How to Find Quality Sources

Searching for information online is always hit and miss, especially as search engines add poorly sourced and often incorrect AI summaries to search results. There are repositories of sources, all of which are academic in nature. Not all of these are of the same quality of course, but these are the best places to start looking for sources. Weā€™ll go through these here; note that some are broader, while others are focused on a specific discipline. 

This is perhaps the largest way to search for academic articles and books. Something being referenced on Google Scholar does not necessarily make it legitimate, but it is one of the best places to begin a search for sources. The biggest downside is that not every resource archived in Google Scholar is freely accessible, indeed, many of them are locked behind journal paywalls. 

Weā€™ll discuss getting past paywalls later, but you will at least be able to read the abstracts of these papers, and determine if they are relevant to your investigations. You can sort results by year published, or cut them off so you only see results from a certain timeframe. In general, you should be more wary of results that are too old (more than forty years for most fields), but it does take significant time for work to be done or published. This does also vary based on field. 

There is a button to generate citations of a source, we recommend doing this as you go, to build a database of works you have consulted and may wish to return to; this makes the eventual construction of a bibliography much easier. You can also see works which have cited a particular piece; this can be quite helpful for finding additional, related, sources. 

When searching, begin with keywords related to your chosen research topic, to see what work has been done on that or similar questions in the past. Refine the search terms and parameters as you refine your question, and as you shore up the needed pieces of background to ground your research.

This is Research Papers in Economics, a massive free database of economics papers, almost all of which can be downloaded free of charge. If you are doing research in economics topics specifically, this is an ideal way to start looking for resources. While this isnā€™t every paper and book on economics, it will contain a significant number that are of use to you. 

The search function is in some ways more limited than what you can find on Google Scholar, but if you find something interesting on Google Scholar, then this is a good place to follow up, searching by author to see if any of their other work also contributes to your current topics of exploration. The biggest benefit of this site is that so many of the articles it archives are free to access and download. 

(and other preprint repositories)

ArXiv is a pre-print repository for articles and other works which have not been peer-reviewed or published. This can make sources less credible, but it also serves as a way for scholars to share and disseminate work which is otherwise paywalled. Many scholars will publish a work through a journal, and also upload a slightly modified version to an archive or preprint site to increase accessibility. 

We do not recommend beginning your research here, but if you find an interesting article on Google Scholar and are unable to access it, then seeing if it is available on ArXiv is a good next step. Beginning your research on ArXiv is not ideal for new scholars; none of the work on it is peer reviewed, and so while some is of quite high quality, it is all intermingled with sources of less repute. 

ArXiv focuses on math, physics, and computer science. There are other preprint repositories preferred for other fields; , , , all fo which share the same basic traits as ArXiv. These are all a great way to access articles, but are perhaps not where you should begin your investigations. 

Libraries

Libraries are a good source for many things, though depending on where you live, what they have access to will vary widely. Most public libraries will have access to some background books, but wonā€™t have access to the latest journals and research. You may be able to get some good background reading. If you are researching history or the humanities, libraries are much more likely to have some useful literature for you to use. 

College libraries will have access to all of these and more, but these are unfortunately generally not accessible to the general public. You can ask of course; librarians do enjoy being helpful. If there is a particular book or resource you wish to access, then reaching out directly to a college library by email to request access to their collection can be a useful way to gain access. They may still say no, butt here is no harm in the attempt. 

Asking Professors Directly

Professors generally love to share what theyā€™ve learned, and most have a somewhat dim view of both journals and paywalls. If you respectfully and formally reach out to a professor by email, outlining the research you are doing and which of their works you wish to access, most will be quite happy to share a copy with you. This works best for articles you find on Google Scholar, and are not otherwise able to access. 

Other Websites

There are a few websites which contain vast archives of illicitly attained articles, books, and other publications for free, without paywalls. This is piracy, much as exists for movies and other media. We do not advise students to search out these sites, because this sort of thing is illegal. You can learn more about these sites from that font of all basic knowledge: . 

Evaluating Sources

Once you have found a source, itā€™s time to evaluate it. Not all sources are created equal, and many things which are published are not of high quality. Especially recently, with the advent of AI and an increasing number of paper-mill journals, it is easy to be overwhelmed by low-quality sources. To avoid that, weā€™re going to give you the steps researchers got through to evaluate how credible a source is. 

When was it written?

A more recent paper is not necessarily better, but fields change and develop over time. A paper on virology written in 1984 will look rather different from one written in 2005. This does not mean older sources must be discarded in favor of newer ones; some studies were and remain foundational. If you find an old paper first, then you should look for later ones which cite it, either building on the work it did, or refuting it, or refining in another direction. 

Where was it published?

Bad science can turn up in good journals, but there are some journals which publish little except poor scientific work. It can be hard for students to determine the quality of a journal, especially because some publishers run both highly accredited and utterly worthless journals under similar labels. 

We advise checking a journalā€™s . This is not an exact parallel to quality, and good journals can have low impact factors; what counts as a good one also varies by field. It is, however, a good sieve to make sure youā€™re only seeing higher quality research, though it can lose some good articles in the process. 

Who wrote it?

Most academics are little known, but easily findable. If you look up the author of an article, you can usually find which university they work at, and a list of their other publications. If they regularly publish in the field, then they are more likely to be a reliable source. If they are publishing outside of their field, or have notable academic issues, then maybe consider finding other sources. You donā€™t have to look up every author, but if an article seems questionable, this can be a good step to see if you should be suspicious.

How was their methodology?

The prior steps are all outside of the article itself; this one examines the meat of what you are reading. It can be hard to dissect the methodology of a paper, especially for a student, but as you read it, consider the following points (which are things scientists and reviewers look at when judging the credibility of research):

• How big is their sample set? How much data did they collect, and is this enough to reliably draw conclusions from?
• How was this data collected? Are there potential errors in their collection or sampling process? 
• How did they analyze the data? Are there trends they missed? Does it look like theyā€™re trying to match their results to a specific pattern?
• Do their conclusions match the data and analysis?

This can be quite hard to puzzle out, especially for students reading serious academic papers. It is something to be aware of though, especially if youā€™re reading results that seem too good to be true, or which veer outside the realm of plausibility.

What do reviewers say?

Not all articles are reviewed, but particularly noteworthy and controversial ones are, as are most academic books. These reviews are generally written by academics as well, and are a good way to double-check the work done by a particular source. Now, academics do occasionally have longstanding feuds, and those can color reviews, but personal issues live in footnotes; the reviews themselves, if reputable, focus on issues of methodology and rigor, exactly what weā€™re looking for to determine the viability of a source. 

Making Your Evaluations

It may or may not be clear cut if a particular source is reliable; it can be a spectrum of how much you trust a source. This is why you should gather a variety of sources, to understand the path that research has taken. One source may be suspect, but if you can find multiple different studies over time with similar results that build on each other from different authors, then each becomes more credible. 

This difficulty in finding good sources, and evaluating them, is often easiest to fix by working with a research mentor. This is part of what students learn in college, and a major part of what you determine as you attain a PhD. If you are looking for a research mentor to work with, an expert to guide you through this process, then you may enjoy an ³Ō¹Ļ¹ŁĶų Research Mentorship. All of our mentors are PhDs who are well versed in pursuing research and in guiding students through the process. 

Final Thoughts

It is hard to fully describe the entire research process in a single article, but we hope that this has helped you understand one very important aspect of research. Most researchers are doing their best to put out good, helpful, well-founded research; but scientists are people too, and part of being a good scientist is evaluating the sources you rely on.

If you are interested in learning more about the research process, or in helping to build your college candidacy through research or other projects, then ³Ō¹Ļ¹ŁĶų can help. Our mentors are experts at every aspect of the research and admissions process. Schedule a free consultation today to learn more about how we can help; weā€™re always happy to hear from you.

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As more students partake in research, admissions officers are raising their standards. They want to see that youā€™ve done something meaningful, and learned something from the experience. The best way to do this is through peer review, adding your research and the new knowledge you have found to the collective pool of scientific understanding. 

This can be done by publishing your research, but that isnā€™t the only approach available. Academics also present at conferences, and those represent an incredible opportunity for high school students. In this article, weā€™re going to go through some conferences that are specifically aimed at high school students, and share how you can use these to present your research, and impress colleges. Letā€™s jump in!

What are Academic Conferences Anyway?

This isnā€™t something most high school students are aware of, nor do you need to be. That said, the rest of this article will make more sense if we take some time now to explain what academic conferences are, and how they work. Put simply, academic conferences are gatherings of academics in a single location to share their latest work and research in a particular area.

Research moves slowly, and research groups work independently. It is therefore beneficial to the community at large to have gatherings where ideas and developments in the field can be shared. Sure, journal articles allow this, but conferences let you meet with and hear directly from peers and contemporaries in the field. 

Conferences are organized around a particular topic within a field; how broad or narrow that is depends on conference and field. Notable academics are then invited to give lectures, and others to submit proposals for lectures. Junior researchers, especially graduate students and undergrads, are invited to submit poster presentations, where they also have the opportunity to present their research and findings. This is where high school students may make their mark as well. 

Unlike journals, conferences are discreet in time and space; you must submit your proposal by a certain date, you always hear back by a certain date, and the conference itself then happens when and as advertised. Most conferences are in person; this can be a major barrier for high school students, since travel and hotels are expensive. We will include a guide for finding local conference opportunities as well though.

At a conference, there will be a designated time for you to present your poster, where you stand by it and answer questions, discussing your findings with other attendees. These are staggered, so you will also have time to attend talks or discuss with other poster presenters. 

Conferences for High School Research

Now that you know what conferences are generally, weā€™re going to explore some conferences which accept research from high school students. Some of these are designed specifically for high school researchers to present, while others are formal academic conferences which will accept research from high school students if it meets their standards. 

Note that for many of the professional conferences, you are required to have a coauthor for the research who is a full professor. This is why many high school students work with research mentors. You should still be doing all the research yourself, but having a mentor to guide your research is generally an expected part of the scientific process.

This is an in-person and virtual conference hosted (though the in-person and virtual sessions have different dates). This is truly an international conference; while it is hosted in Japan, students from around the world submit abstracts and present. They allow research from any STEM field or medicine to be presented. 

You must submit an abstract to present, those selected will be invited. The in-person session is a poster and oral presentation, while the virtual session is only an oral presentation. All presenters will have their work published in a peer reviewed conference proceedings journal. This includes the abstract, and can include a full research paper if you submit one.

This is expensive; while there are scholarships available, going to Japan for a conference may be beyond the means of many students. If, however, you live closer to that area of the world, this is going to be much more accessible than many of the conferences in the US. As a conference designed specifically for high school students, this is a great way to share your research.

This is an annual two-day research conference hosted on Harvardā€™s campus with the goal of allowing high school students to share original research they have accomplished. This conference is specifically for research done in scientific disciplines, and has an overarching goal of promoting scientific research to high school students. 

The research conference allows students to present their work on a poster. There are also symposiums by Harvard faculty, smaller workshops, and mentorship opportunities from current Harvard students. High school students from around the world are invited to participate in this conference. There is a $20 application fee, and a participation fee of $30 for virtual attendees and $130 for in-person attendees.

This is one of the most accessible conferences, as it is designed specifically for high school students, and because they have a virtual option. While virtual attendance is not nearly as fun as attending physically, it does make this much more accessible for students with less means. This is a conference we recommend for students across the US, especially those who may have difficulty traveling to other conferences.

This is a twice annual conference where high school, undergraduate, and graduate students can present their research. They allow both traditional poster presentations, and multimedia presentations. There are no awards, but presenters receive feedback on their research from academics and researchers, and get a chance to network with other young researchers. 

You do not need to be a member of Sigma Xi to present at one of these, though if you are interested in research, then joining Sigma Xi may be a good idea anyway. These events are often used to bring interested students into Sigma Xi, and serve as a recruiting tool. Sigma Xi is a scientific research honors society, with located across the US. Locate a local chapter to inquire about participating in this conference. 

We recommend this conference for students who want to push a bit beyond purely high school conferences, and who are looking to network with researchers who are slightly more advanced in their careers. If you are looking to continue pursuing research in college and beyond, then this is a good community to get involved with now.

This conference is organized in the UK, and is only for students who live in and attend school in the United Kingdom. Specifically, the organization creates pre-made research projects that it shares with schools; students at those schools complete them, and share their individual results at these conferences. 

There is significantly less flexibility in this research, and a limited number of topics, though there are options in a number of STEM disciplines. Much of this is designed to have local impact however. These projects and presentations are especially useful for younger students as an introduction to research, while older students would benefit more from more independent projects.

We donā€™t recommend this conference for most students, simply because most students canā€™t partake in it. The limited options for subjects on which to perform your research also limits the appeal of this one for many students. It is a good first taste of the research process, and an opportunity worth considering if you do live in the UK, but not the best way to spend your time. 

Unlike many other programs on this list, this is a symposium, rather than a conference, and also serves as a research mentorship opportunity. This is a program which high school students can apply for; those who are accepted are partnered with a mentor, who is a professor or researcher at MIT. Under their guidance, the student pursues a research topic in a field they are already knowledgeable about. 

Students then have the opportunity to come to MIT in the summer to present their findings, and hear from other members of the program. This is a remarkable opportunity in terms of what it offers, because getting this kind of mentorship can be quite difficult. While the presentation at the symposium is less impressive than an independent research conference, the experience itself is highly worthwhile. 

Applications for the program open November 1, and are due January 1 each year. Unlike the other conferences, you must be a finalist in the associated think program to do and present research; thatā€™s why itā€™s a symposium, rather than a conference. We do recommend students interested in pursuing research apply for this program; research done for this can be expanded upon and presented in other venues as well. 

This is an offshoot of the (AAAS), and is an honors society designed to recognize high school students for their excellence in research. Students are nominated by their state academy, and finalists are invited to the annual AAAS conference, where they have a chance to present their research, learn from and network with experts, and tour local laboratories. 

This is not quite the same as other research conferences, as it follows a format closer to that of a science fair, with states holding competitions and sending the winning scientific projects to the national conference. This is still rather a prestigious opportunity, and worth considering; since there are branches of AAAS in each state, there is bound to be some opportunity near you. The national conference is in February each year.

While the projects which get sent to this conference may be competitive at the state level, this is not a science fair, and there is no ā€œwinnerā€. The goal is to share and explore science collectively, and to inspire and support the next generation of researchers. This is an excellent opportunity for students, especially since projects presented here can later be adapted for publication.

Unlike most other conferences, NCUR exists solely to promote research done by undergraduates, and does not confine itself to a single field or discipline. Original research done in any subject at a high level may be submitted to this conference. This conference is held in a different city each year, but always within the continental US. 

Submission opens in September, and is due in December. Papers may be on any research topic, but must follow their formatting guidelines. You may submit either poster or presentation research, but students find the most success with poster presentations. You are expected to travel to the research conference to present your research.

While this conference is explicitly for undergraduates, it (and many other undergraduate conferences) do welcome submissions from high school students if they are completed at the level of research they expect. The standards are quite high, but then thatā€™s rather the point, and why presenting at a conference is impressive. While the cost to travel to this conference may be prohibitive, the breadth of topics it accepts can make it appealing. 

Conferences Local to You

Universities exist at the forefront of research, and exist in large part to support and further this research. To that end, most universities, especially top research universities, host research conferences for undergraduate students, both for their own students, and for those at other institutions. 

These can be irregular, but if you look at universities near you, you are likely to find at least a few conferences. Now, not every field will be equally represented; this depends on the interests of the university and the budgets of departments. That said, if you are looking to pursue and present your own research, your local university is one of the best places to start. Reaching out to ask can be scary, but most scholars are happy to hear from students who are passionate about their field. 

Final Thoughts

There are many hurdles for high school students interested in pursuing research, and finding a way to share it with the scientific community is certainly one. We hope that this article has given you one path you can take to sharing your own research, and shown you how high school students can add to the scientific literature. It isnā€™t an easy thing to do, but things worth doing so rarely are. 

If you are looking for help pursuing your own research projects, or mentors who can help you explore these topics, then ³Ō¹Ļ¹ŁĶųā€™ research mentorship program may be right for you. Our mentors are all experienced and widely published researchers, and are well equipped to help students like you add meaningfully to the scientific community. Schedule a free consultation today to learn more, weā€™re always happy to hear from you.

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Why Publication Takes So Long

The publication process is very complicated; weā€™ve discussed this in prior articles, but weā€™re going to break it down again here simply. In short, when you submit a paper to a journal, it goes through the following steps: 

1. It is reviewed by an editor (unpaid). They make sure that the paper fits the theme of the journal and is coherent; a research paper on squids canā€™t be published in a computer science journal (unless youā€™ve taught the squids to code). 
2. The editor sends it to peer reviewers (unpaid). These reviewers are professional academics in the field, who evaluate your work for quality and scientific coherence. They make notes on the paper, and send it back.
3. You are expected to revise your paper based on these notes. 95% of papers submitted receive notes before publication. 
4. The paper is given a final check for formatting by the editor (still unpaid).
5. The paper is published, either online, which can be immediate, or in the next edition of the journal, which takes however long it is before that comes out. 

Each of these steps takes time, often quite a bit of it. The exact amount is variable based on the journal, but this is always compounded because all of the people doing the work are unpaid. Being a peer reviewer or editor is generally a volunteer position, even for quite prestigious journals. Thus the ten to twenty hours of work required to properly review a paper may fall down their list of priorities. Theyā€™ll get to it, certainly, but it will take time.Ā 

This then raises the question of where the publication fees are going, if they arenā€™t spent on reviewers or editors; after all, accessing journals often takes a lot of money too. Thatā€™s an issue for another article, but suffice to say the system is not designed for the well-being of academics. 

Speeding the Publication Process

The publication itself is somewhat inflexible, but there are ways you can speed it, some of which are more feasible than others. Weā€™re going to go through each in turn, in order to discuss the pros and cons, and which may be best suited for your situation. 

Publishing Via Pre-Prints

Weā€™ve discussed pre-prints before, and the pros and cons of them. In short, pre-prints are articles which are published and disseminated publicly without going through the peer review process. Not needing to be reviewed removes pretty much the entire waiting period for publication, so this is by far the fastest option, but it is also one with some of the most issues. 

The biggest con is that most colleges are wary of peer-reviewed papers. Top scholars with established publication histories can benefit from publishing pre-prints, especially if they worry that someone else will publish first. High school students, however, really need the accreditation that comes from peer review, the confirmation from a third party that their research is meritorious. In most circumstances, we advise all students not publish using pre-prints. 

Paying to Expedite the Process

Some, but not all, journals offer a fast track to review and publication. This is more common in journals aimed at high school students, but some professional journals offer it as well. This is often a significant additional fee, but guarantees your paper is reviewed on a set timeline. Note that this is still a full review, and will still take some time, including your response to any comments on your paper. All it does is shorten the editorial and peer review process by moving your paper to the top of the priority stack. 

This can be a good option, though the timeline for these reviews, even expedited, is often still extensive, especially depending on how many revisions are required. In addition, many journals which offer this service are less reputable. This isn;t true of all of them of course, but you should beware of paper mills, journals which will publish near anything without a proper review. This is a growing problem for academics of all stripes, but is especially troublesome for high school students. 

If a journal you are submitting to has an expedited option, and you know the journal is reputable, then this can be a reasonable option if it is within your budget. This is not ideal however, and the time savings can be variable.

Presentation at a Conference

The final option is to present your research at a conference. These are held regularly in all disciplines, and allow researchers to present their findings. The review for conferences is far faster, due to the logistics of conferences; if your research is submitted by the deadline, it will be reviewed and entered into the conference proceedings. In most cases, you will then be able to present a poster at the conference, where you highlight your work and results. 

Some conferences will further review and publish a compilation of presentations, though this can take far longer. Presenting in a conference alone, however, is seen as an equivalent accomplishment to publishing in a journal; indeed, in some fields almost all research is disseminated through conferences. 

You will have to find a conference which is related to your subject of study, and which is still accepting submissions. The review process is much faster for conferences, but they are very set in terms of timing, and it is still far from instantaneous. It is probably one of the best options for students who are looking to publish quickly however, and one we help many of our students pursue. 

Publication and College Admissions

Getting into a great college isnā€™t the only reason to do research, but publishing serious and thoughtful research is a great boon to most applications. This, then, has students very eager to publish before they submit their applications, something that causes a lot of stress, especially for those applying early decision. It can be nerve wracking, even with these expedited means, submitting a paper and waiting to hear back as deadlines creep closer. 

Here, however, there is something you need to know: submission for publication in a journal or presentation at a conference is generally weighed the same as the publication itself. Now, admissions officers do tend to be reticent to discuss exactly how they evaluate research; when approached for comment directly every school we spoke to demurred. This is, however, something we are confident on based on conversations with them, and other sources within universities. 

This makes sense; colleges are in the business of producing research, and they know exactly how lengthy and difficult of a process it is. What they care about is the legitimacy of the research you did; submitting it for publication, having it under consideration, shows your dedication to the process, your desire for legitimate academic exploration. 

This is heartening, but does still leave some students nervous. If you are concerned, then you can also send admissions officers an update letter once your paper is published. Now, admissions officers only want update letters if thereā€™s been a major update to your candidacy, but publishing research definitely counts. This tends to be more applicable to students applying regular decision, but can be done by students applying early as well. 

Admissions officers are not trying to make your life more difficult, and they do want to extend you understanding. If you tell them where you are in the publication process, and explain how you have substantially contributed to the process of research, then it will be beneficial to your application.

Final Thoughts

You do not need to complete research to get into a great college, but itā€™s quite clear why so many students pursue it. With how much work a research project takes, itā€™s also clear why students want to get credit for doing it, and why thereā€™s so much stress about how long it takes to publish research. We hope this article has helped you understand why the process takes so long, and what you can do to speed the process. 

Publication is quite a confusing process, as research itself is; very different from anything you do in high school, even in AP courses designed to facilitate research. If you are looking for further help understanding these processes, or expert guidance conducting and publishing your research projects, then ³Ō¹Ļ¹ŁĶų can help. Our research mentors have long experience in their fields, and are quite capable of guiding you through the entire research process. Schedule a free consultation today to learn more, weā€™re always happy to hear from you. 

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In this article, weā€™re specifically going to look at some hot topics in economics, five fields (and their related subfields) where a lot of exciting new work is being done. These arenā€™t the only fields you can publish in, far from it. We want this to serve as an introduction, to let you sample whatā€™s on offer, and what you might want to explore further. 

1. Artificial Intelligence and Labor Markets 

The rise of artificial intelligence (AI) and automation is transforming labor markets and production  processes. Economists study how new technologies affect employment, wages, productivity, and  the distribution of economic gains across workers. Technological change has historically generated both job losses and new occupations. Current research examines whether AI represents a  continuation of this pattern or a more disruptive technological shift. 

1.1. Automation and Job Displacement 

Automation occurs when machines or software replace tasks previously performed by workers. Economists study which occupations are most vulnerable to automation and how technological  change affects employment across industries. There is evidence that automation tends to affect routine and middle-skill occupations, such as manufacturing or administrative work. However, recent developments in AI may increasingly affect higher-skill jobs that involve data  analysis or pattern recognition. 

1.2. Skill-Biased Technological Change 

Another important research area examines how technological progress affects wage inequality.  Economists refer to this as skill-biased technological change, meaning that technological progress increases demand for highly skilled workers relative to low-skill workers. AI tools often  complement highly educated workers such as engineers, analysts, and researchers. As a result,  wage gaps between workers with different skill levels may widen. 

1.3. Productivity and Firm-Level AI Adoption 

Researchers also study whether firms that adopt AI technologies experience productivity  improvements. Economists use firm-level data to analyze changes in hiring, output, and innovation  following AI adoption. Productivity gains often vary across firms depending on management  practices, data availability, and workforce skills. 

Possible research question: 

• Does AI adoption increase firm productivity more in technology-intensive industries?Ā Ā 
• Which occupations face the highest automation risk?Ā 
• Does AI adoption increase wage dispersion within firms?Ā 

2. Industrial Policy and Geopolitical Tensions 

Industrial policy has re-emerged as an important area of economic research due to rising  geopolitical tensions and disruptions in global supply chains. Industrial policy refers to  government efforts to promote specific industries through subsidies, regulation, or strategic  investments. Recent geopolitical competition, particularly between major economic powers, has  increased interest in strengthening domestic production in key industries such as semiconductors,  artificial intelligence, and clean energy. 

2.1. Strategic Industry Support 

Governments often support industries considered essential for national security or economic  competitiveness. Examples include semiconductor manufacturing, defense technologies, and  advanced computing. Economists study whether these policies increase innovation and  productivity or distort market competition. 

2.2. Supply Chain Resilience 

Recent global events including pandemics and geopolitical conflicts have exposed vulnerabilities  in global supply chains. Economists analyze how firms diversify suppliers and how governments  encourage domestic production. Policies aimed at supply chain resilience attempt to reduce  dependence on single suppliers or politically sensitive regions. 

2.3. Trade Restrictions and Technological Competition 

Governments increasingly use tariffs, export controls, and investment restrictions to protect  strategic industries and limit technology transfers. Economists analyze how these policies affect international trade and innovation. Geopolitical tensions also have led to restrictions on advanced  technologies such as semiconductors and artificial intelligence components. 

Possible research question: 

• Do subsidies for semiconductor production increase domestic technological capacity?Ā 
• How do geopolitical tensions such as wars affect global supply chain structures?Ā 
• How do export controls affect global innovation and technological diffusion?Ā 

3. Behavioral Economics and Financial Markets 

Behavioral economics integrates insights from psychology into economic analysis. Traditional economic models assume individuals behave rationally and make optimal decisions. Behavioral  research demonstrates that real-world decisions are often influenced by cognitive biases and  emotional responses. In financial markets, these behavioral biases can influence investor behavior  and lead to deviations from traditional models of market efficiency. 

3.1. Investor Overconfidence 

Investors often overestimate their ability to predict financial market movements. Overconfidence can lead to excessive trading and increased volatility in financial markets. Behavioral finance research shows that overconfident investors may underestimate risks and react too strongly to new information. 

3.2. Herd Behavior 

Herd behavior occurs when investors imitate the actions of others rather than relying on  independent information. This behavior can amplify market movements and contribute to speculative bubbles. Financial markets often exhibit herd behavior during periods of uncertainty or rapid price changes. 

3.3. Market Sentiment and Asset Price Bubbles 

Investor sentiment can influence financial markets even when underlying economic fundamentals  remain unchanged. Behavioral economists study how optimism or pessimism among investors can  drive asset prices away from their fundamental values. These dynamics can contribute to financial  bubbles and market crashes. 

Possible research question: 

• How does investor sentiment contribute to asset price bubbles?Ā 
• Do retail investors exhibit stronger behavioral biases than institutional investors?Ā 
• How does news sentiment affect short-term stock market volatility?

4. Climate Economics and Environmental Policy 

Climate change is one of the most important challenges facing modern economies. Economists analyze both the economic costs of environmental damage and the effectiveness of policies aimed  at reducing emissions. Environmental economics focuses on designing policies that balance  environmental sustainability with economic efficiency. 

4.1. Carbon Pricing Policies 

Carbon pricing policies place a cost on greenhouse gas emissions to encourage firms to reduce  pollution. Two common approaches are carbon taxes and emissions trading systems. These policies  create economic incentives for firms to adopt cleaner technologies. 

4.2. Climate Risk and Financial Markets 

Climate change introduces new risks to financial and insurance markets. These risks include  extreme weather events, financial stability, and shifts in energy demand. Economists study whether financial markets incorporate climate risks into asset prices. 

4.3. Green Innovation and Renewable Energy 

Government policies often encourage innovation in renewable energy technologies such as solar  and wind power. Lower costs of renewable energy technologies have been partly driven by policy  incentives and technological innovation. Economists study whether subsidies, research funding,  and regulations accelerate technological progress. 

Possible research question: 

• How do carbon markets affect emissions reductions across industries?Ā 
• Do firms with high carbon emissions face higher borrowing costs?Ā 
• How do government subsidies affect renewable energy adoption?Ā 

5. Inequality and Wealth Distribution 

Income and wealth inequality have become central topics in modern economic research. Rising  inequality has implications for economic growth, political stability, and social mobility. Economists study how labor markets, education systems, taxation policies, and financial markets  influence the distribution of income and wealth. 

5.1. Income Inequality 

Income inequality refers to differences in wages and earnings across individuals and households.  Researchers analyze how globalization, technological change, and labor market institutions affect  wage distributions.

5.2. Wealth Inequality 

Wealth inequality focuses on the distribution of assets such as stocks, real estate, and business  ownership. Because wealth accumulates over time, it tends to be more concentrated than income. 

5.3. Intergenerational Mobility 

Intergenerational mobility research examines whether individuals can improve their economic  status relative to their parents. Economists analyze how education, geography, and labor market  opportunities influence economic mobility. 

Possible research question: 

• Does access to higher education reduce income inequality?Ā 
• How does stock market participation affect wealth inequality?Ā 
• How do regional labor market conditions affect wage inequality?

Final Thoughts

We have only scratched the surface in terms of what’s possible in economics in this article, but we hope youā€™ve gained some idea of the kinds of questions economists ask and try to answer when undertaking their research. Like all academic fields, there are vast reams of knowledge waiting to be uncovered, just waiting for some curious scholar to ask the right questions.

If you want help asking those questions, or undertaking your own research projects (in economics or otherwise), then ³Ō¹Ļ¹ŁĶų can help. Our research mentors are masters of their fields, all with a depth of scholarship and mentorship experience. Schedule a free consultation today to learn more about how we can help you begin exploring the wide seas of wisdom.

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In this article, weā€™re going to explore in depth how AP Research (a class offered by some high schools)compares to independent research projects, both in terms of what it is, and for what it can offer you in terms of your college admissions journey. Our goal is to help you understand your options, and to see which of these may be the best fit for you. Letā€™s jump right in!

Comparing AP and Independent Research

Both of these opportunities allow you to explore the research process, so letā€™s look at how they compare on specific aspects. 

Overall, AP Research is still a high school course (even as College Board presents it as being college-level). It gives you a strong foundation for research methods and practices, more than you might otherwise see in high school, but often does not do research at the same level as actual professional researchers. As an example, laboratory research in most fields runs all experiments three times, to check for outliers. In AP Research, thereā€™s generally only time to do a single set of experimental runs. 

This doesnā€™t make AP Research bad; it simply has the same limits as many other AP courses. It offers a number of benefits too, including significantly more structure and ease of access than many students have to independent research projects. Not every school offers AP Research either; itā€™s far less popular than, say, AP Biology. This too limits who may take advantage of it.

AP Research and College Admissions

Pursuing and publishing research is quite impressive to admissions officers, who generally look quite highly on it. AP Research, however, only sometimes enables students to produce and publish research at that level. Taking the course itself, with no other followups, offers no more to your admissions chances than any other AP course. 

Now, admissions officers do want to see that you have challenged yourself by taking the most difficult courses available to you, and AP Research can certainly be part of that, but doesnā€™t stand out much on its own. From a purely admissions standpoint, AP Calculus BC is going to be more important. 

What matters is if you can turn the research project you do for AP Research into something more than just this, and that means publication, presenting and disseminating it somewhere outside of the AP Research environment. Some high school journals will publish AP Research papers, but professional journals rarely will. These may be interesting pieces of work, but they rarely meet the exceptionally high standards of the scientific community. 

How to Combine Independent and AP Research Projects

There is a way to gain the benefits of both of these, and thatā€™s by doing both at once. This seems like a simple concept (and indeed it is) but the logistics of combining the two can be rather more complicated. In this section then, weā€™ll discuss how to pursue a single research project through both of these avenues. 

Project Ideation and Planning

As with any research project, your first step is to make a plan. Research is a lot of work over a long period, and having a plan makes completing it far more feasible. This should begin in your sophomore year; you want to take AP Research in your junior year, so that whatever research you do can be submitted for publication before you apply to colleges. Thus, planning begins in your freshman or sophomore year. 

Start by finding a research mentor, and figuring out a topic for your research. This will begin like an independent research project, because at this stage, thatā€™s exactly what it is. A single school year is too short for a full research project, so youā€™ll need to begin earlier; we advise the spring of your sophomore year at the latest, but earlier still is possible. 

Integrating the AP Research Process

AP Research is a class which consists mostly of self-study, students pursuing their own projects under the guidance of a teacher when need be. This is exactly what you need for an independent research project; many dedicated hours to work on it, with support and resources near at hand if need be. 

You should discuss this plan with the teacher at your school who oversees the AP Research course. Most will be quite happy to assist you; teachers join their profession because they like helping students, and most enjoy seeing students take the initiative in their own educations. They may even have suggestions to help with your plan, or to help you make better use of your time. 

Data Collection and Analysis

As part of the AP Research course, you may have access to your schoolā€™s lab facilities (if any) to run experimentation. While this is an attractive idea, we generally donā€™t recommend doing this if you are combining it with an independent research project. 

The standards of professional research is high, often to the point where it is impossible to replicate in a high school setting. All experiments must be performed in triplicate, there are very high standards for recording and presenting data, and the need to minimize errors is paramount. Add this to the often hit-and-miss equipment you find at most high schools, and gathering lab research is suddenly much harder. 

Now, you can also do other forms of data gathering; psych surveys for instance. Here, you just need to be careful to meet the ethical standards that professional researchers adhere to, with all experiments involving human subjects reviewed by , to ensure you are following proper standards. This may be possible, but again, the bar is very high. 

Working with a research mentor to find a project based on existing data can help, leaving your time in the AP Research course for review and analysis, something which is already very time consuming. 

Writing a Research Paper

For both AP Research and the goal of publication, you will need to write a research paper. Now, AP Research does have standards for this, but those of academic publications are much higher. Working with an independent research mentor along with the instructor in an AP Research course will ensure that your paper meets these specifications. 

Presentation and Publication

The version of your research you turn in for the AP Research course is unlikely to be exactly what you submit for publication, but it may be close. Unlike turning a paper in for a grade, however, submitting research for publication is a far more involved process, and one with significantly more uncertainty involved. 

This is why you need a research mentor as well as your teacher for the AP Research course, to guide you through the publication process, and to help you achieve the final culmination of your many months of effort. You may need to do several rounds of revision on your research paper before it is accepted for publication. 

Final Thoughts

Doing research in high school is a great way to show colleges just how dedicated you are to your intellectual interests, and the amount of work youā€™re willing to do to pursue them. AP Research can be good for this alone, but as we have seen in this article, works far better when paired with an independent research project, working on an effort that goes far beyond what is normally expected in the class. It is exactly this kind of extra effort that colleges like to see. 

If you are looking for advice on undertaking your own research projects, or on whether or not publishing research is the best way for you to demonstrate your abilities to colleges, then ³Ō¹Ļ¹ŁĶų can help. Our research mentorship program has helped students publish in multiple professional journals across a wide swath of disciplines. Schedule a free consultation today to learn more, weā€™re always happy to hear from you. 

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The is a top science fair competition for middle school students, and seeks to help spark and advance this exact passion for discovery. In this article, weā€™re going to examine what exactly this challenge is, how you can participate, what it takes to do well, and whether or not itā€™s a good choice for you. Itā€™s never too early to start learning, so letā€™s start now!

Understanding the Junior Innovators Challenge

Run by the , (the same organization behind other elite science fairs, including Regeneron), this is the largest science fair for middle school students in the US, with thousands of competitors each year. Its full name is the Thermo Fisher Scientific Junior Innovators Challenge, due to a funding arrangement reached in 2023. 

This competition works in stages; students first compete in regional science fairs which are associated with, but not directly run by, the main challenge. Students placing in the top 10% of those fairs are eligible to enter the main fair. They have a on their website to find affiliated fairs by you; these are intended to be accessible for students across the country, though students in more densely populated areas may have an easier time reaching a nearby fair. 

Students in the top 10% of these fairs are then invited to apply for the main fair; space at this is limited, and only 300 students are chosen to compete each year. In order to select these semifinalists, students apply ; this application is open from February-June, with students chosen announced in September. 

From this pool of 300 semi-finalists, 30 finalists are then chosen. These students are invited to come to Washington DC to compete in-person, and present their projects. Prizes are awarded to students in this coterie. Note that simply being selected as a semi-finalist is still a remarkable achievement, and one well worth celebrating. 

Competing in the Junior Innovators Challenge

Now that weā€™ve covered what this challenge is, weā€™re going to discuss how to actually compete in it. Note that affiliated fairs may have their own requirements, but these will generally line up with the overall requirements for the national fair. Be sure to check with your local fair when designing your own project.

Eligibility

This fair is for middle school students, those currently in grades 6-8. You must be an enrolled student; whether in a public or private school. Homeschooled students may also participate. Fairs must be registered with the society for science; these fairs then nominate the top 10% of projects to be able to apply for the national fair. 

Students may compete individually, or in teams of up to three. If working in a team, each team member will need to complete a separate application. 

All research for the project must have been done in the past year. Students may re-enter the fair multiple times, even those selected as finalists, unless they won one of the top prizes. Students must submit a new project each time they enter the fair, reusing or re-entering past projects is not permitted. 

Requirements for Nominated Students

If your project is nominated for entry into the main fair, you must meet additional requirements. First, and most importantly, you must enter the same project in the fair that got you nominated in the first place; you canā€™t change horses midstream. You may also only enter a single project. If, for example, you had both a solo project and a group project nominated, you could only continue with one of those. 

Note that you can update your project with more data, but only if the data was collected with the same methodology used and described in your initial fair entry. 

All students must agree to abide by the fairā€™s ethical guidelines. This includes noting any conflicts of interest, making sure you follow all applicable laws, and conducting research with academic integrity (not falsifying data or committing plagiarism [including the use of AI]). If you are doing research involving living creatures, be that studies of animals or psych surveys on humans, you must get your research approved by an Institutional Review Board to make sure it meets the highest ethical standards. As this can be a serious barrier, many students opt not to use living participants.

The Application

You can view a full pdf of the current application . This has several key parts. The first of which is basic demographic information about you and your parents, plus information about your school. Fill this out carefully; it isnā€™t necessarily difficult, but you want to avoid making any careless errors. 

The next set of questions are about your project generally; why you decided to undertake it, where you worked on it, and other basic information. If you had a research mentor (usually a teacher at your school), you should include that information as well. 

You then describe the project itself. You first choose a category; more than one may fit, but you should select one you think best matches the project you completed. You then give an overview of your project; an abstract if you have one, or a brief elevator-style pitch. You must also then discuss how you came up with your project idea in 200 words. 

You must then discuss your project in detail. In many ways, what they ask for mirrors a scientific paper. They want: 

• Your research question, or for engineering projects the problem you were trying to solve (50 words)
• Your hypothesis or engineering design criteria (125 words)
• Your methodology and procedures (400 words)
• How you analyzed and interpreted your data (300 words)
• The conclusions you reached (300 words)
• Any problems that arose during your research, and how you troubleshot them (200 words)
• Who else contributed to the project, and what they added (250 words)
• Optional references or citations (200 words)

Students who worked as part of a team must answer an additional question about how work was divided among the team, and how each person contributed. 

You must also upload a visual aid with this portion of your application. This is two pages of standard sized paper on which they want you to include graphs, charts, and figures relating to your data, analysis, and results. This should have minimal text, primarily only captions. This specifically is not meant to be a digital version of your poster, but just the graphs and figures from it which are most important to understanding your work and results. 

You may not include QR codes which link to webpages, embedded video or audio files, or identifiable pictures of you, team members, or any human participants. Photos with faces blurred or identities otherwise concealed may be included. You do need to properly cite and source all images and graphics in the visual aid, whether created by you or otherwise. 

The next part of the application is essay questions about you and your journey in STEM. The purpose of the Society for Science is to promote STEM engagement and interest, so this is of particular interest to them. They ask for three short essays: 

• Describe your STEM journey. How did you become interested in STEM and/or scientific research and your project this year? Who helped you, or influenced you (in ways good or bad)? How is STEM viewed in your school or community? (max. 200 words)
• Some students have a background, identity, interest, accomplishment, obstacle, setting or circumstance that is so significant they believe their application would be incomplete without describing it. If this sounds like you, then please share your story. (max. 200 words, Optional)
• The world population has reached over 8 billion people. Describe two important changes to STEM industries (for example: agriculture, medicine, technology, etc.) that would need to be made to help support the growing population. How would you implement one of those changes? (max. 300 words)

The next portion asks about your activities, both related to STEM and not (though with a focus on STEM). First you select which activities you are part of, then you have some brief chances to explain participation in any STEM research programs, or other activities you are part of. 

The final section is about paperwork, including from your previous fair. This is not meant to be challenging in the same way the essays are, but is about checking all the boxes, and making sure applicants have everything properly in order. We recommend completing this section with parents or a research mentor. 

As a note, all of the writing on the application must be your own. You can certainly ask a mentor for help with brainstorming or editing, but it must be your work. In the same way, use of AI is not permitted; if the AI is the one doing the writing, then you arenā€™t, and that isnā€™t what they want to see. 

Is the Junior Innovators Challenge Right for You?

This is a remarkable opportunity; there arenā€™t nearly as many options for middle school students to explore and compete like this as exist for high schoolers. That said, this isnā€™t going to be something every student desires or benefits from; it is a good opportunity, but not a universal one. 

Junior Innovators is best for students who have a strong interest in STEM fields, and who are looking to dip their toes into research and discovery in those fields. Science is research, the discovery and dissemination of the new, but most students never really get to experience that; all the problems they solve are ones with answers in the back of the book. This is a chance for students to explore, and to push themselves. 

Even for students who donā€™t win, simply the experience of doing research, going to science fairs, and meeting peers who are similarly interested and motivated can be extremely rewarding. Middle school students have a long time to plan out their futures, but the more things they try now, the better idea they will have of what exactly they like, and what they donā€™t.

If you have a student who is interested in STEM, and curious about the world around them, then this is a great way for them to begin heightening that interest, and exploring what those fields are like in more depth. They might love it, they might not, but the experience itself is worth pursuing in order to find out.

Final Thoughts

Science fairs are nothing new, but theyā€™ve come a long way from the days of baking soda volcanoes. The Junior Innovators Challenge takes young students seriously, and offers them a chance to really take part in doing science, exactly the way professionals do. This is something many students love and thrive in, discovering they are capable of so much more than they expected, and loving everything else they learn along the way.

If you are interested in pursuing this, or other opportunities, then ³Ō¹Ļ¹ŁĶų can help. Our research mentors are gifted at helping students understand the research process; guiding and teaching them while empowering students to do the work of real scientists. Our candidacy building program helps students find opportunities like this, chances for them to really take charge of their passions, and to explore them to their fullest. Schedule a free consultation today to learn more; weā€™re always happy to hear from you.

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After all, research only counts if people know youā€™ve done it, and thus publication in a peer reviewed journal is the best way to show off for colleges. The peer review process often takes some time however, leaving students worried that they wonā€™t get results before applications are due. In this article, weā€™re going to go over publication timelines for popular high school journals, and how you can ensure colleges know about your research successes. Letā€™s jump right in!

Publication Timelines for High School Journals

Here are some popular high school journals, and the review timeline for each. We have ordered these alphabetically for your convenience.

A few notes; first there is a distinction between how long it takes to review a paper, and how long it takes to publish it. Many journals publish every few months or just once a year; these may be reviewed but not published for some time after submission. Journals which publish continuously online will often publish immediately after a review is complete and a paper is accepted (though not always). 

We also only include peer reviewed journals in this table; journals that donā€™t peer review are faster, but much less beneficial; we explain this in more depth in our article here. 

When to Submit to Journals for Publication in Light of College Apps

The review timelines for different journals vary quite a bit, but they do have a few things in common. Most notably, they do all take a fair bit of time. This can often come as a surprise to high school students; even the largest projects and essays you turn in are generally graded in a week or so. This is not the case for research journals. 

These journals are reviewing each submission carefully. The people doing these reviews are volunteers, but see this service as beneficial to the field as a whole, and take their responsibilities seriously. This is true whether you submit to high school or professional journals. This, therefore, takes a lot of time, as they review your methodology and check your results. 

If you want to have your paper accepted before admissions deadlines are due, then you will want to submit during the summer before your senior year. This accounts for both the initial review, and the fact that many journals will send a paper back to submitters for corrections before accepting it. 

Note that receiving corrections is not a personal attack, nor is it a sign of failure. Most papers that are published go through the process of receiving corrections and being edited prior to being accepted. This does, however, often extend the time between when a paper is submitted, and when it is finally published. 

We advise submitting anything you wish to include on your college apps three to six months in advance for this reason, just to give the slow process time to wend its way through to a conclusion. If you are looking for a more in-depth overview of the publication process, see our article here.

What if Publication Timelines Slip?

So, thatā€™s the best case scenario, you get everything in early, itā€™s all grand, it gets published, and admissions officers see how smart and cool you are. What if, for one reason or another, this goes wrong somehow. How can you then talk about your research and accomplishments in a way that will stand out to admissions officers?

Describe Where You Are

If your paper has been accepted for publication, though has not yet been published, that is nearly as good, and can and should be bragged about. If necessary, you can update colleges when it actually is published, but this is rarely necessary. If your paper has only been submitted, and review is ongoing, then you can mention this as well. 

A paper under review is less impressive; the work is still exceptional for a high school student, true, but it lacks the external validation of a paper accepted for publication. In these situations, you should always attempt to update admissions officers if your paper is accepted for publication after your application is submitted. That said, there is still something notable in having created a paper at all. 

Change Publication Targets

Different journals have different publication timelines; some are much faster than others. In some cases, based on paper topic, you may not have much flexibility in where you submit; other times, however, you can choose a journal with faster turnaround times to try and get a result before applications are due. 

You may also submit a work to a conference rather than a journal. Conferences have a much faster turnaround time; and while it may not occur before a college application is due, having a paper accepted for presentation at a conference is still a notable achievement, and well-regarded by admissions officers. 

Avoid Pre-Prints and Non Peer-Reviewed Journals

There are ways to publish much faster by avoiding the peer review process entirely, publishing in either pre-prints or non peer-reviewed journals. We generally advise students to avoid both these options. While they are fast and can appear flashy, they lack the substance and impact of peer-reviewed counterparts. Publishing in a non peer-reviewed journal may make admissions officers question the validity and quality of the research you have done. 

Final Thoughts

You certainly donā€™t need to publish research in high school to get into a top college, but as competition grows ever fiercer, it is an increasingly popular way to stand out from the crowd. This does come with many logistical challenges that can trip high school students up however, and which can make the process quite difficult.

We hope that this article has given you clear insight into how to publish research in a way that colleges will be able to see, and how much planning this takes. Of course, this is a lot to ask of high school students; if you are looking for help with your own research endeavors, then our research mentors can help. These are experienced PhDs and professors, with all the experience needed to help you with your research projects. Schedule a free consultation today to learn more; weā€™re always happy to hear from you.

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In this article, weā€™re going to go over some venues which publish history research, and which may be amenable to publishing papers submitted by high school students. Weā€™ll cover how to submit, who publishes the journal, and what topics within history they look for. Letā€™s get started!

Writing Papers for Publication

Weā€™ve covered how to write research papers before, but we wanted to include another brief note on it here. Research papers are different from the papers you write for school, with different standards and guidelines for formatting and content both. Here are our most important tips for submitting papers for publication:

• Check formatting standards. Different publishers want different formats for citations and text, and will simply reject papers which do not adhere to their guidelines.
• Proper length. Publications have certain lengths of papers they accept. These generally do not include footnotes and bibliography. You will need to be sure your submission is between the minimum and maximum allowed lengths; this may require some editing.
• Topic. Some of the journals we list here are very open in terms of the topics they publish on, while others are more specialized. Note that the higher you advance in academia, the more specialized your work becomes, and the more niche journals are.

Finally, we want to note that many of these journals are intended as a publication venue for undergraduate students. While they still may accept submissions from high school students, you need to understand that you are not their intended audience. You should therefore strive to have a paper perfectly suited to their standards, and be as easy to work with as possible. They will be doing you a favor if they publish you, and you should approach submission with that attitude. 

Journals that Publish History Research

We will now provide a list of journals which may be amenable to publishing history research by high school students. This is not going to be an exhaustive list, but will give you a sense of what your options are, and what publications are looking for in research. 

This journal is published by students at the University of Alabama, and is fully produced by undergraduates in their Honors program. They accept submissions in all fields of history. Submissions can only be original research using primary sources; a synthesis of secondary sources alone is discouraged. 

Papers must be written either for an undergraduate class, or under the supervision of a faculty advisor for an independent study. The first is possible through dual enrollment programs which allow high school students to take college coursework, the second by reaching out to and working with a faculty member directly. Any papers completed for a class must have received an A to be submitted. 

Submissions must be between 3,000 and 10,000 words, and must adhere to the journalā€™s . The journal refers to the Chicago Manual of Style for both formatting and citations.

This journal is more history adjacent than purely focused on history. Founded in 2012, this journal is run by undergraduates at the University of Chicago. It publishes a physical edition biannually, and publishes articles online continually. Articles may be submitted for publication either online or in one of their two seasonal publications. 

This journal publishes articles on the affairs of countries outside the US, or on the relationships between the US and other countries. All articles should be on events between 1945 and the present. They prefer submitted articles include a legally usable figure or image. For digital articles, they prefer a focus on events of the past 5-10 years, while print articles can have a wider purview.

As is to be expected from a publication run by UChicago, they want all citations and formatting to be done in Chicago style, as outlined in the Chicago Manual of Style. Submissions should run from 750 to 2,500 words.

Run by, as the name suggests, undergraduates at Vanderbilt, this is a fully peer reviewed journal which accepts submissions from undergraduates nationally and internationally from accredited four year institutions. There is a double-blind review and feedback process for submitted works. 

Submitted pieces may cover any historical topic. This includes the history of cultural or religious trends, or other historical topics. The primary author of any submitted paper must be an undergraduate student, but others can also contribute. The paper must cover original research, with a core thesis. If it was submitted for a class, it must have received a grade of A. The paper must cover a topic of historical significance; what this means is variable, but it should not focus on trivialities. 

All papers should use formatting as outlined by the Chicago Manual of Style, including citations. Submitted papers must be between 10 and 30 pages in length, not including the bibliography. All papers must be in English (this is specified due to their acceptance of papers from international institutions).

This journal, as the name suggests, is focused entirely on American history. Published by the Organization of American Historians, this is one of the leading journals dedicated to this field. It publishes quarterly, and includes both original research and reviews in its publication.

While this journal is aimed squarely at academics, they will accept submissions from anyone who can conduct research up to their standard. This means, of course, that your research needs to be of top quality in order to submit. We do not say this to discourage you from submitting, but to illustrate that it can be a challenge, and you should put your best effort into any work you submit. 

All submissions must be formatted in accordance with the Chicago Manual of Style. Full requirements for formatting may be found . All articles must pertain directly to American history. Articles may not exceed 14,000 words; they rarely publish research articles of fewer than 10,000 words. Illustrations are encouraged, but not required. 

The American History Association hosts an annual conference where undergraduates are invited to give a poster presentation. While there is no word on whether high school students are also permitted to present at these, we have found that experts in fields tend to react positively to student interest. 

Note that you are required to the AHA in order to attend and participate in their annual conference. They do have reduced membership rates for students; if you are an undergraduate, you may be able to attain membership through your college, department, or program. 

Submissions require an abstract and a bibliography. This should establish the geographic and chronological scope of the research you have done, what sources and methods were used, and what your argument is based on the evidence you have gathered. As a poster presentation, this is also a great networking opportunity, and a chance to meet professional historians and academics.

Final Thoughts

History is a very broad field, encompassing everything that has happened that we can prove happened (and some things that weā€™re still arguing about). This gives some great opportunities for research, both in terms of analysis of primary sources and broader analysis of trends and data over time. An analysis of Lincolnā€™s letters and one of casualty statistics at field hospitals are both perfectly valid research avenues to explore the American Civil War.

We hope that this article has given you a solid introduction to some publication options for history research. If you are looking for more advice on conducting this research in the first place, or guidance on writing a paper likely to be accepted for publication, our research mentorships are right for you. We partner students with experienced academics who know the ins and outs of how research and publication work, and who are able to guide you through the entire process. Schedule a free consultation today to learn more about how we can help you explore the vast field of history.

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What is the AP Capstone?

The is a combination of two different courses: AP Seminar and AP Research. Each is a year long, and seeks to introduce students to high level study, research, and collegiate style coursework, something most AP Classes donā€™t quite emulate. 

comes first, and allows students to explore various high level interdisciplinary subjects. It is loosely based on collegiate seminars, which are smaller lecture and discussion courses. The instructor and students have broad leeway on what material will be covered, and there is an overall goal of understanding how to examine multiple different views on real world subjects and draw original conclusions based on the evidence.

builds on this by having students do guided research on a topic of their choice. The goal is for students to learn research methodology methods for finding and reviewing original sources and other data. The course culminates in a 4-5,000 word essay in combination with a portfolio or other work as a culmination of your efforts. This should sum up what youā€™ve learned and accomplished, and the results of your research.

AP Research can be taken without having taken AP Seminar first; you will simply need to do some more work to learn the baseline research methodology that the first course covers. Indeed, doing the capstone as a whole is uncommon; most students either do one course or the other, not both. 

The pros of this is that it lets students examine a topic of interest to them, and teaches them skills in research in a guided academic setting. As a course offered in school, they have a set amount of time in the academic day to work on the project (though they will still need to put work in outside of school). The final paper can be submitted for publication at some journals; specifically the Concord Review accepts these papers if they meet its criteria. 

The downside of this is that not every school offers AP Research, and that the quality of the course is heavily dependent on the instructor you have. The final paper you create is also usually done at the end of your senior year, which is too late to actually matter for college admissions in most cases. Finally, the way the course is structured is best suited to humanities and social science research, rather than STEM fields. 

What is the IB Extended Essay?

Unlike AP Courses, which are offered in a somewhat a la carte style, IB coursework forms a unified curriculum. Part of this curriculum which is required of all students is the . This is part of the diploma program, and is generally done in the second year of the two year IB program.

This essay is a 4,000 word original piece of research on a topic of interest to the student which relates to one of the six DP subjects. This essay can also be interdisciplinary, following the World Studies approach. The goal of this essay is to teach students how to ask a research question, explore a topic of interest, and develop an argument through writing. 

The essay is done outside of a class, but students meet with a supervisor while working on the essay, who is generally a teacher at the school. The extended essays are all evaluated by outside examiners appointed by the IB. They are graded on a scale of 0 to 34.

Unlike AP Capstones or independent research, an IB extended essay isnā€™t optional. If you are taking part in the IB curriculum through your school, you will need to do one of these essays. This does take some of the pressure off, but also makes it harder to stand out by doing one; after all, all your classmates will be completing these essays as well, which does cut down on the uniqueness of doing independent research.

These essays can be repurposed and published elsewhere however, and can cover topics in any academic discipline. Doing data collection and analysis may be difficult, depending on what exact research topic you have and the level of support your school provides. As with APs, these depend heavily on the teacher you have to advise you, and their own experience with research. 

Overall, this is a good exposure to the kinds of research papers you will be tasked with completing in college, and to research methods and techniques. It is somewhat rare to find, simply because IB coursework is far less common than AP in high schools across the US. If you are in an Ib school, you should take full advantage, but what if you arenā€™t?

Independent Research Projects

It is finally possible to undertake research on your own initiative, either on your own, or under the guidance of a mentor experienced in research. This can occur alongside one of the programs mentioned above, or in its absence. Overall though, this requires much more initiative and work on the part of the student.

Independent research projects are just that – independent. They are not supported by your school, and you work on them entirely outside of school (though some students do make use of free periods or study halls to do work on research). You will need to take the initiative to launch a project without the input of a higher educational authority, and need to come up with the internal motivation and discipline to see the project through to its conclusion.

This is the biggest barrier to entry to doing research, and also a large part of the reason why it is so impressive to colleges. The ability to self organize and self motivate to this degree requires a degree of maturity that not all high school students possess. This maturity is something colleges want on campus, and the level of academic production and skill that often follows along with it.

Research Mentorships

³Ō¹Ļ¹ŁĶų offers research mentorships, where you work with an established researcher on a project. These researchers all have advanced degrees and significant publication history of their own, and are well versed at guiding students through their first research projects, as this is something all college professors must do when working with undergraduates. 

These researchers are there as mentors, to teach you how research works. They will instruct you in the methodology of performing research, from finding and reviewing academic sources, to gathering or sourcing data, to how to properly analyze that data in the context of your research question.

They will also coach you on academic writing for publication. This is a different writing style than most students ever do in high school. Both in terms of formatting and the language used, research papers must adhere to strict standards to be publishable. 

Finally, they will help you find a venue to show off your research, either through publication in a journal or presentation at a conference. We cover how publication works, and why itā€™s so important for research, more in our guide to publication.

These research mentors are there to work with you, not do the work for you. They will teach and assist, but at the end of the day, you as the student must still do all of the work. This is because the point of research is to learn something, and to gain the kinds of skills you will need to use regularly in college. While it does look quite impressive on admissions, it is only worth including if it is an accomplishment you rightfully worked for. 

A Note on Research Lab Internships

There is one final way to get involved in doing research, and thatā€™s interning at a research laboratory, generally over the summer. This can be done in conjunction with any of the other avenues for research.

This approach is notable as it is the only way students in high school can really get involved in laboratory work, and learnt he associated techniques and safety measures. You can do scientific research outside of a lab, running experiments in your home or borrowing equipment from school (with permission of course), but that doesnā€™t quite substitute for lab experience. 

These internships are very valuable, but also very rarely lead to papers or publications. They are worth pursuing, but are often best done in conjunction with other independent research as well. 

Final Thoughts

There are many avenues for students to write extended research papers, both through their schools and on their own initiative. Each has their own strengths and limitations, and we hope this article has fully illustrated these for you, so that you can decide which best suits your situation. 

If you want to hear more about the ³Ō¹Ļ¹ŁĶų research program, or how we can help you with publishing your AP Capstone or extended response essays, schedule a free consultation with us today. We have research experts in every field, and know exactly how to help you achieve your academic goals.

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In this article, weā€™re going to talk about one such scholarship: the . Weā€™re going to go over what exactly this is, how to apply for it, and how to maximize your chances of winning it. As with all competitive scholarships, Davidson is quite competitive, but in many ways the journey of this scholarship makes applications worthwhile anyway. Letā€™s find out why!

The Davidson Fellows Scholarship

This is a scholarship run by the , a foundation devoted to supporting and advancing particularly gifted students. The scholarship itself has three levels of awards: $25,000, $50,000, and $100,000. This is not a recurring or renewable scholarship, but you have ten years to use it. The scholarship funding may be spent on any educational related expense, from tuition costs, to supplies, to fees. 

The scholarship money can go directly to the school, or your family can pay the costs and then be reimbursed by the scholarship. Due to the ten year limit on the scholarship, some students use it to pay for graduate school as well. 

This scholarship is awarded annually. All submissions must be in one of their stated categories (more on that later), but are judged and awarded collectively. The number of awards given is budgeted to be 20 total annually; an independent panel of judges reviews all projects and selects those most worthy of recognition to be awarded, along with the level of award each will receive.

Eligibility

The scholarship has broad availability. There is no fee to apply for this scholarship. You must be 18 years old or younger (there is no minimum age), and a US citizen or permanent resident residing in the US. US citizens living abroad due to military deployment are eligible; citizens living abroad for other reasons are typically not eligible to apply. 

These are the only rules for eligibility.

Applying for a Davidson Fellowship

Applications to the Davidson Fellows program must be done online. The application opens in the Fall, and is due in early February. The application must be , and has two parts. The first part asks for a brief description of your project, to ensure that it is eligible for the scholarship. In the second, you input your nominatorā€™s information, along with category specific criteria. 

Each application requires submission of a project or portfolio that falls into one of their specified categories. Each category has its own application requirements; we go into these in more detail in the next section. 

They urge students to submit the initial portion of the application, the description of your project, as soon as possible. This will then be reviewed, and if it is deemed eligible, you and your nominators will be sent links to submit the rest of the materials. 

You must have two nominators for your project; these may not be your parents. Despite describing these as nominators, their real purpose is much more that of a letter of recommendation; we do not know why they do not just use that term, but that is their prerogative. See our article here for advice on letters of recommendation. Note that these nominators should include any research mentors you worked with in the creation of your project.

Once these and your project are submitted, they will be reviewed by an independent panel of judges. We will go over review criteria in a later section. We advise you to submit before the deadline, though there is no mechanical advantage to submitting early; it simply ensures you wonā€™t be late due to unforeseen circumstances. 

Davidson Fellowship Project Categories

Projects submitted to the Davidson Fellows Scholarship fall into one of three broad categories, each of which has its own sub-categories. These are: 

• STEM: Science, Technology, Engineering, Math
• Humanities: Literature, Music, Philosophy
• Out-of-the-Box: Social Sciences, Academic fields not listed, interdisciplinary projects

Note that there are also some fields where students may not submit projects. This includes all artistic fields other than music, sports, and community service. While these can all be wonderful projects, these are not what the Davidson Fellowship is looking for. We will now go through each of these categories in turn, plus their sub-categories, to explain what they are looking for in these project submissions. 

Also note that any projects involving human subjects (including surveys) or studies involving live vertebrates are not eligible for submission.

STEM Projects

All STEM projects have the same basic requirements, regardless of field. These basic requirements are: 

• A formal research paper
• A visual model
• Code
• Supplemental documentation or information
• Application Attachments

The formal research paper is exactly what it sounds like, and should follow the standard model of an academic paper as would be submitted for publication. For guidance on writing one of these papers, see our article on the subject here. Note that for these papers, they do not accept literature reviews. You need to have done novel research and analysis, even if it is a reinterpretation or application of an existing data set. Your paper should of course have a literature review section, but this cannot be the entire paper. If you are using a paper that has already been published, make sure you donā€™t self plagiarize. They have a link where you can report it if you are submitting a paper by you which has already been published elsewhere. This is allowed, but they want to know.

The visual model can be any image or graphics which best represent the work you have done. This can be plots or charts, diagrams, technical drawings, powerpoints, 3d visualizations; anything which visually illustrates what you have done. Davidson recommends you consult with your nominators about how best to present your data or project visually. 

Not all projects in this category will use code, but if yours did, then judges want to see it. All code needs to be differentiated between code you acquired (such as open source projects from GitHub), and the code you wrote. This is so judges can accurately evaluate your particular contributions to the coding aspect of the project. Even if your project uses limited code, such as R for data analysis, this needs to be noted. 

Supplemental information is anything else you want the judges to know about your project. Most commonly, this is future plans if this is an ongoing undertaking, or a resume for further context. Davidson allows you to submit projects which have been submitted elsewhere, so if your research project already won at a local science fair, you can put that on your resume and then submit it as supplemental material.

Finally, you must include attachments to your application; all categories require this, but they vary in their components. Within STEM, they are all the same. You are first required to complete two essays. The first essay is on your process, and is meant to describe how you undertook the research and work you completed. This essay is meant to answer the following questions: 

• What inspired you to pursue this work?
• How much time (hours/days/months) did it take you to complete this work?
• How did you organize the work that went into doing it?
• What difficulties did you encounter and how did you handle them?
• Where was the work completed?
• Who supervised your work (ex. teacher, mentor, grad student, principal investigator, etc.)?
• List who helped you and what assistance they provided. (Please include individuals who offered equipment, ideas, critiques, materials, methodology, etc.)
• Was your project completed through a paid program/mentorship? If yes, which one, who did you work with and in what capacity?

The final question is especially important, especially as paid research programs proliferate, many of questionable quality. Their goal with this is to determine how much of the work was actually done by you, and that your contributions were your own. The second question is simpler in nature, but harder to answer: it asks how your project, as you understand it, will benefit society or have a positive impact. 

Finally, you are required to submit a video of up to ten minutes in length. You are not judged on production quality, though it should be intelligible. This is your chance to discuss anything else you feel is relevant to your submission that wasnā€™t covered elsewhere; they encourage creativity in this. The two essays must be submitted directly with your application, the video must be uploaded to Youtube. 

Humanities

Humanities projects have similar requirements, but differ somewhat based on individual field and the nature of work within them, so we will cover each in turn. All of these require a portfolio of work, a grand project and undertaking; these are meant to be equally difficult and equally impressive as the STEM projects. 

Literature

For literature, you are required to submit a portfolio of different works totalling 60-75 pages in length. They want you to demonstrate your breadth and depth as a writer, and want works from three of the following four genres: 

• Fiction (they note that novel excerpts may not exceed 30 pages)
• Nonfiction (they note that any school assignments, including book reports, research papers, or journalism, may not be submitted)
• Poetry
• Drama or screenplay

They note that each genre may have multiple shorter pieces, so long as all three genres are represented. An overarching theme may be incorporated at your discretion, but is not expected or required. A bibliography (if necessary for nonfiction or otherwise), does not count towards the total page count. All pieces need to have been created by you within the past three years (or updated within the past three years). 

You must also submit a literary narrative; this is not counted with the literary portfolio page count. This is a narrative written by you about your own relationship with reading and writing, and how you relate to and view yourself and your work in a literary context. The purpose of this is to express yourself and analyze your own relationship with this as an artistic field. They specifically link to when discussing what a literary narrative is and what they are looking for.

Finally, there are the attachments. These are additional components which are attached to but separate from the portfolio itself; more of a meta commentary. The first is the process essay; this is discussed above in the STEM section. The second is a video submission, this is also discussed in the STEM section. Your creation process for literature is likely to be entirely distinct from the creation process for a scientific research paper, but they still want to understand it, to gain deeper insight into how the work you submitted was done. 

Music

The music portfolio has three distinct categories: composition, classical instrument, and other instrument. Each of these has different portfolio components, but all have the same additional attachments component at the end. Weā€™ll go through the portfolio components for each, and then discuss the attachment requirements. 

Composer portfolios are required to include three scores created by you, and recordings of those scores being performed. They note specifically that AI generated compositions are not allowed, but MIDI may be used for recordings. There are no other guidelines on the character or requirements of these compositions.

Classical instrument portfolios require two components. The first is an audition-format video demonstrating your breadth and depth as a musician by playing at least one piece from at least three of the following periods: Baroque, Classical, Romantic, and Contemporary. This recording need not be done in one take, and cannot exceed 45 minutes total. The second component is a live recording of you playing your instrument in a public performance within the past year which includes one complete movement of a concerta, sonata, or solo piece.

Other instrument portfolios are for jazz, bluegrass, and other musical traditions not considered classical. These require two components. The first is an audition style video of not more than 45 minutes demonstrating your breadth and depth as an artist. This must include one piece where you play off a written manuscript, demonstrating your ability to read music, plus three additional pieces. The second component is an unedited video of a public performance of your instrument within the past year. 

Regardless of portfolio type, all applicants in music must include the same attachments. Two of these are the process essay and personal video, described already under the STEM section. Your process for music is likely to be very different, but this is a place to detail all the work you did, that which cannot be seen in a simple audition piece, your time and effort spent perfecting your craft.

The other essay attachment required is a reflective essay, a chance for you to reflect on how music and performance impact you and your life. There are no length guidelines or requirements for this essay. They want this piece to reflect on the following questions:

• What music means to you in your everyday life?
• How you think music is socially relevant?
• Do you think music has the capacity to bring people together in our ever-fractured society? If yes, how? If no, why not?
• Do you plan on pursuing music as you progress through school, career and life? Why or why not?
• Is there anything else you would like to reflect on about your submission?

Philosophy

A philosophy portfolio is a compendium of works written by the student presenting analyses of fundamental assumptions or beliefs relating to human thought or culture. A portfolio should contain three to five different short pieces of this nature, each no more than 3,000 words in length. Each piece needs its own bibliography; they prefer APA formatting for citations. 

The philosophy submission also requires attachments. These are the exact same as those required of STEM submissions; first an essay on your process, then an essay on your workā€™s relevance and benefit to society, and finally a ten minute video describing your work, serving as a conclusion to all else included in your submission. 

Outside the Box

This category is for all submissions that do not fit into another category, and which are also not one of the categories they do not accept (all other arts, athletic accomplishments, and community service). All work submitted is expected to be graduate level, and you should not submit school assignments or descriptions of future majors or fields of study. If your work fits into another category, then you should submit it as that category. 

You must specify the category or categories your submission falls into. From there, there are several options for what you can actually include. Specifically, this can be either a written research paper, or a portfolio of work, in both cases meant to demonstrate the breadth of your understanding and engagement with the material at question. You may also include supplemental material, such as graphics or images, best needed to convey your points. You are expected to include a bibliography should one be necessary as part of your work.

The Outside the Box submission also requires attachments. These are the exact same as those required of STEM submissions; first an essay on your process, then an essay on your workā€™s relevance and benefit to society, and finally a ten minute video describing your work, serving as a conclusion to all else included in your submission. 

How Projects are Reviewed

All submissions for the scholarship are reviewed by a panel of judges; there will be subject matter experts in your field and in related fields who are judging your work. The goal here is that all works are reviewed by people who understand them. In general, judges are looking for the following things when they judge submissions: 

• The scope and quality of the work
• How significant the work is to the domain in question as judged by subject matter experts
• Your own depth of knowledge of the work and of related fields of knowledge

Overall, they are looking for projects that go above and beyond what could be expected of high school level work, and that show a real possibility of changing and impacting the world in a positive way. Now, there are many different ways a work can be judged to be significant. They do give some examples of what they consider: 

• Creative reapplication of existing knowledge, especially if itā€™s in a way that creates a great benefit in an unexpected way
• A fully new idea or innovation with immediately apparent impact
• An important advancement in a field that can be replicated and built upon, even if not immediately impactful
• A prodigious performance (for music especially)

Note that they donā€™t want purely theoretical projects for this reason; they want to see how your ideas work in practice to benefit society. A theory is great, but they canā€™t judge that. A project in progress can be submitted if you have the necessary data and results and proof of relevance to be judged. If it doesnā€™t, then keep working, and apply next year.

Strict Judging Criteria

The first thing judges check is that the application is fully complete and correct. This is an application with a lot of moving parts, and judges need to be able to access all of them. Make sure each essay is uploaded to the right place, not duplicated or left out. For your video uploaded to YouTube, make sure it is an unlisted video, and not a private video. Private videos are not watchable, this renders an application incomplete and your application will not be viewed.

These judges are professors or PhDs, and there are different panels for different subjects (this is why they ask you to specifically designate your field and subfield when you apply). Thus if you submit a chemistry project, it will be judged by chemistry professors, while a literature project will be reviewed by literature professors.

Projects are scored on this rubric out of 100 points: 

• 50 points for quality and scope of the entry
• 30 points for the level of significance
• 20 points for the depth of knowledge and understanding of the domain area

This evaluation is based on the application packet alone. Having won other programs is great, and can be a sign the project is worth submitting, but will not impact judging either way. Note that you may receive questions via email if they have questions about your application; make sure you answer these emails promptly.

Judging runs through the end of June, there were approximately 750 applicants in 2024 and 900 in 2025. If your project is not selected for an award, you can continue working on the project and resubmit next year if you are still eligible.

A Note on Intellectual Property

Your submission and application will not be published on the website; if you win, you will be asked to write additional material to feature on their website. All intellectual property remains the property of the student; judges and members of the staff at Davidson sign NDAs and confidentiality agreements to this effect.

They do specifically state that even if your material is patent pending, you must still submit all required documentation. They will not steal your ideas, but they do need to be able to see and understand your process. None of these materials will ever be published by them, and remain the studentā€™s intellectual property.

Final Thoughts

This is an incredibly detailed application, and they urge all students to read the entire thing carefully before submitting, and to make sure you understand it before you do. They also welcome you to reach out with any questions; they try to make everything straightforward, but with the amount of money on the line, they are incredibly strict with the standards for submission.

We hope that this article has given you a solid understanding of how the Davidson Fellows Scholarship operates. This is a very prestigious and very competitive scholarship, but one well worth applying to, as any project done for this scholarship is also going to look impressive in its own right on a college application. If you are looking for help doing one of these high tier research projects yourself, then ³Ō¹Ļ¹ŁĶų can help. Our Research Mentorships partner students with experienced and published researchers to conduct original research, and have seen publications in numerous professional and industry journals. Schedule a free consultation today to learn more; weā€™re always happy to hear from you.

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