• Is formative feedback effective? (2021/22)
  Rafi Ahmed, Tanvi Surana, ViniyyaIkram Rao
• Does assessment diversification improve achievement and satisfaction in Mathematics education? (2021/22)
  Celine Mano
• How did undergraduate students in the Social Policy department experience the online assessment period during Summer Term 2020? (2020/21)
  Shu Yan Tan, Ericia Lian & Sarah Ang
• Improving formative and summative feedback processes across departments (2018/19)
  Saskia Straub
• Why is feedback not effective? (2018/19)
  Ningyuan Jia, Yijiang Wang, Yuhan Liu

• Graduate Digital Skills (2020/21)
  Anshuman Bhatnagar, Zane Wong, and Dominic Al-Hariri
• How can I make it count? The impact of part-time work on the student experience at LSE (2019/20)
  Marta Santivanez Fernandez
• Why do undergraduates use the careers service less than postgraduates? (2019/20)
  Sarah Asif

• Best practices during seminars to increase student engagement at the ID Department (2021/22)
  Mauricio Baez
• Enhancing participation in classes and seminars (2019/20)
  Aleema Arfat
• Is the further introduction of summative class participation a means of improving student engagement and satisfaction with LSE classes? (2018/19)
  Rory Gillis, Damian Virchow

• Community and Belonging in LSE’s Built Environment (2021/22)
  Elisenda Cochin, Léa Pelleteret 
• Do LSE students experience a school community beyond the boundaries of campus? (2020/21)
  Olivia Cossey
• Community and Belonging: The Experience of Postgraduate Students in the Department of Sociology (2020/21)
  Fanny Reiter
• The effect of social engagement on sense of community: A study of LSE Postgraduate students (2020/21)
  Matinat Ajeigbe, Divya Chandy, Maria Howard
• The undergraduate social transition into LSE (2019/20)
  Nancy Hawthorn, Natalia Madrid
•  How well do General Course students utilize LSE resources and get involved with the student community? (2019/20)
  Ilayda Bingul and Sunakshi Jindal
• Community through communication: understanding the formation of identity and community at LSE (2018/19)
  Magdalena Parkhurst

• How do commuting master's students understand and create a sense of community at LSE? (2019/20)
  Ashley Groves, Kimberly Sequiera, Chiara Zazzarino
• What are the main challenges faced by commuters, and how can LSE help to support this growing group? (2019/20)
  Selina Swift

• Courses Outside Your Department (2021/22)
  Weronika Skiba & Rianna Heer
• What are postgraduate student expectations and experience of course selection in the Department of Management? (2020/21)
  Kristina Sosnina
• Improving the course selection process at LSE (2020/21)
  Sonya Kotov, Tina Soh, Carla Bubb
• How satisfied are the LSE master's students with the elective course selection process? (2019/20)
  Isha Sharma

• How have LSE students in the Department of Economics responded to online learning, and which aspects would they like to be a permanent feature of the LSE student experience? (2020/21)
  Naomi Sandars, William Pritchard
• How can effective Moodle use make for a satisfactory online student experience? (2019/20)
  Maksymilian Miskow

• Transforming how LSE interprets & treats Neurodiversity: reforming the Student Academic Mentor scheme (2021/22)
  Samuel Crutcher 
• Exploring disabled Students’ experience of the  Student Union’s Sports and Societies.  What can we do better? How can we help? (2021/22)
  Isabella Maria Pelech, Kashi Syal 
• How does asking about disability status at the application stage affect those with hidden disabilities? (2019/20)
  Sarah Swanke
• Why are so few disabled students studying at LSE? (2019/20)
  Jonathan Schulte, Ismael Kherroubi Garcia
• Inclusion plans for disabled LSE students: What's really happening? (2018/19)
  Alison Beck, Amanda Nenzén

• The decolonisation of the taught postgraduate curriculum in the European Institute  (2021/22)
  Charlotte Ennis
• School of Public Policy  inclusive curriculum report (2021/22)
  Anushka Srivastava, Radhika Trivedi, Sally Jordan, Samantha Heigl
• Reconciling the colonial past and present to build a de-colonial future in the Department of International Relations at LSE (2020/21)
  Zoya Zia
• Decolonizing academia at LSE: ‘Global South’ students’ experience (2020/21)
  Amrit Tamang
• Decolonialising and Diversifying the Curriculum in the Law Department (2020/21)
  Jagna Olejniczak
• Diversity and Decolonization in the Department of Methodology (2020/21)
  Roxana Munster
• Diversifying and decolonising Methodology curricula: experiences, challenges and perspectives of methodology teachers (2020/21)
  Monika Jirotka
• Comparative research on decolonisation processes (2018/19)
  Lucilla Lepratti, Chitra Sangtani, Leonie Zeuner
• Exploring decolonial praxis at LSE (2018/19)
  Ramnath Bhat, Kathryn Higgins, Richard Stupart

• The Experience of Gender Non-Conforming Students at LSE (2021/22)
  PL
• An investigation into the experiences of LSE students of faith (2021/22)
  Sibba Abdelhadi
• Exploring Black British Off-Campus student experiences at the LSE (2021/22)
  Abigail Tshola
• Defining inclusivity (2018/19)
  Aathira Kottapurath, Eve Kraicer
• Race-based exclusion, bias, and discrimination at LSE (2018/19)
  Keeyaa Chaurey

• How do ID MSc students encounter and navigate language barriers in LSE seminars? (2019/20)
  Mary Kohlmann
• Online Seminars: Challenges Encountered by International Postgraduate Taught Students at LSE (2020/21)
  Mir Tamanna Siddika
• What are the linguistic and cultural challenges of studying online for second-language English postgraduate students? (2020/21)
  Selma Kerroux and Nikola Turière

• The influence of participation in national societies on the student experience of LSE international undergraduates (2019/20)
  Ksenia Nowicka
• LSESU societies: Are they giving our students a sense of community? (2018/19)
  Mubashshira Rahman

• The LSE Peer Support Scheme:  student perceptions and desires (2021/22)
  Oliver Chaplin, Siavush Shahrizad 
• What factors influence students’ disclosure of mental health issues and their ability to seek help within LSE? (2019/20)
  Rohan Bhattaram, Zahra Boudalaoui-Buresi, Tamsin Saunders, Krishnan Puri-Sudhir
• Addressing struggle and stigma: Mind’s proactive approach to mental health at LSE (2019/20)
  Huairou Sheng

• Understanding Office Hours at LSE: who, how and why? (2020/21)
  Morgan Fairless, Sara Luxmoore
• Undergraduate Economics students’ expectations and experiences of Academic Mentoring (2019/20)
  Callum Renton, Salma Ichwan, Tianyun Liu

• Dedicated and overworked: Graduate Teaching Assistants at the London School of Economics (2021/22)
  Benjamin Brundu-Gonzalez, Riccardo Jaede, Jiewei Li, Rémy-Paulin Twahirwa
• Falling between the cracks? Stimulating social interaction between PhD students (2021/22)
  Jacob van de Beeten 
• The LSE PhD as an asset in today's industry job market (2019/20)
  Hilke Maira Gudel
• A PhD at LSE: the BME student diaries (2019/20)
  Zahra Henry and Arafat Noman

• The impact of grades in introductory maths modules on econometrics course selection by gender A regression-discontinuity analysis in the  LSE Department of Economics (2021/22)
  Aleksandra Furmanek
• The gender dilemma: can our past inform the future? Gender differences in performance and engagement of BSc Economics students (2020/21)
  Aleksandra Furmanek
• A flaky signal? A critical analysis of UK degree classification schemes. (2019/20)
  Josef Schumacher
• Using K nearest neighbours to evaluate the fairness of LSE’s degree classification rules for MSc Economics (2019/20)
  Matthew Bradbury and Miles McCollum

• Where do you stand now? An evaluation of the Consent.Ed training at LSE (2021/22)
  Sorin Thode, Sophia Mobbs  
• Sexual Consent: the significant knowledge gap within the LSE Community (2021/22)
  Natalia Kaczmarczyk
• Student perceptions of safety in the LSE Community (2020/21)
  Heather Farley, Caroline Hilgers, Olivia Storz
• Where do you stand? Evaluation of sexual misconduct policy at LSE (2019/20)
  Sofia Negri, Shabana Dahi, Victoria Leon

• Activism at the LSE: How do student activists experience being "agents of change"? (2020/21)
  Joel Hooper
• Evaluating the impact of the Unitu student feedback platform (2020/21)
  Matthew Bradbury
• Student Voice at the LSE: Understanding the Impact of the Unitu Feedback Platform (2020/21)
  Andreea D. Andras

• The experiences of student carers at LSE:  transitioning to university, navigating student life,  and perceptions of support services (2021/22)
  Camille Bou 
• The operation of inequality within postgraduate study  in the LSE Sociology department (2021/22)
  Emily Butt
• Inclusivity? LSE's outreach program (2020/21)
  Ishika Srivastava, Loic Stuart-Delavaine, Zoe Vanhersecke
• LSE Widening Participation’s HeadStart Scheme: supporting students from underrepresented backgrounds in their transition from school to university (2020/21)
  Alice Olivia Lee
• Inequality and financial insecurity amongst undergraduates at LSE (2020/21)
  Gregory Dean
• Inclusivity at LSE: Navigating LSE's academic space as a first-gen, low-income student (2020/21)
  Shirmai Chung
• #PartofLSE? How postgraduate students from low socioeconomic backgrounds assimilate into the university community (2018/19)
  Abby Hennessey, Lara Neervoort, Brian Walker
• Do I Fit in? Experiences of first-generation students at LSE (2018/19)
  Maria Gafforio, Zoi Adrianopoulou, Marie-Isabel Theuwis

Admissions

• How do postgraduate students perceive the admissions process at LSE? (2019/20)
  Max Quarterman, Hsin Hsin Chang

Alumni

• Rethinking Anthropology: Bringing the alumni perspective to the conversation (2018/19)
  Gabriela Cabaña, Paola Juan, Jasper Luithlen, Emma Soderqvist

Catering

• The relationship between students and food at LSE and the role it can play in building a stronger sense of community (2018/19)
  Sebastiano Caleffi, Jack Winterton, Lucia Pedrioli

Ethics

• LSE Ethics Code strategy for the academic year 2019/20 (2018/19)
  Georgios Syranidis

Joint honours students

• #PartofLSE? The neglect of joint honours students at LSE (2018/19)
  Izzy Colledge, Erica Stanley

Life in London

• How do students living in London for the first time engage with the city? What role does LSE play in shaping this engagement? (2021/22)
  Louis Norris, Daniel Emery

Off-campus learning

• Students’ experiences of off-campus learning (2021/22)
  Needa Khan

Public Events

• LSE Talks: audience development and engagement (2018/19)
  Alice Brazil-Burns, Roman KrawczykowskIi, Liza Bondar, Francesca Romanillo, Adiyta Maharaja, Pablo Reneses, Ruoyu Jiang

Staff development

• Have we been training our class teachers well? Effective training programmes in Economics (2018/19)
  Yi On Ko, Miaomiao Zhang

Refugee and asylum seekers

• Towards a University of Sanctuary: cultivating a culture of welcome within, and beyond, LSE (2019/20)
  Kate Buckley

Research opportunities

• Evaluating academic research opportunities for undergraduate students at LSE (2021/22)
  Cármen Pegas & Prisha Satwani 

School-wide experiences

• Different departments but one LSE: Unifying the student experience (2018/19)
  Helena Palma Carvalho

Sustainability

• To what extent is LSE's IR department marginalising climate and environment education? (2019/20)
  Harriet Freeman

Volunteering

• Volunteering at LSE: assessing the implications amongst undergraduate students (2018/19)
  Arya Gerard, Zaynab Olyabek