliness; and how to reduce violence.

In order to illustrate how the insights gained from a mini-research project can serve to promote the understanding of dementia and the improvement of care, several exemplars of successful mini-research projects are presented herein, each with its distinctive incentive, methodology and outcomes.

Examples of the mini-research projects

  • The “Violence Group” Reducing violence among geropsychiatric residents:

Violent outbursts by residents are common occurrences in geropsychiatric settings. The study team decided to study what triggers outbursts of violence. What cues in the resident’s behavior might indicate a mood change? How should violence be categorized? Which interventions can be helpful?

The group carried out a literature review, gathered more than 30 observed and reported relevant incidents, documented them on a semi-structured questionnaire which they developed (see Fig.  2 ) and, using qualitative techniques, analyzed the data in relation to the residents’ characteristics, the nature of the violent act, the reactions of others, and which interventions were effective. The study team presented its findings to the greater group and its findings encouraged others to establish additional mini-research groups [ 4 ].

  • b. The “Mirrors Group” – The use of mirrors as a therapeutic tool for raising self-awareness:

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Sample incident report

An occasional observation reported by a nurse about a resident in the geropsychiatric unit ,who was searching obsessively in front of and behind the mirror - provided the incentive to establish another group to examine the effects of mirrors on persons with dementia. How do persons with dementia relate to their image in the mirror? Is the use of mirrors effective in raising levels of self-awareness, calmness and satisfaction? In order to answer these questions, the mini-research group carried out a simple experiment in which 100 persons with dementia were exposed to mirrors of different sizes. Their reactions were documented and analyzed, showing varied responses to looking in the mirror. Most responses were positive (52%) with increased self-awareness regarding personal care, while others were indifferent (10%), or even angered (12%). A majority of residents appeared to benefit from looking at the mirrors. In some instances, the use of mirrors led to improved communication between residents and professional staff. The results of the study team’s work brought to light a new and inexpensive therapeutic tool for persons with dementia: mirrors [ 8 ].

  • c. The “Dolls Project” – The use of dolls as a therapeutic tool to awaken pleasurable affective responses:

The therapeutic use of dolls in dementia, though still controversial, is becoming more prevalent at nursing homes and dementia centers. Supporters say that dolls can lessen distress, improve communication and reduce the need for psychotropic medication. Critics say that dolls are demeaning and infantilize seniors. The Dolls mini-research project was a pioneering attempt to systematically examine the influence of dolls as a sensory stimulus to residents in geropsychiatric units [ 9 ]. Using a simple experimental design, the staff placed a variety of human and animal figures in a central location inside the activity rooms of 5 units. Using a pre-coded form, the staff observed reactions to the presence of the dolls, method of selection, type of contact, verbal and body communication, behavior of family members and others, and the emotional impact of the dolls. While the attention span of the residents to the dolls varied from a few moments to several hours, the data revealed that more than half of the 100 residents appeared to be happy with the dolls. The residents usually selected “their” same doll. Touching or holding the dolls elicited pleasure, reassurance, and comfort, often stimulating nonverbal communication, with the potential for verbal communication and better interaction between residents and staff. Thus, the researchers found that dolls can be used therapeutically to awaken pleasurable affective responses in persons with dementia.

  • d. The “Jacuzzi Bath Project” – The use of Jacuzzis as a therapeutic tool to address the needs of specific residents.

The Jacuzzi research group was actually formed in order to solve a space-management problem: The luxurious Jacuzzi room in one of the units was reduced to a storeroom because the staff was concerned that entering the tub or bathing might cause residents to feel anxiety, confusion, or might provoke them to violence. The group decided to study whether the Jacuzzi could be used therapeutically. A review of the literature did not produce any relevant information, although hydrotherapy is widely accepted. The methodology incorporated a series of case study analyses. The unit team was encouraged to identify residents whose specific problems might be ameliorated through use of the Jacuzzi. The staff provided an inviting Jacuzzi experience and later evaluated the impact of the treatment in selected situations: a person with aggressive behavior; two night wanderers; and a woman with severe body pain due to arthritis. All the Jacuzzi baths produced a beneficial effect, and the staff overcame their concerns about possible harm to the residents. Consequently, two additional nursing homes participating in the project decided to place Jacuzzis in their geropsychiatric units.

  • e. The “Social Networks Project” – Understanding the interpersonal relationships among residents in a geropsychiatric unit.

Several nurses were interested in examining the potential for establishing social networks among residents with dementia and the possible impact on the residents’ quality of life. The nurses wished to see if altering the social environment could enhance relationships. This project later developed into a research thesis conducted by graduate student Perri Cohen [ 10 ]. The methodology chosen was a semi-structured open questionnaire (see Fig.  3 observation schedule). It included the description of a relationship, the morphology of each tie (dyad, triad, or cluster structure), the psycho-social nature of the tie (aggressive/passive/friendly), the degree of symmetry in engagement, the function of the tie (intimacy/being together/help/control etc.) and the identification of the initiator. The depth of the tie and the relationship of the environment to the tie were also observed. Data analysis incorporated qualitative and quantitative methods. The results showed that 44% of the residents with dementia were involved in a consistent social tie of some kind, most often observed as “being together” in a dyad (80%), or in a “concern and help” relationship (66%). The resident’s background variables did not influence the formation of social ties, and neither did his/her cognitive or physical function. Significantly, most of the ties were developed between two residents with different levels of function. This seemed to allow for reciprocity and for the enhancement of self-esteem for both parties. The study concluded that social skills, preferences and abilities were relatively preserved in residents with dementia even for those in the more advanced stages of the disease, suggesting that staff members can play a more active role in facilitating the social environment of the residents than previously thought. For example, staff members can maintain a resident’s grooming and aesthetic appearance to promote social interaction, and can promote a friendly atmosphere in the unit for the overall well-being of residents.

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Obsevation Schedules Socialities

Contributions of the mini-research group

The impact of the mini-research groups was multi-dimensional and relatively long lasting. The four major contributions of the project were:

  • Improved quality of care - The mini-research projects had a marked effect on the quality of care in the psychogeriatric units. Staff became more sensitive, attentive and knowledgeable to residents’ potentials and needs. Care became more holistic in the sense of integrating physical, psychological, and social aspects. Nursing interventions tended to become more active, creative, evidence-based, and individualized, compared to the regimented care provided prior to the project.
  • Increased family involvement - Due to the active role family members played during the project by providing data and feedback to the staff, they became more involved in the unit, They intensified their participation in unit social activities, became closer with the staff and gained an increased general awareness of the needs and potential of their relative and the staff.
  • Improved self-image of nursing personnel - Personnel employed in the geropsychiatric units traditionally perceive themselves and others employed at nursing homes as holding the least desirable positions in the work world. Those with the opportunity to advance usually preferred more prestigious work environments than those found at geriatric centers. As a result, nursing home staff included few nurses with academic or post-basic preparation. The geropsychiatric project brought a positive change to the self-image of staff members employed in units which participated in mini-research groups. Such staff members became the center of professional attention and the envy of their colleagues in other geriatric units. The geropsychiatric nurses reported that they felt stimulated and challenged and were more eager to continue in their place of work, an environment which had become exciting and rewarding. They felt that they had become more independent in their practice and more knowledgeable, individually and as a group. They took pride in their new practice, they often documented their projects in video and presented their experiences in professional conferences. Upon termination of the formal project, group members decided to continue on their own. They established a national geropsychiatric nurses association, published their own professional journal “The Forum,” organized their own annual conferences, and with some modifications, continue to function as a strong specialty group organization to this day.
  • The merit of collaboration between practitioners and researchers – The frequent meetings of the mini-research groups provided a model for collaboration between academia and providers that enriched both parties and enhanced mini-research group outcomes. The merit of the collaboration for the practicing nurses seemed most obvious. With guidance by an experienced researcher from academia, staff was introduced to new ways of thinking and developed a research approach to their everyday practice. They learned how to identify problems, focus on goals, review literature, gather data, analyze data, and reach conclusions. An academic advisor, acted as a role model and a facilitator to energize the nurses’ potential individually and as a group.

The merit of such collaboration for the academic research advisors, while less obvious, also warrants favorable comment. The close exposure of the researcher to practicing nurses and to daily life in the clinical field provided him/her with new, enriched and grounded perspectives which assured the relevancy and accuracy of research in relation to the reality experienced by subjects. Through the joint experience of collaboration, the dialogue between practitioners and researchers fostered new ways of thinking, mutual learning and appreciation between clinical practice and academia. The researchers learned to frame and prioritize research questions consistent with the questions’ importance to persons with dementia, staff and family members. They found that “small and simple” research questions were at times more helpful than “complicated and sophisticated” ones. The staff proved that with little guidance, they could become astute and creative partners in collecting and analyzing data generated by observations and other qualitative method techniques, so relevant for the study of dementia, yet so complicated to implement [ 11 ]. Collaborating with service personnel also afforded researchers the satisfaction of witnessing the immediate implementation of their research ideas and recommendations.. The combination of direct input and real-life problems in the field, aided by the experience of practitioners and the knowledge of academia researchers proved to be a happier marriage than the hopeful parties could have imagined during their courtship.

What can we learn today from the experiences of the mini-research groups which operated in the past?, and how can we apply the lessons learned to the future? Effective research and treatment of dementia, and improving the quality of life and promoting social inclusion of persons with dementia have been identified as a global public health priority by the World Health Organization [ 12 ]. Yet conducting research into these matters presents complex ethical and methodological issues [ 13 , 14 ]. For example, while obtaining an Advance Research Directive (ARD) is still considered a valid consent in the first stages of dementia, ethics review committees are often reluctant to permit even qualitative methods studies to be conducted on people in advanced stages of dementia. These and other obstacles hamper progress [ 11 ]. The mini-research model is one way of addressing the numerous ethical and legal requirements which hinder advancement. The mini-research group format provides a pragmatic solution, not only in overcoming procedural barriers, but also in stimulating more research and promoting a greater understanding of persons with dementia. The idea of bringing practitioners and researchers together to study and resolve specific issues which arise in clinical settings has innumerable advantages: The model is simple to administer and overcomes bureaucratic and logistical barriers. Mini-research groups can bring about significant and immediate impacts on the quality of care because they examine and work to resolve “real” problems in specific settings. A diverse research team has a greater likelihood to understand persons with dementia. The diversity within mini-research groups increases the likelihood of finding creative paths forward and furthering the professional growth of participating field practitioners and academic researchers, all to the benefit of persons with dementia.

Prof. Bergman started her project with modest funding, but overflowing personal magnetism, enthusiasm, motivation as well as receptivity by the clinical community. In the ensuing years, long term care facilities have become more overwhelmed with clinical, ethical, legal and financial constraints. If improving the care of persons with dementia is indeed a global goal, achieving progress will require not only sufficient resources and infrastructure, but the selection of effective models for advancing knowledge and implementing best practices. The collaboration of practitioners and researchers in mini-research groups can provide an answer to many of the challenges of addressing the needs of persons with dementia. Yet, to ensure such cooperation on a national level and for long lasting periods, every care policy program should develop and assimilate an appropriate research strategy aimed to increase the knowledge and understanding as well as to ensure the provision of quality care for people with dementia and their family members.

Acknowledgements

This paper is dedicated to the beloved Prof. Rebecca (Beccy) Bergman (1919-2015) whose vision, creativity, leadership and unique personality led to the outstanding achievements of this project. Prof. Bergman, a distinguished international leader in her field, was the first nurse to be awarded the Israel Prize for her life-long contribution to society and the nation.

Availability of data and materials

Authors’ contributions.

The author read and approved the final manuscript.

Authors’ information

Hava Golander, RN, MSN, PhD, is an associate professor of nursing (retired) at the Department of Nursing, Tel Aviv University and a senior member of Herczeg Institute for the Study of Aging and Old Age.

Ethics approval and consent to participate

Consent for publication.

Not applicable- only one author

Competing interests

The author declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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