Students charged with completing an undergraduate research project come into that endeavour with very different backgrounds. Furthermore, they are likely to aim to acquire different skills throughout their studies insofar as they have diverse plans for employment and study after their degree. These differences suggest that although the research process should be consistently structured, the actual format of the project might be tailored to students’ needs. This could be done by providing a number of alternatives such as:
Students are likely to be less familiar with these alternative formats than traditional empirical analysis and it is important to provide models and guidance throughout the process.