recommendation for research student

Top University in USA
Top University in Canada
Top University in Ireland
Top Universities in UK
Top Universities in Australia
Best MBA Colleges in Abroad
Business Management Studies Colleges

Top Countries

Study in USA
Study in UK
Study in Canada
Study in Australia
Study in Ireland
Study in Germany
Study in China
Study in Europe

Student Visas

Student Visa Canada
Student Visa UK
Student Visa USA
Student Visa Australia
Student Visa Germany
Student Visa New Zealand
Student Visa Ireland
JEE Main 2024
MHT CET 2024
JEE Advanced 2024
BITSAT 2024
View All Engineering Exams
Colleges Accepting B.Tech Applications
Top Engineering Colleges in India
Engineering Colleges in India
Engineering Colleges in Tamil Nadu
Engineering Colleges Accepting JEE Main
Top IITs in India
Top NITs in India
Top IIITs in India
JEE Main College Predictor
JEE Main Rank Predictor
MHT CET College Predictor
AP EAMCET College Predictor
GATE College Predictor
KCET College Predictor
JEE Advanced College Predictor
View All College Predictors
JEE Advanced Cutoff
JEE Main Cutoff
JEE Advanced Answer Key
JEE Advanced Result
Download E-Books and Sample Papers
Compare Colleges
B.Tech College Applications
KCET Result
MAH MBA CET Exam
View All Management Exams

Colleges & Courses

MBA College Admissions
MBA Colleges in India
Top IIMs Colleges in India
Top Online MBA Colleges in India
MBA Colleges Accepting XAT Score
BBA Colleges in India
XAT College Predictor 2024
SNAP College Predictor
NMAT College Predictor
MAT College Predictor 2024
CMAT College Predictor 2024
CAT Percentile Predictor 2023
CAT 2023 College Predictor
CMAT 2024 Answer Key
TS ICET 2024 Hall Ticket
CMAT Result 2024
MAH MBA CET Cutoff 2024
Download Helpful Ebooks
List of Popular Branches
QnA - Get answers to your doubts
IIM Fees Structure
AIIMS Nursing
Top Medical Colleges in India
Top Medical Colleges in India accepting NEET Score
Medical Colleges accepting NEET
List of Medical Colleges in India
List of AIIMS Colleges In India
Medical Colleges in Maharashtra
Medical Colleges in India Accepting NEET PG
NEET College Predictor
NEET PG College Predictor
NEET MDS College Predictor
NEET Rank Predictor
DNB PDCET College Predictor
NEET Result 2024
NEET Asnwer Key 2024
NEET Cut off
NEET Online Preparation
Download Helpful E-books
Colleges Accepting Admissions
Top Law Colleges in India
Law College Accepting CLAT Score
List of Law Colleges in India
Top Law Colleges in Delhi
Top NLUs Colleges in India
Top Law Colleges in Chandigarh
Top Law Collages in Lucknow

Predictors & E-Books

CLAT College Predictor
MHCET Law ( 5 Year L.L.B) College Predictor
AILET College Predictor
Sample Papers
Compare Law Collages
Careers360 Youtube Channel
CLAT Syllabus 2025
CLAT Previous Year Question Paper
NID DAT Exam
Pearl Academy Exam

Predictors & Articles

NIFT College Predictor
UCEED College Predictor
NID DAT College Predictor
NID DAT Syllabus 2025
NID DAT 2025
Design Colleges in India
Top NIFT Colleges in India
Fashion Design Colleges in India
Top Interior Design Colleges in India
Top Graphic Designing Colleges in India
Fashion Design Colleges in Delhi
Fashion Design Colleges in Mumbai
Top Interior Design Colleges in Bangalore
NIFT Result 2024
NIFT Fees Structure
NIFT Syllabus 2025
Free Sample Papers
Free Design E-books
List of Branches
Careers360 Youtube channel
IPU CET BJMC
JMI Mass Communication Entrance Exam
IIMC Entrance Exam
Media & Journalism colleges in Delhi
Media & Journalism colleges in Bangalore
Media & Journalism colleges in Mumbai
List of Media & Journalism Colleges in India
Free Ebooks
CA Intermediate
CA Foundation
CS Executive
CS Professional
Difference between CA and CS
Difference between CA and CMA
CA Full form
CMA Full form
CS Full form
CA Salary In India

Top Courses & Careers

Bachelor of Commerce (B.Com)
Master of Commerce (M.Com)
Company Secretary
Cost Accountant
Charted Accountant
Credit Manager
Financial Advisor
Top Commerce Colleges in India
Top Government Commerce Colleges in India
Top Private Commerce Colleges in India
Top M.Com Colleges in Mumbai
Top B.Com Colleges in India
IT Colleges in Tamil Nadu
IT Colleges in Uttar Pradesh
MCA Colleges in India
BCA Colleges in India

Diploma Colleges

Top Diploma Colleges in Maharashtra
UPSC IAS 2024
SSC CGL 2024
IBPS RRB 2024
Previous Year Sample Papers
Free Competition E-books
Sarkari Result
QnA- Get your doubts answered
UPSC Previous Year Sample Papers
CTET Previous Year Sample Papers
SBI Clerk Previous Year Sample Papers
NDA Previous Year Sample Papers

Upcoming Events

NDA Application Form 2024
UPSC IAS Application Form 2024
CDS Application Form 2024
CTET Admit card 2024
HP TET Result 2023
SSC GD Constable Admit Card 2024
UPTET Notification 2024
SBI Clerk Result 2024

Other Exams

SSC CHSL 2024
UP PCS 2024
UGC NET 2024
RRB NTPC 2024
IBPS PO 2024
IBPS Clerk 2024
IBPS SO 2024
CBSE Class 10th
CBSE Class 12th
UP Board 10th
UP Board 12th
Bihar Board 10th
Bihar Board 12th
Top Schools in India
Top Schools in Delhi
Top Schools in Mumbai
Top Schools in Chennai
Top Schools in Hyderabad
Top Schools in Kolkata
Top Schools in Pune
Top Schools in Bangalore

Products & Resources

JEE Main Knockout April
NCERT Notes
NCERT Syllabus
NCERT Books
RD Sharma Solutions
Navodaya Vidyalaya Admission 2024-25
NCERT Solutions
NCERT Solutions for Class 12
NCERT Solutions for Class 11
NCERT solutions for Class 10
NCERT solutions for Class 9
NCERT solutions for Class 8
NCERT Solutions for Class 7
CUET PG 2024
IGNOU B.Ed Admission 2024
DU Admission 2024
UP B.Ed JEE 2024
LPU NEST 2024
IIT JAM 2024
IGNOU Online Admission 2024
Universities in India
Top Universities in India 2024
Top Colleges in India
Top Universities in Uttar Pradesh 2024
Top Universities in Bihar
Top Universities in Madhya Pradesh 2024
Top Universities in Tamil Nadu 2024
Central Universities in India
CUET DU Cut off 2024
IGNOU Date Sheet
CUET DU CSAS Portal 2024
CUET Response Sheet 2024
CUET Result 2024
CUET Participating Universities 2024
CUET Previous Year Question Paper
CUET Syllabus 2024 for Science Students
E-Books and Sample Papers
CUET Exam Pattern 2024
CUET Exam Date 2024
CUET Cut Off 2024
CUET Exam Analysis 2024
IGNOU Exam Form 2024
CUET PG Counselling 2024
CUET Answer Key 2024

Engineering Preparation

Knockout JEE Main 2024
Test Series JEE Main 2024
JEE Main 2024 Rank Booster

Medical Preparation

Knockout NEET 2024
Test Series NEET 2024
Rank Booster NEET 2024

Online Courses

JEE Main One Month Course
NEET One Month Course
IBSAT Free Mock Tests
IIT JEE Foundation Course
Knockout BITSAT 2024
Career Guidance Tool

Top Streams

IT & Software Certification Courses
Engineering and Architecture Certification Courses
Programming And Development Certification Courses
Business and Management Certification Courses
Marketing Certification Courses
Health and Fitness Certification Courses
Design Certification Courses

Specializations

Digital Marketing Certification Courses
Cyber Security Certification Courses
Artificial Intelligence Certification Courses
Business Analytics Certification Courses
Data Science Certification Courses
Cloud Computing Certification Courses
Machine Learning Certification Courses
View All Certification Courses
UG Degree Courses
PG Degree Courses
Short Term Courses
Free Courses
Online Degrees and Diplomas
Compare Courses

Top Providers

Coursera Courses
Udemy Courses
Edx Courses
Swayam Courses
upGrad Courses
Simplilearn Courses
Great Learning Courses

Letter of Recommendation (LOR) for PhD Students (with Sample) - Need, Parts, Qualities

Letter of Recommendation for PhD Students: For PhD students, a letter of recommendation is a crucial component of the application documents. While other admissions materials, like transcripts and test results, are factual, a letter of recommendation for PhD students integrates the plans and facts of a CV and statement of purpose. A résumé is a summary of your accomplishments, transcripts are evidence of your achievements, and an SOP describes the significance of the course and your readiness for it. A reference letter for a PhD is an unbiased opinion on everything mentioned above. TOP EXAMS : IELTS | TOEFL | GRE | GMAT Country Guide : UK | Ireland | Australia | Canada

What is the need for a letter of recommendation for PhD students

Types of lors for phd, select the right person to write recommendation letter for phd, letter of recommendation for phd students: qualities to focus on, parts of a lor for phd students, elements of letter of recommendation for phd students.

Letter of Recommendation (LOR) for PhD Students (with Sample) - Need, Parts, Qualities

A PhD application usually requires at least two letters of recommendation for students from their professors. This allows the admission committee to know the applicants as people with skills that would otherwise be difficult to know from their resumes, transcripts and SOP. A letter of recommendation for PhD students should mention at least three qualities of the applicant – a social quality and at least two technical or subject-related qualities.

Moreover, as a PhD is an advanced specialised programme, the subject-related quality should be focused on projects carried out and specialised courses that will aid his/her PhD research. Read the complete article to know all the details about PhD letter of recommendation, PhD reference letter samples, and more.

Shortlist best ranked universities & get expert guidance

Want to study in Ireland? Explore Universities & Courses

A recommendation letter for PhD student from professors holds much more importance than those applying for undergraduate or master's courses. Grades and GRE scores play a big role in receiving admission from a university. The LOR for PhD admission is usually the deciding factor when choosing between candidates with similar credentials. Go through the key points to be included in the reference letter for PhD students from the professor to gain an understanding of what it is before you ask your professor to write a PhD reference letter for you.

A PhD candidate must provide two letters of recommendation (LORs). Nevertheless, to ensure caution, it is recommended that the candidate should prepare a minimum of three LORs. Various universities may have different requirements for LORs from recommenders.

Academic Letter of Recommendation (LOR) for PhD

Usually, universities require applicants to submit two or three Letters of Recommendation (LORs) for PhD from their previous educational institution. For undergraduate programs, these LORs can be obtained from teachers at your high school, while for masters or PhD, professors from your university can provide them.

Professional Letter of Recommendation (LOR) for PhD

A Professional Letter of Recommendation (LOR) for PhD from a Supervisor differs from an Academic LOR by emphasizing certain content related to the applicant's teamwork skills, industry knowledge, and leadership qualities.

Before asking someone for a recommendation letter for PhD application, you should know whom to ask. PhD is purely an academic degree and therefore you need to have a recommendation letter for PhD from those who can vouch for your academic inclination and strengths. PhD recommendation letter should be written by academicians with whom you have worked or someone who has supervised or taught you. If you are aspiring for a PhD programme or want a lor for PhD post-doctoral research, you should ideally ask your master's project guide or PhD guide to be one of the referees for your letter of recommendation for PhD students.

Your faculty must go through a sample recommendation letter for a PhD from a professor before sitting down to write one recommendation letter PhD for you. Other letters of recommendation for PhD students from teachers and professionals can be taken from persons who are from the same field or specialization in which you intend to do your PhD. You can also take your recommendation letter for doctoral programs from your supervisor who has an understanding of your academic capabilities.

Friends and relatives are not supposed to write your LOR for PhD admission for a number of reasons; first, they do not have first-hand information about your academic capabilities. Second, as they have not professionally or academically worked with you, they would not be able to present relevant information in the PhD letter of recommendation about you. Also, the recommender might not have in-depth knowledge of the discipline you intend to do a PhD. Last but not least, relatives cannot be objective about your qualities. That's why it is not a great idea to take your student recommendation letter from them. So a letter of recommendation for PhD students from teachers, professors, supervisors, coaches, etc., is only applicable.

The person who is writing a letter of recommendation for PhD students would be a professional who has known the applicant academically for no less than one year. The recommender should not only know you as one of the students in the department, but they should also know you as a person, your capabilities as a student, as well as your control over the subject they have been teaching. They should also be aware of your plans.

Recommendation letters for Ph.D. students from supervisors, and professors are very subject-specific. Referees should speak of strong subject knowledge as well as analysis traits. A Letter of recommendation for student should show the student as possessing positive qualities like intelligence, self-motivation, responsibility, and amiableness. Emphasis should be given to passion and dedication as well.

Advanced study like a Ph.D. is often a challenging and demanding program. Therefore, the LOR for PhD admission should also display perseverance, competitiveness and the ability to work independently. Courses and knowledge related to PhD programme-related packages, extra courses, and statistical analysis techniques should be exemplified in the letter of recommendation for the PhD program.

IELTS, TOEFL, PTE, and More - Which one is right for you?
Why Early IELTS Preparation Is Vital For Aspiring International Students

Manipal University Online MBA

Apply for Online MBA from Manipal University

A student recommendation letter for a PhD will typically be between one to two pages. The document of recommendation letter for PhD student should be well differentiated into 5–6 paragraphs. The LOR for PhD should begin with an introductory paragraph about the recommender and his/her association with the applicant. You must read a PDF of the PhD recommendation letter sample before you ask your recommenders to give you one.

The next 3 to 4 paragraphs in the letter of recommendation for PhD program should outline the different academic and social qualities of the applicant with suitable substantiation. No quality should be mentioned without a suitable example. Finally, the concluding paragraph will sum up the above with a line recommending the applicant for the programme.

Also Read, Best Country to Study Abroad for Indian Students

Below is a LOR for PhD sample from a professor. Candidates can consider it as a letter of recommendation format for PhD and refer to it while writing their LOR for PhD.

Reference letter sample for PhD student

Like there is a letter of recommendation for PhD students from professors, you can also read about PhD reference letter sample pdf, sample LOR for graduate school from coworker pdf, letter of recommendation for PhD in computer science, sample recommendation letter for employee, etc which will give you a fair idea what a recommendation letter is all about.

A recommendation letter for PhD students from a professor or supervisor gives a human touch to the applicant’s profile. A reference letter for PhD student from a professor is the only document that can present the applicant’s social side to the admission committee. Therefore, choose a referee who can not only substantiate your academic strengths but also cite appropriate examples of your social qualities in your recommendation letter for PhD students.

Frequently Asked Question (FAQs)

It is crucial that the person writing your recommendation letter is someone who is familiar with your academic abilities. The most frequent writers of letters of recommendation are academics; professors or supervisors, but, other experts who are familiar with you and have overseen your academic or research work may also be suitable candidates.

The reference letter should be 1-2 pages long with 5-6 paragraphs.

PhD suggestions are highly specialised. Referees should emphasise both analytical skills and in-depth topic understanding. Letters of recommendation for students should highlight their intelligence, initiative, responsibility, and interpersonal skills.

Yes, PhD, postdoc, and scholarship applications typically require two to three letters of recommendation. These letters should come from professors who know your work and can detail your possibilities.

Latest Articles
Popular Articles

Upcoming Studyabroad Exams

Law school admission test.

Exam Date : 07 June,2024

Applications for Admissions are open.

TOEFL ® Registrations 2024

Accepted by more than 11,000 universities in over 150 countries worldwide

GRE ® Registrations 2024

Apply for GRE® Test now & save 10% with ApplyShop Gift Card | World's most used Admission Test for Graduate & Professional Schools

PTE Exam 2024 Registrations

Explore Universities, Courses & Subjects | Work while study

Apply for upcoming intake & plan your journey

MET Institute of International Studies BBA Admissions 2024

B.Sc (Hons)/BA (Hons) Business Administration, is an International BBA programme offered at MET Institute of International Studies, Mumbai

Explore on Careers360

Explore Top Study Abroad Exams
Study Destinations and Visa
TOEFL Syllabus
TOEFL Exam Pattern
TOEFL Eligibility
TOEFL Registration
TOEFL Result
LSAT Eligibility
LSAT Scores
LSAT Test Dates
LSAT Test Centres
LSAT Eligibility Criteria
LSAT Sample Papers
LSAT Exam Pattern
LSAT Preparation Tips
LSAT Syllabus
LSAT Selection Process
IELTS Application Form
IELTS Cut Off
IELTS Eligibility Criteria
IELTS Preparation Books And Study Materials
IELTS Preparation Tips
IELTS Sample Paper
IELTS Selection Procedure
IELTS Syllabus
IELTS Test Dates
IELTS Test Pattern
GRE Test Syllabus
GRE Sample Paper
GRE Eligibility Criteria
GRE Registration
GRE Test Pattern
GRE Test Dates
GRE Test Centres
GRE Preparation Tips
GRE Selection Procedure
SAT Preparation Tips
SAT Syllabus
SAT Test Centres
SAT Exam Pattern
SAT Test Eligibility
SAT Registration
SAT Exam Dates
SAT Sample Papers
USMLE Exam Dates
USMLE Test Centres
USMLE Scores
USMLE Application Form
USMLE Eligibility Criteria
ACT Test Dates
ACT Registration
ACT Eligibility Criteria
ACT Exam Pattern
ACT Test Centres
MCAT Test Dates
MCAT Exam Pattern
MCAT Syllabus
MCAT Registration
MCAT Eligibility
MCAT Scores
GMAT Test Dates
GMAT Exam Pattern
GMAT Syllabus
GMAT Registration
GMAT Eligibility
GMAT Scores

Popular Study Abroad Countries

Study in Singapore
Student Visa For Canada
Student Visa For UK
Student Visa For USA
Student Visa For Australia
Germany Student Visa
New Zealand Student Visa
Student Visa For Ireland

Download Careers360 App's

Regular exam updates, QnA, Predictors, College Applications & E-books now on your Mobile

Certifications

We Appeared in

A Sample Letter of Recommendation

Professor's Recommendation for a Student Applying to Graduate School

An Introduction to Punctuation
Ph.D., Rhetoric and English, University of Georgia
M.A., Modern English and American Literature, University of Leicester
B.A., English, State University of New York

In this sample letter , a college professor recommends a student for a place in a graduate program. Note some of the key characteristics of this letter, and let them guide you as you create your own letter.

Opening Paragraph

The opening paragraph and closing paragraph of the recommendation letter are shorter than the body paragraphs and more general in their observations.

In the first sentence, the recommending professor (Dr. Nerdelbaum) identifies the student (Ms. Terri Student) and the particular program she's applying for (the Mental Health Counseling program at Grand Lakes University). In the second sentence of the opening paragraph, the professor gives an overview of the student's academic strengths.

Body Paragraphs

The two body paragraphs are organized chronologically . In the first sentence of the first body paragraph, the professor describes his supervisory relationship with the student and specifies how long he served in that role. The first body paragraph provides specific examples of how the student "generously assisted others." The first body paragraph includes a positive evaluation of the student's communication skills.

In the second body paragraph, the professor focuses on the student's work in the master's program that he directs. The second paragraph notes the student's ability to conduct independent research and complete projects "in record time."

Concluding Paragraph

The short conclusion highlights the student's sense of commitment and determination. In the final sentence, the professor clearly and firmly delivers his overall recommendation.

Sample Letter of Recommendation

Use this sample letter as a guide, but feel free to make changes according to the specific circumstances and student.

Dear Professor Terguson:

I welcome this opportunity to recommend Ms. Terri Student for a place in the Mental Health Counseling program at Grand Lakes University. She is an extraordinary student and an exceptional individual—extremely bright, energetic, articulate, and ambitious.

For more than two years, Ms. Student worked for me as an assistant in the Office of Liberal Studies, managing routine office duties, helping to organize student workshops and forums, and interacting daily with faculty members, staff, and students. During this time I grew increasingly impressed by her academic and personal achievements. In addition to her outstanding work in a challenging undergraduate psychology program, Terri generously assisted others both on and off campus. She provided tutoring for other students, was actively involved in HOLF (Hispanic Outreach and Leadership at Faber), and served as a lab assistant in the psychology department. An accomplished writer and a gifted presenter (in both English and Spanish), she was recognized by her professors as one of our most promising graduates.

Later, while working as an assistant to the director of the college's residence halls, Terri continued her studies at the graduate level in our Master of Liberal and Professional Studies degree program. I think I can speak for all of her professors when I say that she was a model student, effectively augmenting her coursework in leadership and international studies with independent research in psychology. Terri's overall graduate GPA of 4.0 was hard earned and richly deserved. In addition, she completed all required coursework in record time so that she could accept an internship at the Coolidge Center in Arizona.

I assure you that Ms. Student will serve your program exceedingly well: She sets the highest standards for herself and does not rest until she accomplishes all that she sets out to do. I recommend Ms. Terri Student most highly and without reservation.

Dr. John Nerdelbaum, Director of Liberal Studies at Faber College

Sample Graduate School Recommendation by a Professor
How to Get Recommendation Letters for Grad School
Sample Recommendation Letters for College Applicants
Grad School Recommendation Letter by a Professor Sample Template
Letters of Recommendation for MBA Applicants
Graduate School Recommendation Letter From Professor
Sample Recommendation Letter for Graduate School
Sample Letter of Recommendation - Business School Applicant
What Is an MFA Degree?
Training in Clinical and Counseling Psychology
Thanking a Professor for Writing a Recommendation Letter
Sample Recommendation Letter: Business Program Recommendation
Sample Responses to a College Deferral Letter
Sample of an Effective Grad School Recommendation Letter
A Guide to Writing Recommendation Letters
Sample Recommendation Letter From Teacher

Top Streams

Data Science Courses in USA
Business Analytics Courses in USA
Engineering Courses in USA
Tax Courses in USA
Healthcare Courses in USA
Language Courses in USA
Insurance Courses in USA
Digital Marketing Courses in USA

Top Specialization

Masters in Data Analytics in USA
Masters in Mechanical Engineering in USA
Masters in Supply Chain Management in USA
Masters in Computer Science in USA
MBA in Finance in USA
Masters in Architecture in USA

Top Universities

Cornell University
Yale University
Princeton University
University of California Los Angeles
University of Harvard
Stanford University
Arizona State University
Northeastern University
Scholarships to Study in USA
Project Management Courses in Australia
Accounting Courses in Australia
Medical Courses in Australia
Psychology Courses in Australia
Interior Designing Courses in Australia
Pharmacy Courses in Australia
Social Work Courses in Australia
MBA in Australia
Masters in Education in Australia
Masters in Pharmacy in Australia
Masters in Information Technology in Australia
BBA in Australia
Masters in Teaching in Australia
Masters in Psychology in Australia
University of Melbourne
Deakin University
Carnegie Mellon University
Monash University
University of Sydney
University of Queensland
RMIT University
Macquarie University
PR Courses in Australia
SOP for Australia Student Visa
Data Science Courses in Canada
Business Management Courses in Canada
Supply Chain Management Courses in Canada
Project Management Courses in Canada
Business Analytics Courses in Canada
Hotel Management Courses in Canada
MBA in Canada
MS in Canada
Masters in Computer Science in Canada
Masters in Management in Canada
Masters in Psychology in Canada
Masters in Education in Canada
MBA in Finance in Canada
Masters in Business Analytics in Canada
University of Toronto
University of British Columbia
McGill University
University of Alberta
York University
University of Calgary
Algoma University
University Canada West
IELTS requirement for Canada Student Visa
Canada Visa Interview
Top cities in Canada for International Students
Project Management Courses in UK
Data Science Courses in UK
Public Health Courses in UK
Digital Marketing Courses in UK
Hotel Management Courses in UK
Nursing Courses in UK
Medicine Courses in UK
Interior Designing Courses in UK
Masters in Computer Science in UK
Masters in Psychology in UK
MBA in Finance in UK
MBA in Healthcare Management in UK
Masters in Education in UK
Masters in Marketing in UK
MBA in HR in UK
University of Oxford
University of Cambridge
Coventry University
University of East London
University of Hertfordshire
University of Birmingham
Imperial College London
University of Glasgow

Top Resources

Universities in Germany
Study in Germany
Masters in Germany
Courses in Germany
Bachelors in Germany
Germany Job Seeker Visa
Cost of Living in Germany
Best Universities in Germany

Top Courses

Masters in Data Science in Germany
MS in Computer Science in Germany
Marine Engineering in Germany
MS Courses in Germany
Masters in Psychology in Germany
Hotel Management Courses in Germany
Masters in Economics in Germany
Paramedical Courses in Germany
Karlsruhe Institute of Technology
University of Bonn
University of Freiburg
University of Hamburg
University of Stuttgart
Saarland University
Mannheim University
MBA in Ireland
Phd in Ireland
Masters in Computer Science Ireland
Cyber Security in Ireland
Masters in Data Analytics Ireland
Ms in Data Science in Ireland
Pharmacy courses in ireland
Business Analytics Course in Ireland
Universities in Ireland
Study in Ireland
Masters in Ireland
Courses in Ireland
Bachelors in Ireland
Cost of Living in Ireland
Ireland Student Visa
Part Time Jobs in Ireland
Trinity College Dublin
University College Dublin
Dublin City University
University of Limerick
Dublin Business School
Maynooth University
University College Cork
National College of Ireland

Colleges & Courses

Masters in France
Phd in France
Study Medicine in France
Best Universities in Frankfurt
Best Architecture Colleges in France
ESIGELEC France
Study in France for Indian Students
Intakes in France
SOP for France Visa
Study in France from India
Reasons to Study in France
How to Settle in France

More About France

Cost of Living in France
France Study Visa
Cost of Living in Frankfurt
France Scholarship for Indian Students
Part Time Jobs in France
Stay Back in France After Masters

About Finland

Universities in Finland
Study in Finland
Courses in Finland
Bachelor Courses in Finland
Masters Courses in Finland
Cost of Living in Finland
MS in Finland
Average Fees in Finland Universities
PhD in Finland
Jobs in Finland
Bachelor Degree in Medicine & Surgery
MBBS Courses in Georgia
MBBS Courses in Russia
Alte University
Caucasus University
Georgian National University SEU
David Tvildiani Medical University
Caspian International School Of Medicine
Asfendiyarov Kazakh National Medical University
Kyrgyz State Medical Academy
Cremeia Federal University
Bashkir State Medical University
Kursk State Medical University
Andijan State Medical Institute
IELTS Syllabus
IELTS Prepration
IELTS Eligibility
IELTS Test Format
IELTS Band Descriptors
IELTS Speaking test
IELTS Writing Task 1
IELTS score validity
IELTS Cue Card

IELTS Reading Answers Sample

Animal Camouflage
Types Of Societies
Australia Convict Colonies
A Spark A Flint
Emigration To The Us
The History Of Salt
Zoo Conservation Programmes
The Robots Are Coming
The Development Of Plastic

IELTS Speaking Cue Card Sample

Describe A Puzzle You Have Played
Describe A Long Walk You Ever Had
Describe Your Favourite Movie
Describe A Difficult Thing You did
Describe A Businessman You Admire
Memorable Day in My Life
Describe Your Dream House
Describe A Bag You Want to Own
Describe a Famous Athlete You Know
Aquatic Animal

IELTS Essay Sample Sample

Best Education System
IELTS Opinion Essay
Agree or Disagree Essay
Problem Solution Essays
Essay on Space Exploration
Essay On Historical Places
Essay Writing Samples
Tourism Essay
Global Warming Essay
GRE Exam Fees
GRE Exam Syllabus
GRE Exam Eligibility
Sections in GRE Exam
GRE Exam Benefits
GRE Exam Results
GRE Cutoff for US Universities
GRE Preparation
Send GRE scores to Universities

GRE Exam Study Material

GRE Verbal Preparation
GRE Study Material
GRE AWA Essays
GRE Sample Issue Essays
Stanford University GRE Cutoff
Harvard University GRE Cutoff
GRE Quantitative Reasoning
GRE Verbal Reasoning
GRE Reading Comprehension
Prepare for GRE in 2 months

Other Resources

Documents Required For Gre Exam
GRE Exam Duration
GRE at Home
GRE vs GMAT
Improve GRE Verbal Scores

Free GRE Ebooks

GRE Preparation Guide (Free PDF)
GRE Syllabus (Free PDF)
GMAT Eligibility
GMAT Syllabus
GMAT Exam Dates
GMAT Registration
GMAT Exam Fees
GMAT Sections
GMAT Purpose

GMAT Exam Study Material

How to prepare for GMAT?
GMAT Score Validity
GMAT Preparation Books
GMAT Preparation
GMAT Exam Duration
GMAT Score for Harvard
GMAT Reading Comprehension
GMAT Retake Strategy

Free GMAT Ebooks

GMAT Guide PDF
Download GMAT Syllabus PDF
TOEFL Exam Registration
TOEFL Exam Eligibility
TOEFL Exam Pattern
TOEFL Exam Preparation
TOEFL Exam Tips
TOEFL Exam Dates
Documents for TOEFL Exam
TOEFL Exam Fee

TOEFL Exam Study Material

TOEFL Preparation Books
TOEFL Speaking Section
TOEFL Score and Results
TOEFL Writing Section
TOEFL Reading Section
TOEFL Listening Section
TOEFL Vocabulary
Types of Essays in TOEFL

Free TOEFL Ebooks

TOEFL Exam Guide (Free PDF)
PTE Exam Dates
PTE Exam Syllabus
PTE Exam Eligibility Criteria
PTE Test Centers in India
PTE Exam Pattern
PTE Exam Fees
PTE Exam Duration
PTE Exam Registration

PTE Exam Study Material

PTE Exam Preparation
PTE Speaking Test
PTE Reading Test
PTE Listening Test
PTE Writing Test
PTE Essay Writing
PTE exam for Australia

Free PTE Ebooks

PTE Syllabus (Free PDF)
Duolingo Exam
Duolingo Test Eligibility
Duolingo Exam Pattern
Duolingo Exam Fees
Duolingo Test Validity
Duolingo Syllabus
Duolingo Preparation

Duolingo Exam Study Material

Duolingo Exam Dates
Duolingo Test Score
Duolingo Test Results
Duolingo Test Booking

Free Duolingo Ebooks

Duolingo Guide (Free PDF)
Duolingo Test Pattern (Free PDF)

NEET & MCAT Exam

NEET Study Material
NEET Preparation
MCAT Eligibility
MCAT Preparation

SAT & ACT Exam

ACT Eligibility
ACT Exam Dates
SAT Syllabus
SAT Exam Pattern
SAT Exam Eligibility

USMLE & OET Exam

USMLE Syllabus
USMLE Preparation
USMLE Step 1
OET Syllabus
OET Eligibility
OET Prepration

PLAB & LSAT Exam

PLAB Exam Syllabus
PLAB Exam Fees
LSAT Eligibility
LSAT Registration
PLAB Accepted Countries
TOEIC Result
Study Guide

Application Process

LOR for Masters
SOP Samples for MS
LOR for Phd
SOP for Internship
SOP for Phd
Check Visa Status
Motivation Letter Format
Motivation Letter for Internship
F1 Visa Documents Checklist

Career Prospects

Popular Courses after Bcom in Abroad
Part Time Jobs in Australia
Part Time Jobs in USA
Salary after MS in Germany
Salary after MBA in Canada
Average Salary in Singapore
Higher Studies after MBA in Abroad
Study in Canada after 12th
Most Demanding Engineering Fields

Country Guides

Study in UK
Study in Canada
Study in USA
Study in Australia
SOP Samples for Canada Student Visa
US F1 Visa Guide for Aspirants

Exams Guides

Duolingo Test Pattern

GPA CALCULATOR Convert percentage marks to GPA effortlessly with our calculator!

Expense calculator plan your study abroad expenses with our comprehensive calculator, ielts band calculator estimate your ielts band score with our accurate calculator, education loan calculator discover your eligible loan amount limit with our education calculator, university partner explore growth and opportunities with our university partnership, accommodation discover your perfect study abroad accommodation here, experience-center discover our offline centers for a personalized experience, our offices visit us for expert study abroad counseling..

18002102030
Study Abroad

Letter Of Recommendation for PhD: Sample, Format & How to Write

Updated on 29 january, 2024.

Anupriya Mukherjee

Sr. content writer.

A letter of recommendation or LOR for a PhD is an important document required for admission into PhD programs at foreign institutions if you are planning to study abroad . While scores, transcripts, and other vital documents are mostly factual, the LOR is an independent objective analysis of applicants. PhD courses usually require two to three recommendations. These provide committees with an overview of the applicant’s core strengths, skills, and accomplishments.

Lor for phd : guidelines:.

Academic LOR:
Professional LOR:

Introduction:

Conclusion:, popular guides to simplify your study abroad journey, sample lor for phd:, important tips to write lor for phd, download country guides (free pdfs).

The vital part of writing a LOR is choosing the right recommender. For a PhD SOP, the recommender should be someone who can endorse your candidature and provide an unbiased application essay. Since all the other documents are self-prepared, they are likely to be biased. LOR provides an external perspective, which entirely depends on your recommender. It is unique because it is your assessment from an external viewpoint. Your recommender for PhD should be someone who can be described as follows:

One who has a good rapport.
Who understands your personality, achievements, and capabilities.
With whom you have shared your academic and professional experiences and journey
Who is aware of your current research ideas
Who supports your research ideas.

Types of LOR for PhD

International universities offering PhD require two to three LORs depending on your academic and professional experience. Two academic LORs are needed, and one professional LOR is required if you have work experience. Basically, the LOR for PhD is classified into two categories:

Academic LOR:

Academic letter of recommendation is provided by the professor of your educational institution. Most commonly, you are asked to provide two academic LORs for PhD in an international university. In such LORs, professors need to highlight the applicant’s capabilities and achievements. It should reflect the recommender’s perspective about you and your research ideas.

Professional LOR:

The applicant’s professional letter of recommendation is asked if they have any work experience. Only one professional LOR is needed in that case. It is provided by your immediate supervisor or employer. It should reflect the recommender’s perspective on your professional ability to work within a team.

How to write a LOR for PhD?

When your recommender is willing to write your LOR for PhD, you should share your research ideas, achievements, capabilities, objectives, and relevant information. The format of the LOR should consist of the answers to several questions related to your suitability for a PhD. The LOR, whether academic or professional, written by your recommender should sound realistic and authentic. The standard LOR format for PhD should have the following details:

This part of the LOR should include the details regarding the recommender. It is a brief introduction of the recommender with their current designation and professional experience mentioned in the LOR. They also need to mention their relationship and duration of association with the applicant. The details of the recommender’s association and guidance must be mentioned in the LOR.

It includes the details of the applicant’s technical skills, certification, internship work, research ideas, research outcomes, research goals, capabilities, qualities, work experience, presentations, seminars, extracurricular activities, etc. It is quite crucial to add all the relevant information required to consider the applicant’s candidature and future undertakings.

This last part of the LOR format summarizes the applicant’s desire for the PhD program. The closing part of the LOR essay application includes the recommender’s signature and contact details.

An excellent sample LOR for PhD highlights at least three attributes of the aspirant – a social attribute and two subject-linked or technical attributes. Here are some notable guidelines:

The LOR should be 1-2 pages long with 5-6 paragraphs.
Recommenders should start the LOR by introducing themselves and the aspirant.
Recommenders should also discuss how and from when they are professionally related to the applicants in the first paragraph.
The following paragraphs should be divided into three segments, each highlighting aspirant’s particular skill or quality.
Recommenders should emphasize analytical abilities, subject knowledge, time management skills, dedication, responsibility, research abilities, etc.
The conclusion will sum up the qualities of the aspirant while ending with a solid recommendation to the university for accepting the application.

Fully Funded Master's Guide

The list of scholarships to cover ALL your university expenses.

Exams To Study Abroad

Top study abroad exams to fast-forward your global career!

Free Guide On MBA

Transform your career trajectory with an MBA abroad!

Packing List For Students

Most useful items to pack when preparing to study abroad.

How To Choose Your Major ?

Choose in-demand specializations for a successful career abroad.

The following sample LOR for PhD is one of many ways of writing it.

I am pleased to get the chance to recommend (name of applicant) for the PhD position in (course/study area name) at your institution. I have taught (name of applicant) for the last (tenure in years) in the areas of (subject areas). I will be delighted to witness him/her excelling in this particular field.

The topic (title) proposed by him/her is vital for the modern-day scenario and needs extensive research. It will be beneficial for all the industry stakeholders in the (sector name) and also academicians who can access real-time insights on the subject.

(Name of applicant) has completed a research project over a period of (duration) on (name of project) under my supervision. I have witnessed his/her work efficiency, critical thinking abilities, and inquisitiveness regarding various findings. He/she also has brilliant communication skills and the ability to mentor and guide peers.

(Name) has a down-to-earth nature and respects others while adhering to rules and regulations. His/her independent or group work on research projects and studies has been immensely satisfying. He/she is an analytical thinker and is stimulated by new academic challenges. This trait makes him/her strive for innovative solutions to real-world problems with a strong desire to improve the world around.

Hectic timelines, various constraints, tough work conditions, multitasking, and dealing with multiple people along the way, are things that he/she can tackle with ease while delivering work seamlessly. With these positive abilities, he/she will be an asset to any institution.

(Name) has improved consistently every year and is a deserving candidate for an opportunity to work in the field of (topic name). I would be delighted if my recommendation helps him/her obtain admission in the (course name).

If you have any queries regarding research, academics, or other areas pertaining to (applicant name’s) candidature, please feel free to reach me at the following phone or email address. I am usually available on the phone between Monday and Friday from (time to time, i.e. 11 am to 4 pm).

(Name of Referee)

Designation:

Phone Number:

Following important tips should be considered while writing a LOR for PhD:

The selection of the right recommender is crucial. Choose your recommender carefully who meets the specifications mentioned in your PhD application.
Choosing your recommenders with finer academic and professional qualifications is of utmost importance.
Stay in contact with your potential recommenders and maintain good communication with them in advance.
Share your research proposal, goals, and achievements with your recommenders.
Your LORs for PhD should differ from each other.
Your LOR should showcase your qualities, capabilities, and strengths.
Online recommendation forms should be submitted much before the deadline.
The letter should be realistic and unbiased.
The relationship between the recommender and the applicant should be demonstrated clearly.
All the information stated in the LOR should be genuine, authentic, and accurate. Ensure that no information is false or exaggerated.

In conclusion, a well-crafted Letter of Recommendation is a crucial component of any PhD application, serving as a testament to the candidate's academic abilities, research potential, and character. It provides the admissions committee with valuable insights from a third-party perspective, often influencing the final decision. For recommenders, it's important to provide a balanced, honest, and detailed account of the candidate’s capabilities, tailoring the letter to highlight qualities that are most relevant to the PhD program. For applicants, choosing the right recommenders and ensuring they understand the importance of the letter in the context of a PhD application is key. A strong Letter of Recommendation, which effectively captures the essence of the candidate's skills and potential, can significantly enhance the application, making it stand out in a competitive academic landscape.

Study in the USA

Check out top courses & program in USA. [Complete Guide]

Study in the Canada

Check out top courses & program in Canada. [Complete Guide]

Study in the Germany

Check out top courses & program in Germany. [Complete Guide]

Study in the Australia

Check out top courses & program in Australia. [Complete Guide]

Study in the UK

Check out top courses & program in UK. [Complete Guide]

Anupriya Mukherjee is a passion-driven professional working as a Content Marketer and earlier worked as a Digital Marketeer. With around 6 years of work experience, she has experience creating high-quality, engaging content for websites, blogs, news articles, video scripts, brochures, and ebooks.

Exams to Study Abroad

Top study abroad destinations, important resources, get free consultation.

Refer Your Friend & Earn upto ₹15000

Help your friend upgrade to a Global Career and earn rewards together.

Elements to include in a great recommendation letter

Sample recommendation letter 1, sample recommendation letter 2, sample recommendation letter 3.

To write an effective recommendation letter for a scholarship or programme, it’s important to personalize it and tailor it specifically to the candidate’s goals. As a result, exceptional recommendation letters will be distinctive and individualized.

Even though great recommendation letters are highly personalised, they should all cover several essential elements:

The writer’s relationship with the applicant
The applicant’s academic (and extracurricular) accomplishments
The applicant’s personal strengths and qualities
The applicant’s suitability for the scholarship or programme that the applicant is applying for

The following samples of recommendation letters illustrate how the elements of a recommendation letter can be used to create a personalized story in support of exceptional student applications.

Master Academia

Get new content delivered directly to your inbox.

Subscribe and receive Master Academia's quarterly newsletter.

How hard is it to get a PhD? Definitely not easy!

Sample emails asking for letter of recommendation from a professor, related articles.

Top 20 motivational quotes for PhD students

How many people have a PhD? Data from OECD countries

9 smart questions to ask a professor about graduate school

The best answers to “What are your plans for the future?”

5 Best Letter of Recommendation Templates for PhD Students

Letter of Recommendation Templates for PhD Students 01

Are you a PhD student looking for a high-quality letter of recommendation template? Look no further! In this article, we will provide you with examples of tried and true letter of recommendation templates that you can use or edit as needed.

One of the most important parts of any PhD program is the recommendation letter. It can make or break your chance of getting into a program, securing funding, or landing a job. However, writing a solid letter of recommendation can be an arduous task that requires a considerable amount of time and effort. That’s where our letter of recommendation templates come in – they have been carefully crafted to help make the process a lot easier for you.

Whether you need a template for a professor, employer, or advisor, we have got you covered. With our templates, you can be sure that your recommendation letters will be professional, accurate, and persuasive. So why wait? Check out our letter of recommendation templates for PhD students today and take the first step towards success!

The Best Structure for Letter of Recommendation Template for PhD Students

Writing a letter of recommendation for a PhD student can be a daunting task, but don’t worry–with the right structure and language, you can create a glowing recommendation that will showcase the student’s talents and qualifications.

First things first, make sure to address the letter to the appropriate person or group, whether it be a university, scholarship committee, or potential employer. It’s also important to state your relationship to the student, whether you’re their professor, mentor, or colleague.

Next, start off by providing a brief overview of the student’s accomplishments and qualifications, including their field of study and any notable research or publications. From there, delve into specific examples of the student’s intellectual abilities and work ethic. This could include analytical skills, problem-solving abilities, and perseverance in the face of challenges.

It’s also important to address the student’s personal characteristics, such as their leadership qualities, teamwork skills, and communication abilities. Providing anecdotes of times when the student went above and beyond in their academic or professional pursuits can be particularly impactful.

Finally, wrap up the letter with a strong endorsement of the student’s potential for future success, including any specific recommendations for opportunities or programs they would excel in. Reiterate your confidence in the student’s abilities and emphasize how their strengths and qualities make them an asset to any academic or professional community.

Remember, the best recommendation letters are specific, detailed, and personal. Use concrete examples to illustrate the student’s strengths and don’t be afraid to inject some personality and enthusiasm into your writing. With these tips and a solid structure, you’ll be well on your way to crafting an outstanding letter of recommendation for your favorite PhD student.

[Your name]

Letter of Recommendation Templates for PhD Students

Letter of recommendation for phd program admission.

Dear Admissions Committee,

I am writing to enthusiastically recommend [Student Name] for the PhD program in [Field]. I had the privilege of working with [him/her] as [his/her] research advisor for [duration]. During that time, I observed [his/her] passion for [field of study]. [He/She] possesses the intellectual curiosity, work ethic, and analytical skills necessary for success in the program.

Moreover, [Student Name] demonstrates excellent communication skills and consistently engages in constructive discussions with [his/her] peers and advisors. [He/She] is a quick learner and adapts well to new challenges, which will serve [him/her] well in the highly competitive and rigorous PhD program. I believe [Student Name] has the potential to make significant contributions to the field and I strongly recommend [him/her] for admission to the program.

[Your Name]

Letter of Recommendation for PhD Scholarship

Dear Scholarship Committee,

I am writing to endorse [Student Name] for the [Name of Scholarship] for [Field] PhD studies. In my capacity as [his/her] mentor and research advisor, I have been impressed with [his/her] dedication to [field of study] and [his/her] ability to excel academically despite facing various challenges.

[Student Name] has demonstrated exceptional potential in [areas of interest]. [His/Her] research work has already resulted in several publications in leading journals, which speaks to [his/her] intellectual rigor and analytical skills. [He/She] is also actively involved in various extracurricular activities related to [field of study], such as [Name of Club], where [he/she] has demonstrated leadership and teamwork.

I strongly believe that [Student Name] is an ideal fit for the [Name of Scholarship] based on [his/her] achievements and potential. [He/She] will not only benefit from the financial support but will also make significant contributions to the scholarship and [field of study].

Yours sincerely,

Letter of Recommendation for PhD Job Application

Dear Hiring Manager,

I am writing this letter to recommend [Student Name] for the position of [Job Title] at your organization. I had the pleasure of working with [him/her] as [his/her] supervisor during [duration] at [Company/Organization]. [He/She] was a valuable asset to our team, demonstrating impressive intellectual and analytical skills.

[Student Name] has an outstanding academic record and has already published several research papers in leading journals. Moreover, [he/she] has honed exceptional communication skills and has presented [his/her] work at various conferences. [He/She] has also demonstrated leadership skills, both in academic and extracurricular settings. [His/Her] experience in [specific skills related to job] and [related experience] also make [him/her] a perfect candidate for the position.

Based on [his/her] achievements and potential, I strongly recommend [Student Name] for the position. [He/She] will undoubtedly exceed your expectations and make significant contributions to your organization.

Letter of Recommendation for PhD Internship

Dear Internship Coordinator,

I am writing this letter to recommend [Student Name] for the PhD Internship Program at your organization. I had the pleasure of working with [him/her] as [his/her] research advisor for [duration]. During that time, [he/she] demonstrated exceptional research skills and a keen interest in [specific field of study related to internship].

[Student Name] has already published several research papers in leading journals and has presented [his/her] work at various conferences. [He/She] has also demonstrated strong leadership and teamwork skills, as evidenced by [specific example]. [His/Her] exceptional communication skills also make [him/her] a great fit for the internship, where [he/she] will likely collaborate with a diverse group of people.

Based on [his/her] research achievements and potential, I strongly recommend [Student Name] for the internship program. [He/She] is an excellent candidate who will no doubt make significant contributions to your organization. Please do not hesitate to contact me if you have any further questions.

Letter of Recommendation for PhD Fellowship

Dear Fellowship Committee,

I am writing to enthusiastically recommend [Student Name] for the [Name of Fellowship] for [Field] PhD studies. I worked with [him/her] as [his/her] research advisor for [duration], during which I observed [his/her] exceptional research skills and intellectual curiosity.

[Student Name] has already published several research papers in leading journals and has presented [his/her] work at various conferences. [He/She] has also actively engaged in various extracurricular activities related to [field of study], such as [Name of Club/Community], where [he/she] has demonstrated leadership and teamwork. Overall, [he/she] is a dedicated and passionate researcher with a unique perspective and approach to [field of study].

I strongly believe that [Student Name] is an exemplary fit for the [Name of Fellowship] based on [his/her] achievements and potential. [He/She] will not only benefit from the financial support but will also make significant contributions to the fellowship and [field of study].

Letter of Recommendation for PhD Research Proposal

Dear Research Committee,

I am writing to endorse [Student Name]’s proposed research project for [duration] in [field of study]. [He/She] has approached me with [his/her] ideas and I have been thoroughly impressed with [his/her] creativity, vision, and rigor in designing the proposal.

[Student Name] is an outstanding researcher with significant experience in [related skills/expertise]. [He/She] is highly motivated and passionate about [field of study], demonstrated by [relevant examples]. Moreover, [he/she] has excellent communication and leadership skills, which will undoubtedly be useful in working with other researchers and stakeholders.

Based on [his/her] research achievements and proposed project, I strongly recommend [Student Name] for the research program. [He/She] is an excellent candidate who will no doubt make significant contributions to the project and advance knowledge in [field of study]. Please do not hesitate to contact me if you have any further questions.

Best regards,

Tips for Writing a Letter of Recommendation Template for PhD Students

Writing a letter of recommendation for a PhD student can be a challenging task. As a recommender, it’s essential to ensure that your letter truly represents the student’s abilities, potential, and achievements. To help you create an effective letter of recommendation, here are some tips to keep in mind:

Get to know the student: Before you start writing the letter, take some time to learn more about the student. Understand their research, their academic achievements, and their aspirations. This will help you write a more personalized and impactful letter.
Focus on achievements: When writing your letter, highlight the student’s achievements and the impact of their research. This will demonstrate their value and potential to the admissions committee or potential employer.
Provide examples: Use specific examples to illustrate your points. This will help the reader understand the student’s strengths and accomplishments. It’s also a good idea to include examples of challenges the student faced and how they overcame them.
Be honest: Don’t exaggerate the student’s accomplishments or abilities. Be honest and provide a balanced view of their strengths and weaknesses. Admissions committees and employers value letters that are transparent and authentic.
Be concise: Keep your letter brief and to the point. You don’t want to overwhelm the reader with unnecessary details. Focus on the most significant accomplishments and areas of strength.
Use a professional format: Use a professional format for your letter, starting with a formal greeting and closing. Address the letter to the appropriate person, and include the student’s name and program details.
Proofread: Before submitting your letter, make sure to proofread it carefully. Correct any errors in spelling, grammar, or punctuation, and ensure that the letter is structured well and easy to read.
End with a strong recommendation: End your letter with a strong recommendation for the student. Be confident in your endorsement, and close by offering to provide further information or support if needed.

Writing a letter of recommendation for a PhD student requires careful attention to detail and a clear understanding of the student’s strengths and potential. By following these tips, you can create a compelling letter that highlights the student’s achievements and positions them as a strong candidate for their desired program or career path. Remember, honesty, specificity, and professionalism are key elements of an effective letter of recommendation.

Well, there you have it, folks! A letter of recommendation template for PhD students! I hope this has been helpful in alleviating some of the stress associated with asking for letters of recommendation. Remember to personalize the template with your own unique accomplishments and achievements. Be creative, and don’t be afraid to show your personality through your writing. And always, always, always show gratitude to those who have taken the time to write a letter for you. Thank you for reading and be sure to visit us again for more useful tips and tricks. Wishing you all the best on your academic journey!

NHLBI Letter of Recommendation Template for Student Stipend: A Step-by-Step Guide How to Use the MS Letter of Recommendation Template: A Step-by-Step Guide Top Letter of Recommendation Templates for Nursing Students Effective Letter of Recommendation Template for Board of Nursing Student

Utility Menu

Undergraduate Science Education at Harvard

A world of exploration. a world of expertise..

Recommendation Letters

Tips for writing letters of recommendation.

As a research mentor who works closely with students in the lab, you will likely be asked to write recommendation letters for your student for research fellowships. Below are some tips for writing good letters.

1. Be sure that the student has given you enough information about the program or fellowship for which the letter is requested. Also make sure that you will have enough time to write the letter before the deadline. It is the student’s responsibility to give you all the information you need and enough time – a few weeks is best. If they do not, you may decline to write the letter.

2. If the letter is confidential, be sure that the student has given you a preaddressed envelope that will go directly to the program and not to the student and that they have signed a waiver indicating that they will not have access to the letter or its contents.

3. If you do not think that you can write a strong or positive letter for the student because you don’t know them well enough, are not familiar with their strengths in the area specified by the program, or you do not think that they are a good fit for the program, it is a good idea to tell the student before you agree to write the letter. You may want to meet with the student to talk about the program, find out why they are applying and what you can say in support of their application. A weak or neutral letter is often worse than no letter at all. If you feel that you cannot write a good letter it may be better for the student to ask someone else.

4. Begin the letter by stating that you are recommending student X for the Y Fellowship. Then write a sentence or two indicating how long and in what connection you have known the student.

5. Direct your comments about the student to the specific interests of the program or fellowship to which they are applying. Is it purely research or are they also looking for leadership or community service activities?

6. It is a good idea to provide specific examples of the student’s qualifications for the program rather than to list their accomplishments as they appear on the student’s resume. The personal story can be more compelling than a list.

7. If you think that the student has some very positive attributes but at the same time has a problem, it is VERY helpful to the selection committee if you mention the problem or if you do not want to put confidential information in a letter, you may say that you would be willing to discuss the student in more detail by phone.

8. It is useful to the application review committee for you to discuss where you would rank this student among other students with whom you have worked. Is this student in the top 10% of students you have mentored in the lab? If you are just getting started as a mentor and recommendation letter writer, then obviously this would not be possible for you to do.

9. For some programs it is better for the student to have a letter that is signed by the lab PI or a faculty member. In this case, you may be asked by your PI to write the letter since you are working more directly with the student and can write in more detail about their commitment and abilities in the lab. Some PI’s will then ask you to co-sign the letter with them. Alternatively, the PI may ask you to write a summary of the student’s progress in the lab, but prefer to write their own letter.

10. If you are asked to write letters for a student for more than one program, make sure that the letter is adapted to reflect the specific focus of the program. And always double check to make sure that the heading, greeting and first sentence are correct for the new letter. Unfortunately, it is a common mistake to send a letter to a fellowship committee without making the editorial changes to address the committee of the new program.

11. You may be asked to write letters for more than one student for the same program; PRISE is a good example. Since the same reviewers will read these letters, it is important to make each letter as individual and personal as possible.

Mentoring Workshops
Reference Articles for Lab Mentors
Student Critical Needs
Student Mentoring Contacts
Student Work Life Contacts
Undergraduate Fellowships
Undergraduate Sciences Organizations

Faculty Digital Handbook

Read the Faculty Handbook (see bookmarks).

Search Search Please fill out this field.
Career Planning
Finding a Job

Letter of Recommendation Samples for Students

How to Request a Recommendation Letter

How to write a recommendation letter, what to include in a recommendation letter for a student, how to use letter examples and templates, student recommendation letter example, character references and personal recommendations, character reference letter example, how to create a reference list, frequently asked questions (faqs).

Hero Images / Getty Images

Students may need a letter of recommendation to land a job, secure an internship, or earn a spot in a competitive academic program. But to make a good impression on the recipient, a letter of recommendation must be more than just an enthusiastic endorsement—it must follow a specific format.

Whether you are a student who needs a letter of recommendation for an application, or you're writing an academic reference, here’s how to format your letter and what to include in the document. Plus, you’ll find a few samples to help guide your writing.

Key Takeaways

Students can request recommendation letters from teachers, professors, and employers.
Character references provide an endorsement of a student’s positive personal qualities, such as their work ethic, dependability, and enthusiasm.
When requesting a recommendation letter, offer to provide a copy of your CV or resume, as well as a job description or program overview.

When you request a letter of recommendation (sometimes also called a letter of reference), be sure to give potential writers information on why you need the letter, and let them know why you think they are a good person to recommend you. For example, if you performed well in your professor's class and are asking them to write a recommendation for graduate school, tell them you enjoyed their course and felt your performance demonstrated your commitment to pursuing another degree program.

You might also provide the person with your most up-to-date resume or CV. These details will make it easier for them to write a personalized and targeted reference letter.

You should also provide all the information the person needs regarding how to submit the letter, what to include (if there are any requirements), and when it is due.

When writing a reference letter , be sure to explain how you know the student, and describe some of the qualities that make him or her a good candidate for the job or school. Use specific examples to demonstrate how the person has shown those qualities.

Focus on the specific job or school the person is applying for. Try to include qualities and examples that will help them get that position or get into that school.

Feel free to ask the person for whom you are writing the letter for more information. You might ask to see the job listing, their resume, or a list of their related coursework.

Contact Information If you’re writing a formal printed letter, include your contact information, as well as the recipient’s information, at the top of the letter.

Greeting If you are writing a personal recommendation letter, include a salutation to start your letter (Dear Dr. Smith, or Dear Ms. Jones, for example).

Paragraph 1: Introduction Explain why you're writing and how you are connected to the person you are recommending, including how you know them and for how long.

Paragraph 2/3: Why You're Writing Share information on the person you are writing about, including why they are qualified and what they have to offer. It's fine to include more than one paragraph to provide details of the student's academic and work performance. Including examples of how they have excelled is a good way to show how the person is qualified.

Paragraph 4: Summary Write a brief summary of why you are recommending the person. Mention that you "highly recommend" the person, that you "recommend without reservation," or something similar.

Paragraph 5: Conclusion Offer to share more information and let the reader know how to contact you (phone, email, etc.) for a follow-up conversation.

Letter Closing End your letter with a formal letter closing and your name and title. If you are mailing a printed letter, include your signature underneath your typed name:

Signature (for hard copy letter)

If you’re sending an email, include your contact information in your signature.

It is a good idea to review recommendation letter examples and templates before you write a recommendation letter or a request for a letter. They can help you decide what kind of content you should include in your document.

A letter template also helps you with the layout of your letter, such as how many paragraphs to include, how to sign the letter, and what elements you need to include (your contact information, for example).

While recommendation letter examples, templates, and guidelines are a great starting point, always tailor a letter to fit the particular situation

Download the recommendation letter template (compatible with Google Docs and Word Online) or see below for more examples.

The Balance

Recommendation Letter Example (Text Version)

Brian Smith 123 Main Street Anytown, CA 12345 555-555-5555 brian.smith@collegemail.edu

March 9, 2024

Emma Johnson Owner Café Bistro 72 Dock Street Pacifica, Oregon 97233

Dear Ms. Johnson,

Daniel Williams worked as a server and manager at Central College’s student café under my supervision for seven semesters, beginning in Spring 2019.

Over that time, I was consistently impressed with his customer service and people management skills, as well as his dedication and good humor. I've often said that if I could clone Daniel, I'd never have to worry about staffing problems again. He's a truly gifted server, fast on his feet, and able to remember complicated orders without using an order pad.

He’s also an innovator. Thanks to his suggestions, we revamped the café menu last year to focus on the most popular dishes and dropped some expensive, time-consuming menu items. The result was a 10% increase in profits.

Our customers love him. More than one has suggested that Daniel become a “super senior,” so that he can stay with us next year. Alas, he’s graduating on schedule, with highest honors and a boatload of references to attest to his skill, hard work, and talent. I’m honored to be one of them.

I enthusiastically recommend Daniel for the position of server/manager in your café. If you have any specific questions about Daniel’s experience and skills, I’m happy to help. Please call me at 555-555-5555.

Brian Smith

Student Coordinator

Central College Café

A character reference is a recommendation written by someone who can attest to one’s character. These letters may be needed for people applying to join an association or purchase a property.

They can be used as an alternative to a professional reference for someone who doesn't have work experience, and they may also be required for jobs that require a high level of trustworthiness.

Who to Ask for a Character Reference

If you have limited work experience (or worry you will get a negative reference from your former employer), you might ask someone to write you a character reference. This might help balance out a negative employer reference.

Consider asking a friend, neighbor, club leader, colleague, or someone else who may never have employed you but can speak to who you are as a person.

What to Include in a Character Reference

If you are asked to write a character reference, focus on the person’s character traits and abilities. You can provide examples from personal interactions with that individual.

Download the character reference letter template (compatible with Google Docs and Word Online) or see below for more examples.

Character Reference Letter Example (Text Version)

Jane Lee 330 Chestnut Street Kerry Springs, Massachusetts 01006

February 3, 2024

Sandra Gomez Program Director Kids at Play, Inc. Centertown, New Hampshire 03225

Dear Ms. Gomez,

Before I had the pleasure of working with Liz Dwyer on our neighborhood cleanup committee, I was her next-door neighbor for 10 years. It didn’t surprise me at all when she was the youngest person to show up for our initial organizational meeting or when she volunteered to take notes and spearheaded the playground project.

Liz is a very special young person, the kind that gives you hope for the future. It’s not just that she’s organized and dependable, although she is. It’s that she has passion, drive, and a deep optimism for what’s possible. I’ve seen firsthand how she uses that optimism to inspire others and help them see the possibilities in an empty lot or rundown corner.

I’ve also been impressed with Liz’s growth as an artist. Since she started at Eastern College, her talent has grown. She has used her new skills to improve our neighborhood, rallying the local kids to help her make a mosaic wall for the new playground.

I know she would be a bright light in your arts program, inspiring and guiding the kids in your care just as she has the kids on our block. I enthusiastically recommend her for the job. Please feel free to reach out to me at jane.lee@email.com or (413)555-6078 with any questions.

Best regards,

Jane Lee Director, Chestnut Street Block Association

A reference list is a page with a list of your references and their contact information. Send this letter as part of your job application if it is requested. Employers who ask for a reference list might call or email the people on that list and ask them for more information about you.

When creating your reference list, be sure to first ask permission from each person on your list. Not only is this polite, but this will give each person time to prepare a response for the employer. Make sure you provide all the necessary contact information for each person.

What should a student’s letter of recommendation include?

A letter of recommendation for a student should describe their positive qualities, including their academic achievements, interpersonal skills, work ethic, and character. To be effective, the letter should focus on skills and qualifications that are most valuable in the job or program for which the student is applying.

How long should a recommendation letter be?

A recommendation letter should be at least a few paragraphs long, typically a page or two in length. It should contain specifics that illustrate why the subject is a good candidate for the job or position they’re seeking. The recommender should unreservedly endorse the subject of the letter.

Georgetown University Center for Research and Fellowships. " Do's and Don'ts of Writing Recommendation Letters ."

How to Write a Letter of Recommendation for a Student [Template Included]

Mike Simpson 0 Comments

By Mike Simpson

If you are a teacher or mentor a young person, there’s a chance that you’ll be asked to do something important: write a letter of recommendation for a student. But if even if you think the student is amazing, if you’ve never created one of these letters before, the idea may be daunting.

Figuring out how to write a letter of recommendation for a student isn’t always easy. After all, you’re essentially vouching for a student’s capabilities, and what you say may determine whether they get into a particular college or land a job.

No pressure, right?

Luckily, writing a letter of recommendation for a student doesn’t have to be a challenge. If you want to make sure you can craft something stellar, here’s what you need to know.

What Is a Letter of Recommendation?

Now, before we talk about how to write a letter of recommendation for a student, let’s take a step back and discuss what this letter is and why they are important.

We’ve previously discussed letters of recommendation in-depth, but here is a quick overview. A letter of recommendation for a student is a document where you share your thoughts about a student’s character and capabilities. Usually, you’ll use examples to highlight what they bring to the table, focusing on those that show why the student would be a great addition to a college or company.

When it comes to getting into college, adding a recommendation letter for a student is a normal part of the process. So much so that the Common App – a standard application accepted by over 900 schools – makes sure that students can submit them with ease.

However, they can also be used in other ways. Scholarship applications may ask for one, for example. With those, the approach is usually similar to the one you’d use to write a letter to a college admissions committee. Along with highlighting a student’s academic success, you can share insights about their personality traits. You could also discuss their volunteer work, community involvement, work experience, or anything else that may be relevant to a scholarship committee, depending on what the award is all about.

If a student wants to land an internship or first job, a letter of recommendation may be required when they apply or could be used to separate them from other candidates. Here, you may focus on their willingness to learn, the quality of their work, their passion for the field, or anything else that aligns with the nature of the role.

In many ways, letters of recommendation are like referrals. You’re saying that you believe in the student’s capabilities to the point that you’re willing to speak up for them. That’s a really big deal.

Common Mistakes When Writing a Letter of Recommendation for a Student, And How to Avoid Them

Many people make mistakes when writing a letter of recommendation for a student. Often, it’s simply because they don’t realize what the potential missteps are, so they don’t know to avoid them.

Certain mistakes are fairly common. Luckily, by learning about them, you won’t fall victim to them.

F irst, being too general is a problem. A recommendation doesn’t carry much weight if it doesn’t feature a few clear examples of why the student is amazing. You need to be specific.

Plus, anecdotes keep your letter from being boring or blending in with the sea of others the recipient is probably reading. Having stellar stories to share that really highlight what the student brings to the table makes your letter memorable. And that’s crucial for highly competitive college programs, internships, scholarships, and jobs.

Second, too many teachers and mentors forget to introduce themselves to the letter recipient. It’s important that they know who you are, how you know the student, and why your opinion should matter to them.

Don’t get us wrong. This doesn’t mean you should spend a lot of time bragging. Instead, just that you need to give them enough information to establish yourself as a valid source of information. Make covering those bases a priority.

Additionally, resist the urge to exaggerate. While some students are incredible, don’t inflate their capabilities or accomplishments. Now, that doesn’t mean you can’t focus on the positive. Just make sure to be honest about what they bring to the table.

Finally, above all else, watch out for spelling, grammar, and other mistakes. The quality of your writing will reflect on the student, so errors can do real harm. So, don’t skip out on proofreading, whatever you do.

How to Write a Letter of Recommendation for a Student (Step-By-Step)

1. request information.

Before you worry about how to write a letter of recommendation for a student, you need to gather some information. Ask the student for an overview of the college program they want to join or the job they’re trying to land. That way, you can highlight relevant examples and tailor the letter to the situation.

2. Start Strong

When you write a letter of recommendation for a student, it’s best to start strong. Let the recipient know immediately that vouching for this student is a pleasure and that you recommend them for the job or academic program.

Usually, you can do this in a single sentence. Let that sentence stand alone, ensuring it is impossible to miss.

3. Introduce Yourself

After you’ve shouted from the mountain tops that you are behind this student completely, introduce yourself in the next. Let them know who you are and how you know the student, keeping this part concise and focused.

4. Give an Overview of Why You’re Recommending Them

In the next paragraph, it’s time for a summary. You want to give them a quick overview of why this student is amazing. You can touch on a whole slew of skills and traits that are relevant to the student’s goals.

5. Share an Anecdote

After you’ve touched on the student’s capabilities, it’s time to back up those claims with an example or two. Make sure to highlight anecdotes that are highly relevant and get to the point quickly. That way, you can make sure the letter is effective without it becoming a novel.

Usually, you’ll spend one to two paragraphs discussing examples. If you find yourself going beyond that, you may want to scale back.

6. Leave the Door Open

In your closing paragraph, invite the recipient of the letter to reach out. Provide your contact information and let them know you’re available to answer questions or discuss the student further.

You can also add that you understand you’re only providing a glimpse into what the student brings to the table and that you’d enjoy a chance to continue singing the student’s praises.

7. Sign Off

After the closing, sign off. Include your name, job title, company or school name, and email address or phone number, at a minimum.

If you’d like, you can include a link to your LinkedIn profile. That can give the recipient a place to learn more about your credentials if they so choose. Just make sure that, if you do, your profile is a shining example of your expertise and great reputation.

8. Review and Edit

Since grammar, spelling, and other errors can actually hurt the student’s application, take a moment to give it a thorough once over. Look for mistakes. Make use of language tools.

If you want to go the extra mile, dump the letter into a text-to-speech app. Sometimes, hearing it said makes mistakes more apparent, allowing you to catch errors you overlooked.

9. Deliver the Letter

How you need to deliver the letter can vary. In some cases, you may need to give it to the student as a printed document or email attachment. At times, you might have to hand it over in a sealed envelope. In other situations, sending it straight to the school or uploading it through an online portal might be necessary.

Review any delivery instructions the student provided. If you didn’t get any instructions, reach out. That way, you can make sure it’s handled properly.

Recommendation Letter Template

If you’re looking for a sample letter of recommendation for a student who’s trying to get into college, you’re in luck. You can use this example as a functional template, adjusting the details as needed. That way, you can personalize the letter, ensuring what’s special about the student shines through.

It could also be adjusted for students who are trying to land internships or jobs. Simply change any references to admission to reflect the position, addressing a hiring manager instead of the admissions committee, and you’re set:

Dear Admissions Committee;

I am happy to strongly recommend John Doe for admission into the Computer Science at ABC College.

My name is Dr. Jane Smith, and I’ve been John Doe’s technology instructor for three years. I have 15 years of experience in teaching in the field and have had the pleasure of working with many students during my time as the head technology instructor. Among them all, John Doe has genuinely been a standout.

John Doe is a passionate student. He adapts to challenges quickly and is always interested in learning about emerging technologies and techniques. Not only has he spent time learning various programming languages on his own, but he’s spent time exploring a range of operating systems, including those designed for desktops and mobile devices.

When I first met John Doe, his enthusiasm for technology quickly shined through. He always asked intelligent questions and found ways to overcome obstacles on his own, researching new techniques whenever the need arose. His final project was a stellar example of his dedication and fortitude, as he created a smartphone application designed to help students excel in the classes he enjoyed. It specifically shared knowledge that he had learned along the way, both inside and outside the classroom.

However, it wasn’t just John Doe’s technical skills and passion that impressed. He also excels when it comes to teamwork, collaboration, leadership, and mentoring. His goal wasn’t just to facilitate his own learning but to ensure the success of his classmates. He frequently tutored students on his own time and guided everyone through group projects while ensuring everyone could contribute and learn.

I genuinely believe that John Doe would be an excellent addition to your program. If you’d like more information, I would be happy to share it. Please feel free to call me at 555-555-1234 or email me at [email address] anytime.

[Signature]

Putting It All Together

Ultimately, with all of the tips above – and the helpful sample – you should have a solid starting point on how to write a letter of recommendation for a student. Just remember to focus on their relevant achievements and offer up clear examples. That way, the recipient of the letter will know exactly what that student is a standout, which should be your primary goal.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com.

His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others.

Learn more about The Interview Guys on our About Us page .

About The Author

Mike simpson.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com. His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others. Learn more about The Interview Guys on our About Us page .

Our Products
Case Studies
Interview Questions
Jobs Articles
Members Login

Utility Menu

GA4 tracking code

Office of Undergraduate Research and Fellowships

All URAF Opportunities
CARAT (Opportunities Database)
URAF Application Instructions
URAF Calendar of Events and Deadlines

Recommendation Letters

Recommendation letters are a critical element of every application. They validate the claims you've made as an applicant, providing specific examples and details of your academic accomplishments, personal endeavors, and character. Selection committees rely on them to impartially evaluate your performance and potential to be successful in the opportunity you are pursuing. Good letter-writers are those who know you well enough to provide these assessments with enthusiasm and authenticity.

Academic letters are typically written by faculty, lecturers, or faculty research advisors who have overseen your work in courses, research settings, or other academic contexts. These letters generally address how you performed, your potential for future success in the field, and any other attributes that make you qualified for the particular award. Post-doctoral associates/fellows and graduate students may also have insight into your performance if they've worked with you in a course or project. However, depending on the fellowship or research opportunity, they do not usually make suitable academic letter-writers. It is important that you check the criteria of the award and/or check-in with administrators who manage the award to see whether letters from non-faculty members would be appropriate for that opportunity.

Some students, especially those in their early college years, have not yet had the opportunity to directly interact with faculty – perhaps you have had more direct interaction with Teaching Fellows ("TFs"). In these cases, you might consider asking the faculty course leader or head of a research group to work together with your TF to generate a co-signed letter. Keep in mind, though, that coordinating co-signed letters takes more time than usual, so plan ahead. Peers (other college students or recent alumni in student organizations), on the other hand, are not suitable letter writers. If you're applying for a non-academic opportunity, or one that is specifically interested in learning about the applicant's personal attributes (character, leadership potential, commitment to service, etc.), then you might consider asking for a letter of recommendation from a College staff member or organization supervisor, coach, faculty who may be familiar with your work outside of the classroom, work supervisor, or Resident Dean or other House staff.

Letters from high school teachers or your high school years: Soliciting letters from high school teachers is not usually acceptable for fellowship and research opportunities at the college level. However, there are some exceptions to this rule. If you've engaged in research as a high school student and are applying to a competitive research fellowship that funds independent study (e.g. Herchel Smith Harvard Summer Science Fellowship ) as a first-year student, it may be acceptable to provide a letter from that experience, but only if the writer can provide strong evidence that you are qualified to pursue an independent research project.

Navigating Recommendations

Letters of recommendation are a critical part of academic and professional development. If you need a letter from a faculty member, research advisor, or other Harvard community member, do not be afraid to ask if they'd be willing to provide you a strong recommendation letter (even if the deadline is still years away, for instance, a medical school/graduate school application).

Help them help you.

Ask for recommendation letters in advance of the deadline—at least 3-4 weeks' notice is typical. Usually, letters of recommendation are due at the same time as your own materials! Please take note of this.
Remind the recommender how they know you, if they have not heard from you in a while. If being in their course was significant to your development or trajectory, let them know! You might also consider re-sending a copy of a paper or project you wrote for their class, to remind them of your good work.
Give your recommenders specific instructions – this includes how, where, and when to submit the recommendation letter and any guidance from the selection committee on specific topics recommenders should be addressing. If you'd like the recommender to highlight events, skills, or experiences that speak to your qualifications for the opportunity, tell them so. Invite their questions about your materials and the application process, and check-in with them frequently as the deadline approaches.
Don’t be afraid to ask for multiple letters. Recommenders who have agreed to support your application for one opportunity may also be willing to recommend you for another. If you are considering asking for multiple letters, you'll need to provide specific information about each opportunity, so that your recommender knows how to tailor their letter to best complement your application. (Remember, give plenty of notice—just because they have written for you before doesn't mean they can write a new letter overnight!) Check in frequently to see if they have any questions or concerns or need more information from you.

Give thanks and provide updates.

Regardless of the outcome of your application, be sure that you let your recommenders know you appreciate the effort and time they put toward the recommendation and update them on the outcome of your joint efforts. Even after the experience is long over, do your best to check-in with those recommenders; keeping them engaged with your trajectory is the best way to keep them engaged as your advocate and mentor.

Getting Started
Application Components
Interviews and Offers
Building On Your Experiences
Applying FAQs

The Writing Center • University of North Carolina at Chapel Hill

Letters of Recommendation

What this handout is about.

Producing an effective recommendation letter involves strategy, research, and planning. This handout is designed to introduce recommenders to some best practices for writing effective recommendation letters.

Deciding whether to write a recommendation

Recommendation letters are likely to receive close scrutiny, and sparse or non-specific recommendations may negatively impact an application. If a recommender is unable or unwilling to produce a recommendation that speaks directly to the individual applicant and position, the selection committee or potential employer may interpret this negatively. If you do not feel that you could provide a positive or detailed recommendation, it is okay to decline!

There are several reasons why it may be appropriate to decline a request for a recommendation:

You may not feel comfortable writing a positive letter, either because you have no information about the student or because they did not perform well enough in a class or position.
You may feel you are a “bad fit” for the student’s application. For example, if your field of expertise is completely unrelated to the student’s area of interest, you might advise the student to ask recommenders with more relevant backgrounds.
You may feel that you lack the necessary credentials to offer a compelling recommendation. For example, graduate student instructors may feel as if they cannot credibly endorse their students’ graduate school applications. Thus, students may be directed to faculty to write letters instead of graduate students.
You may know that you will not have time to write and proofread a strong letter before the student’s deadline.

Consider setting up a meeting. This will give you an opportunity to ask about the applicant’s academic background, professional goals, and reasons for applying. It may help to clarify whether this is a one-time request, or whether you are being asked to serve as a recommender for several applications. It’s a good idea to request to see the applicant’s resume, CV, personal statement, or other components of the application. Each of these can give you a sense of the applicant’s goals and help you decide if you would be a good recommender. These items will also allow you to tailor your letter appropriately if you decide to write on the applicant’s behalf.

Confidentiality and protected information

Many applications invite applicants to waive their right to view a letter of recommendation. Confidential letters of recommendation may be viewed as more credible than letters that applicants can access.

You should be aware of the Family Educational Rights and Privacy Act (FERPA) and your institution’s FERPA-related guidelines when writing recommendation letters. FERPA prohibits disclosure of protected student information such as grades and attendance without the student’s prior written consent. Students who want you to address protected information should specify which records you may disclose, the purpose for which the disclosure is being made, and to whom the information may be disclosed. You can read more about FERPA here: https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html .

Writing strong recommendations

After committing to write a recommendation for an applicant, gather information about the opportunity to which they are applying. Besides asking the applicant about the organization, you may also want to reach out to someone in your own professional network who may know something about the audience or take some time to do your own research. Here are some questions to consider:

What are the organization’s values and priorities? Some organizations state this information explicitly on their websites and other publications, and this can help you tailor your letter to directly address the audience’s top concerns.
What information does the audience want to learn from you? Some institutions will ask you to answer specific questions about the applicant in your letter. Knowing these in advance will give you more time to talk with the student about any information you may need.
How is this opportunity a good fit for the applicant? Referencing special features and benefits offered by a position shows that you’ve done your homework, which can add to the weight of your recommendation by demonstrating that you are willing to invest extra work in your student’s success. You will also be able to speak to the applicant’s fit for the position in greater detail.

Keep in mind that nearly all recommendations contain a positive appraisal of an applicant’s abilities and character, and it costs recommenders almost nothing to offer general and unsubstantiated praise of an applicant. Letters that claim an applicant is “the best student I’ve ever worked with” or “the hardest working employee I’ve ever had” are likely to meet with skepticism, unless the writer includes specific evidence to back up these claims. Even letters that contain genuine praise may come across as form letters unless you can speak to unique evidence about the student that corroborates your positive assessment.

Many different kinds of information may constitute evidence in a recommendation, and it is up to you to determine what would be most convincing to the audience. Here are some guidelines for what you may want to include or avoid:

Do describe your relationship with the applicant. Say how long you’ve known the applicant and in what capacity. This information helps the audience understand how well you know the applicant. For example, sharing that you’ve advised a student for three years and taught them in two senior seminars demonstrates that you know your applicant better than a recommender who has only recently met the student or who has only taught the student in a large lecture class.
Do include quantitative data about a student’s performance in a class or an employee’s performance in a position. Because raw grade point averages or other performance metrics are sometimes difficult to translate across different contexts, try to rank students against other students. For example, rather than saying “Judith received an A in my class,” aim for evidence that tells the audience how Judith’s performance compared to her classmates’: “Judith was among the top 5% of students in her large lecture class.” (Remember, if you do include specific grades in your letter, you must have written consent from the student as per FERPA.)
Do compare applicants to students who have been placed into other positions. A statement like, “Over the past five years, other students with undergraduate research experience similar to Amer’s have been accepted to graduate programs at X, Y, and Z,” gives the audience a sense of where Amer stands in a wider population of successful students. Including comments like these also indicates that you have a good sense of what makes an applicant successful.
Do mention the applicant’s personal and/or intellectual strengths as they pertain to the application. For example, it may be helpful to emphasize a study abroad applicant’s open-mindedness. Again, include appropriate evidence for this claim, which may involve discussing or even directly citing the student’s written work in your class.
Do explain why you think the applicant is a good fit. Selection committees are often interested in hearing how students would contribute to the intellectual and professional climate of their institution. Given your experience with the student, help the audience see the type of employee or scholar the student will be: “Casey’s research experience in early-modern Arabic poetry would make them an ideal addition to Professor Seif’s Syrian cultural archival project.” If possible, mention the position/school/fellowship by name. This proves that you’ve taken enough interest in the letter to target it for each recipient. It will not always be possible to tailor recommendations to each program; for example, many postgraduate programs are moving to common applications that send the same letters to all programs to which students apply.
Don’t shy away from discussing the applicant’s weaknesses —but only if those weaknesses are likely to already be on the audience’s radar. For example, you may have insight into why your student received an uncharacteristically low grade in your class during their final semester that could alleviate an audience’s concerns. You may draw attention to the applicant’s growth as well as the potential for continued growth in the new position. Keep in mind, however, that recommendation letters are expected to be positive in tone, so proceed with caution when discussing applicants’ weaknesses. Specifically avoid commenting on personality traits or other topics that are irrelevant to the application.
Don’t rely on generalizations, clichés, or platitudes. Every good applicant will be “dedicated,” “hard-working,” and “enthusiastic.” Praise like this is likely to appear in dozens of other letters for other applicants, so you need to say more to help your applicant stand out. Include specific examples to support these descriptors. Convey the unique strengths of your student, especially any that you believe speak directly to the audience’s interests or values. Also pay special attention to any language that may inadvertently convey gender or other biases. For example, some studies have reported that language that pertains to effort (rather than accomplishments), personal life details (rather than relevant professional information), and emotional capacities (rather than academic or professional ability) more frequently appear in recommendations for women than for men. Focusing on traits that are demonstrable with evidence and germane to the program or position to which the student is applying is the best way to avoid implicit bias in your letters.
Don’t include too much information about you or your class. Although some brief background information about the context in which you know the student is appropriate, do not spend so much time discussing course or assignment details that the letter is no longer focused upon the applicant.
Don’t offer tepid praise or left-handed compliments. Half-hearted comments are almost guaranteed to attract the wrong kind of attention. Although you may honestly report that your student “completed all course assignments on time” or “was an adequate writer,” the audience will likely interpret these phrases as veiled criticism. Avoiding tepid praise is more difficult than it seems. After you’ve finished writing the letter, read over it with a critical eye and try to assume the worst of the student. Do any of your sentences invite uncharitable interpretation?
Don’t simply summarize the applicant’s CV or resume. As with tepid praise, simply reiterating what the audience already knows from other parts of the application implies that you either don’t know or don’t care enough about the applicant to offer your own appraisal. It is appropriate to highlight a special component of a student’s resume and explain why you believe this aspect of the student makes them a great candidate, but don’t waste your opportunity to offer your own valuable endorsement by simply listing the applicant’s accomplishments.

Formatting recommendation letters

After you’ve decided what to write in your recommendation, you will need to decide how to write it. How long should the recommendation be? Should it be written on official letterhead? To whom should it be addressed? Will the letter submitted electronically, or will it be mailed?

Length: Just as there is sometimes no prescribed length for application essays, there is no standard length for recommendation letters. Most recommendations tend to be around 1 to 1.5 single-spaced pages long, although some may be longer if you have a lot to share. Business and law school recommendations tend to be briefer than graduate school recommendations. In general, try to strike a balance between writing too little (which suggests you have nothing to say about the applicant) and writing too much, which may be annoying to audiences who are reading dozens or hundreds of recommendations for a single position.

Letterhead: When possible, write recommendations on official letterhead and sign them using a handwritten signature. Producing letters on official letterhead both adds to your credibility as a recommender and demonstrates that you care enough about the applicant to put finishing touches on your endorsement. This may include sending an envelope with your signature across the seal. Some application programs ask recommenders to compose or paste their recommendations into online forms. In these cases, you would not submit the letter on formal letterhead. Learning in advance how you will need to submit your recommendation can help you avoid unnecessary work and accurately gauge the time required to submit your letter.

Salutation: Address recommendation letters as specifically as possible. If the applicant is applying for a position within a firm or office and you know who will receive the letter, address the letter to that person, like “Dear Dr. Anderson.” If you don’t know who, specifically, will receive the letter, address the recommendation to the target audience, like “Dear Fulbright Committee”. Avoid vacuous salutations like “To Whom it May Concern.” Also avoid informal greetings, including those you might use in an email or other correspondence, like “Hi,” “Hello,” “Good afternoon,” etc. “Dear” is the standard formal salutation in English.

Closing: End the letter with a simple closing word or phrase like “Sincerely,” “Regards,” or “Cordially” or by thanking the audience for considering your endorsement. Avoid personal and emotive language. If you would be willing to answer any additional questions the institution or employer may have about the applicant, it is appropriate to invite them to contact you before closing the letter.

Letters of recommendation inform the decisions of admissions committees, employers, funding agencies, and other organizations who are trying to choose between multiple candidates. Your efforts to create strong letters make a difference.

If you commit to writing a letter of recommendation, follow through. Keep track of deadlines and start early, as you may discover that you need additional information from the student or institution, and you will want to have time to request this information and incorporate it into your recommendation.

Finally, consider whether you are willing to do more than write a recommendation. Students may need help with other parts of their application, such as statements of purpose or writing samples. Since you likely have insight into what graduate programs or employers are looking for, you are in a unique position to help applicants with these other materials as well.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Brown University. n.d. “Writing Letters of Recommendation.” Fellowships and Research. Accessed July 2, 2019. https://www.brown.edu/academics/college/fellowships/information-resources/writing-letters-recommendation/writing-letters-recommendation .

Madera, Juan M., Michelle R. Hebl, and Randi C. Martin. 2009. “Gender and Letters of Recommendation for Academia: Agentic and Communal Differences.” Journal of Applied Psychology 94 (6): 1591–99. https://doi.org/10.1037/a0016539 .

Massachusetts Institute of Technology. n.d. “How to Write Good Letters of Recommendation.” MIT Admissions. Accessed July 2, 2019. https://mitadmissions.org/apply/parents-educators/writingrecs/ .

Stanford University. n.d. “Writing Letters of Recommendation.” Teaching Commons. Accessed July 2, 2019. https://teachingcommons.stanford.edu/resources/teaching-resources/how-evaluate-students/writing-letters-recommendation.

Yale University. n.d. “Writing Letters of Recommendation.” Fellowships and Funding. Accessed July 2, 2019. https://funding.yale.edu/faculty-staff-recommenders/writing-letters .

Trix, Frances, and Carolyn Psenka. 2003. “Exploring the Color of Glass: Letters of Recommendation for Female and Male Medical Faculty.” Discourse & Society 14 (2): 191–220. https://doi.org/10.1177%2F0957926503014002277 .

Whitaker, Manya. 2016. “Tips for Writing Recommendation Letters.” Inside Higher Ed , December 2, 2016. https://www.insidehighered.com/advice/2016/12/02/how-write-stronger-letters-recommendation-students-essay .

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Home » Research Recommendations – Examples and Writing Guide

Research Recommendations – Examples and Writing Guide

Table of Contents

Research Recommendations

Definition:

Research recommendations refer to suggestions or advice given to someone who is looking to conduct research on a specific topic or area. These recommendations may include suggestions for research methods, data collection techniques, sources of information, and other factors that can help to ensure that the research is conducted in a rigorous and effective manner. Research recommendations may be provided by experts in the field, such as professors, researchers, or consultants, and are intended to help guide the researcher towards the most appropriate and effective approach to their research project.

Parts of Research Recommendations

Research recommendations can vary depending on the specific project or area of research, but typically they will include some or all of the following parts:

Research question or objective : This is the overarching goal or purpose of the research project.
Research methods : This includes the specific techniques and strategies that will be used to collect and analyze data. The methods will depend on the research question and the type of data being collected.
Data collection: This refers to the process of gathering information or data that will be used to answer the research question. This can involve a range of different methods, including surveys, interviews, observations, or experiments.
Data analysis : This involves the process of examining and interpreting the data that has been collected. This can involve statistical analysis, qualitative analysis, or a combination of both.
Results and conclusions: This section summarizes the findings of the research and presents any conclusions or recommendations based on those findings.
Limitations and future research: This section discusses any limitations of the study and suggests areas for future research that could build on the findings of the current project.

How to Write Research Recommendations

Writing research recommendations involves providing specific suggestions or advice to a researcher on how to conduct their study. Here are some steps to consider when writing research recommendations:

Understand the research question: Before writing research recommendations, it is important to have a clear understanding of the research question and the objectives of the study. This will help to ensure that the recommendations are relevant and appropriate.
Consider the research methods: Consider the most appropriate research methods that could be used to collect and analyze data that will address the research question. Identify the strengths and weaknesses of the different methods and how they might apply to the specific research question.
Provide specific recommendations: Provide specific and actionable recommendations that the researcher can implement in their study. This can include recommendations related to sample size, data collection techniques, research instruments, data analysis methods, or other relevant factors.
Justify recommendations : Justify why each recommendation is being made and how it will help to address the research question or objective. It is important to provide a clear rationale for each recommendation to help the researcher understand why it is important.
Consider limitations and ethical considerations : Consider any limitations or potential ethical considerations that may arise in conducting the research. Provide recommendations for addressing these issues or mitigating their impact.
Summarize recommendations: Provide a summary of the recommendations at the end of the report or document, highlighting the most important points and emphasizing how the recommendations will contribute to the overall success of the research project.

Example of Research Recommendations

Example of Research Recommendations sample for students:

Further investigate the effects of X on Y by conducting a larger-scale randomized controlled trial with a diverse population.
Explore the relationship between A and B by conducting qualitative interviews with individuals who have experience with both.
Investigate the long-term effects of intervention C by conducting a follow-up study with participants one year after completion.
Examine the effectiveness of intervention D in a real-world setting by conducting a field study in a naturalistic environment.
Compare and contrast the results of this study with those of previous research on the same topic to identify any discrepancies or inconsistencies in the findings.
Expand upon the limitations of this study by addressing potential confounding variables and conducting further analyses to control for them.
Investigate the relationship between E and F by conducting a meta-analysis of existing literature on the topic.
Explore the potential moderating effects of variable G on the relationship between H and I by conducting subgroup analyses.
Identify potential areas for future research based on the gaps in current literature and the findings of this study.
Conduct a replication study to validate the results of this study and further establish the generalizability of the findings.

Applications of Research Recommendations

Research recommendations are important as they provide guidance on how to improve or solve a problem. The applications of research recommendations are numerous and can be used in various fields. Some of the applications of research recommendations include:

Policy-making: Research recommendations can be used to develop policies that address specific issues. For example, recommendations from research on climate change can be used to develop policies that reduce carbon emissions and promote sustainability.
Program development: Research recommendations can guide the development of programs that address specific issues. For example, recommendations from research on education can be used to develop programs that improve student achievement.
Product development : Research recommendations can guide the development of products that meet specific needs. For example, recommendations from research on consumer behavior can be used to develop products that appeal to consumers.
Marketing strategies: Research recommendations can be used to develop effective marketing strategies. For example, recommendations from research on target audiences can be used to develop marketing strategies that effectively reach specific demographic groups.
Medical practice : Research recommendations can guide medical practitioners in providing the best possible care to patients. For example, recommendations from research on treatments for specific conditions can be used to improve patient outcomes.
Scientific research: Research recommendations can guide future research in a specific field. For example, recommendations from research on a specific disease can be used to guide future research on treatments and cures for that disease.

Purpose of Research Recommendations

The purpose of research recommendations is to provide guidance on how to improve or solve a problem based on the findings of research. Research recommendations are typically made at the end of a research study and are based on the conclusions drawn from the research data. The purpose of research recommendations is to provide actionable advice to individuals or organizations that can help them make informed decisions, develop effective strategies, or implement changes that address the issues identified in the research.

The main purpose of research recommendations is to facilitate the transfer of knowledge from researchers to practitioners, policymakers, or other stakeholders who can benefit from the research findings. Recommendations can help bridge the gap between research and practice by providing specific actions that can be taken based on the research results. By providing clear and actionable recommendations, researchers can help ensure that their findings are put into practice, leading to improvements in various fields, such as healthcare, education, business, and public policy.

Characteristics of Research Recommendations

Research recommendations are a key component of research studies and are intended to provide practical guidance on how to apply research findings to real-world problems. The following are some of the key characteristics of research recommendations:

Actionable : Research recommendations should be specific and actionable, providing clear guidance on what actions should be taken to address the problem identified in the research.
Evidence-based: Research recommendations should be based on the findings of the research study, supported by the data collected and analyzed.
Contextual: Research recommendations should be tailored to the specific context in which they will be implemented, taking into account the unique circumstances and constraints of the situation.
Feasible : Research recommendations should be realistic and feasible, taking into account the available resources, time constraints, and other factors that may impact their implementation.
Prioritized: Research recommendations should be prioritized based on their potential impact and feasibility, with the most important recommendations given the highest priority.
Communicated effectively: Research recommendations should be communicated clearly and effectively, using language that is understandable to the target audience.
Evaluated : Research recommendations should be evaluated to determine their effectiveness in addressing the problem identified in the research, and to identify opportunities for improvement.

Advantages of Research Recommendations

Research recommendations have several advantages, including:

Providing practical guidance: Research recommendations provide practical guidance on how to apply research findings to real-world problems, helping to bridge the gap between research and practice.
Improving decision-making: Research recommendations help decision-makers make informed decisions based on the findings of research, leading to better outcomes and improved performance.
Enhancing accountability : Research recommendations can help enhance accountability by providing clear guidance on what actions should be taken, and by providing a basis for evaluating progress and outcomes.
Informing policy development : Research recommendations can inform the development of policies that are evidence-based and tailored to the specific needs of a given situation.
Enhancing knowledge transfer: Research recommendations help facilitate the transfer of knowledge from researchers to practitioners, policymakers, or other stakeholders who can benefit from the research findings.
Encouraging further research : Research recommendations can help identify gaps in knowledge and areas for further research, encouraging continued exploration and discovery.
Promoting innovation: Research recommendations can help identify innovative solutions to complex problems, leading to new ideas and approaches.

Limitations of Research Recommendations

While research recommendations have several advantages, there are also some limitations to consider. These limitations include:

Context-specific: Research recommendations may be context-specific and may not be applicable in all situations. Recommendations developed in one context may not be suitable for another context, requiring adaptation or modification.
I mplementation challenges: Implementation of research recommendations may face challenges, such as lack of resources, resistance to change, or lack of buy-in from stakeholders.
Limited scope: Research recommendations may be limited in scope, focusing only on a specific issue or aspect of a problem, while other important factors may be overlooked.
Uncertainty : Research recommendations may be uncertain, particularly when the research findings are inconclusive or when the recommendations are based on limited data.
Bias : Research recommendations may be influenced by researcher bias or conflicts of interest, leading to recommendations that are not in the best interests of stakeholders.
Timing : Research recommendations may be time-sensitive, requiring timely action to be effective. Delayed action may result in missed opportunities or reduced effectiveness.
Lack of evaluation: Research recommendations may not be evaluated to determine their effectiveness or impact, making it difficult to assess whether they are successful or not.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

Research Methods – Types, Examples and Guide

Research Paper Conclusion – Writing Guide and...

Chapter Summary & Overview – Writing Guide...

Purpose of Research – Objectives and Applications

Assignment – Types, Examples and Writing Guide

Future Research – Thesis Guide

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing Letters of Recommendation for Students

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Purpose of Letters of Recommendation

Recommendation letters are an important piece of the college application. The Princeton Review writes that “competitive colleges use the letter of recommendation to assess [a student’s] passions, goals, and character. They want more than just a statistic.”

As a potential recommendation writer, you are providing an important and integral service for your college-bound student. A good recommendation letter brings the applicant to life on the page. However, writing such a letter can be challenging if you are unaware of the conventions. What follows are some guidelines for high school teachers and guidance counselors for writing good recommendation letters, including knowing what to expect or ask from the student requesting a letter, how to incorporate sensitive or negative information, and what format a letter of recommendation should follow.

5 sample letter of recommendation for students

When your students start their college and higher education applications, they are likely to ask you for a letter of recommendation.

Generally, a letter of recommendation provides an overview and a positive case for a student's higher education application. Often, teachers and educators provide these letters for college and university applications.

What to include in a letter of recommendation, 1. introduction and salutation, 2. state your support, 3. provide specific details, 4. highlight personal qualities, 5. explain the relationship and observation period, 6. conclude with a strong recommendation, letter of recommendation for students - sample 1, recommendation letter for student from teacher - sample 2, recommendation letter for student from professor - sample 3, letter of recommendation for students - sample 4, letter of recommendation for students - sample 5, 1. what is a recommendation letter for student, 2. how to start a letter of recommendation for a student, 3. how to write a reference letter for a student for university.

Don't miss these proven Letter of Recommendation samples. Download now for free!

A letter of recommendation is important for colleges to see because it provides the admissions officers with an all-around view of the student. Institutions must get as clear a view as possible of a possible student.

In this article, we share three strong examples of positive letters of recommendation that focus on different student strengths. Also, we outline what makes a strong letter and tips on how to form a strong recommendation for your students.

Also read: How to Write a Letter of Recommendation?

Firstly, we explain what you should generally include in any letter of recommendation. When writing your letter, try to include the following features.

Your contact information.
The date of writing.
Contact information of the admissions officer or institution.
A formal greeting.
An introduction of your role and relationship with a student.
Explanations of the student’s strengths and recommendations for them.
Short real-life examples about the student.
A conclusion and summary of recommendations.
Closing paragraph and signature.

Also read: Best Letter of Recommendation Format

How to write a recommendation letter for a student

Writing a recommendation letter for a student requires careful thought and a detailed assessment of the student's abilities, achievements, and character.

Follow these steps to write an effective recommendation letter:

Begin with a formal salutation, addressing the recipient (e.g., "To Whom It May Concern" or use the specific recipient's name if known). Introduce yourself and your relationship to the student, mentioning the capacity in which you know them (e.g., teacher, supervisor, counsellor).

Express your willingness to write the recommendation and state your overall support for the student's application, scholarship, or opportunity they are pursuing.

Offer specific examples of the student's achievements, skills, and qualities that make them a strong candidate. Mention academic performance, leadership roles, extracurricular activities, projects, or any other relevant accomplishments.

Discuss the student's character, work ethic, interpersonal skills, and any personal qualities that make them stand out. Provide anecdotes or examples that illustrate their strengths and positive traits.

Describe the duration and context of your relationship with the student to establish your credibility as a recommender.

Summarise your recommendation and state your confidence in the student's potential for success in the desired opportunity.

Writing an effective recommendation letter for a student involves assessing their abilities, achievements, and character.

Apply for your dream university abroad!

Positive letter of recommendation samples

Here, we share some positive letter of recommendation samples to give you an idea of the content, tone and layout of the document. Also, we provide a short analysis of the good parts of each letter.

These letters are generally positive and should focus on a student's pros and key achievements at school.

Sam Smith (Teacher at School or College) 135 Main Street, Central Town, 77016, Texas 123-123-1234 [email protected] Monday 5th September 2022 Admissions Committee University of Texas, Austin Inner Campus Dr., Austin 78712; Texas Dear Admissions Committee, As John Jones’ teacher, I formally recommend this student for the English undergraduate course at the University of Texas, Austin. I have taught John in English classes for the past two years and he has been an impressive, creative and hard-working student. John has also displayed a high level of maturity and intellect in English as well as a strong enthusiasm to learn more in this subject. On many occasions, John has displayed his strengths and talent for English. For example, he wrote an excellent analytical essay about the themes in John Steinbeck’s ‘Of Mice and Men’ that used strong examples from the text to highlight his arguments. John also displayed excellent teamwork and leadership skills when completing a group project about ‘The Great Gatsby. John has also contributed to the wider school community on many occasions. This year, he helped to organise a charity fun run to raise money for various charities. The event was well received by staff, parents and students and John received praise for his role in setting up and collecting donations during the event. I have no hesitation in recommending John for the English undergraduate course at the University of Texas, Austin. I am confident he would achieve well on the course and be an asset to your institution. If you have any further questions, please contact me at 123-123-1234. Yours sincerely, Sam Smith

Overall, this sample letter has everything needed for a strong recommendation. It highlights many of the student's academic achievements, showing they are ready for undergraduate study.

Also, the teacher uses real-life examples, such as specific essay writing skills and strong extra-curricular achievements. These help to provide a rounded and positive picture of this student.

The tone is positive and the teacher indicates that they know the applicant as both a student and as a person outside of classes.

Sam Smith (Teacher at School or College) 135 Main Street, Central Town, 77016, Texas 123-123-1234 [email protected] Monday 5th September 2022 Admissions Committee Iowa University Iowa City 52242, Iowa Dear Admissions Committee, With great pleasure, I recommend Sarah Jones for admission to the Mathematics course and Iowa University. Sarah has been in my mathematics class this year and teaching her has been a privilege. She is a determined student that always gives 100% for every task and she regularly shows an understanding of math topics at an advanced level. On many occasions, Sarah has shown a willingness to go beyond her class time to improve her math knowledge. For instance, Sarah helped her peers set up a group study programme to help each other revise and prepare for upcoming examinations. This showed initiative, helpfulness and maturity. Beyond her academic studies, Sarah is an active participant in wider school life. Throughout her time at this school, she has taken part in athletics competitions and events and also coached the younger students on occasion. Furthermore, she has received various awards for playing the trumpet in the school band and she took part in a trip to perform at the local concert hall that parents and teachers praised. I do not doubt that Sarah would be a positive and enthusiastic student at Iowa University. She is a student with many skills that would help her to succeed at the undergraduate level. For any further information or questions, please contact me at 123-123-1234 Yours Sincerely, Sam Smith

This letter of recommendation focuses on the student's ability to go the extra mile to succeed in their studies. It also highlights ways the student worked hard to improve academic grades and standards.

In addition, it looks at the student’s strengths in terms of extra-curricular activities and achievements. This shows how recommendations can pick key events and examples from a student’s time at school that will be useful at university.

Overall, the tone is very formal and it highlights how the student is a proactive member of the school community.

Sam Smith (Teacher at School or College) 135 Main Street, Central Town, 77016, Texas 123-123-1234 [email protected] Monday 5th September 2022 Admissions Committee Northeastern Illinois University 5500 N St Louis Ave 60625, Illinois Dear Admissions Committee, I am writing to you today to provide my recommendation for Steven Sawyer to complete the BA in Justice Studies at Northeastern University, Illinois. I have taught Steven in English for the last two years and he is a dedicated student who is committed to pursuing a long-term career in law. Steven has demonstrated many academic and personal skills that would help him to complete the Justice Studies course. In my classes, Steven has shown advanced analytical skills when looking at evidence and arguments in various high-level literature. This included unpicking the strengths and weaknesses in Benjamin Franklin’s autobiography, which Steven put into a compelling argument in his essay on the topic. Also, he has regularly shown confidence to read passages in class and when presenting arguments and ideas in written and spoken form. Outside of our English classes, Steven has shown a dedication to a career in law by volunteering at a local law firm during the school holidays. This shows how committed he is to achieve in this career path. Steven has also taken a lead role in the debate club to further his presentation and analysis skills. In conclusion, I highly recommend Steven for the BA Justice Studies course at Northeastern University. He has regularly demonstrated the skills and desire to enroll on this course and he would bring passion to his studies at your institution. Please contact me at 123-123-1234 for any questions or queries. Yours Sincerely, Sam Smith

This example shows how a letter of recommendation can focus on a student’s commitment to a particular area of study or career. At various points, the writer highlights the dedication of the student to start a career in law. This is shown by specific examples in academic achievements, such as strong analytical skills and communication.

However, the letter still focuses on some examples that highlight the student’s personality and interests. For instance, it praises the student’s involvement in extracurricular clubs to show an engagement in activities outside of academia.

Emily Turner English Department Head (Acme Academy) 789 Oak Street Citysville, Stateville 12345 [email protected] (555) 987-6543 August 1, 2023 Admissions Committee ABC University 456 University Avenue Townsville, Stateville 67890 Subject: Strong Recommendation for Admission to ABC University - Jake Smith Dear Admissions Committee, I am thrilled to provide a strong letter of recommendation for Jake Smith, a graduating senior at Acme Academy. I have had the pleasure of teaching Jake in my English classes for the past two years, and I am confident that he will be a remarkable addition to ABC University's academic community. Jake Smith is an outstanding student and an exceptional individual. He is graduating in the top 5% of his class with a cumulative GPA of 4.0, making him one of the most accomplished students in his cohort. His dedication to academics is evident in his consistent high performance, and he consistently impresses both his peers and teachers with his analytical abilities and insightful contributions to class discussions. What sets Jake apart from his peers is his unwavering passion for literature and writing. His essays and creative pieces demonstrate a depth of thought and originality that are rarely seen at his age. Whether it's analysing complex literary works or crafting captivating narratives, Jake exhibits an exceptional command of language and storytelling. Beyond his academic achievements, Jake is an active participant in several extracurricular activities. He serves as the President of the School Debate Club, showcasing his exceptional leadership and public speaking skills. He is also a member of the community service organisation, volunteering regularly and displaying a strong sense of civic responsibility. Jake's character is equally impressive. He is a compassionate and empathetic individual who genuinely cares about the well-being of others. He is often seen assisting his classmates, both academically and emotionally, and his positive influence on the school community is palpable. Considering Jake's exceptional academic record, passion for literature, leadership abilities, and outstanding character, I have no hesitation in recommending him for admission to ABC University. I firmly believe that Jake will thrive in your rigorous academic environment and will make a significant positive impact on your campus community. I am confident that Jake Smith's potential as a scholar and a leader will continue to shine brightly at ABC University. If you have any further questions or require additional information, please do not hesitate to contact me at [email protected] or (555) 987-6543. Thank you for considering Jake's application to ABC University. I am certain that he will be an asset to your institution and will contribute greatly to the university's legacy. Sincerely, Emily Turner English Department Head Acme Academy

The above recommendation letter sample for student provides a comprehensive and specific evaluation of the student, Jake Smith, highlighting his academic achievements, extracurricular involvement, leadership abilities, and character traits.

Dr. Sarah Johnson Principal Researcher Tech Innovators Lab 321 Tech Street Innovation City, Stateville 98765 [email protected] (555) 123-7890 August 1, 2023 Scholarship Committee Bright Future Scholarship Foundation 789 Scholarship Avenue Opportunityville, Stateville 54321 Subject: Strong Recommendation for the Bright Future Scholarship - Lisa Thompson Dear Scholarship Committee, I am delighted to provide a strong letter of recommendation for Lisa Thompson, a remarkable student with whom I have had the privilege of working closely at the Tech Innovators Lab. It is my pleasure to endorse Lisa for the Bright Future Scholarship, as I believe she embodies the ideals and aspirations the scholarship aims to support. Lisa Thompson is a high-achieving senior and aspiring computer scientist. Over the past two years, she has been actively involved in our research projects focused on artificial intelligence and machine learning. Lisa's academic performance has been outstanding, consistently earning top grades in advanced math and computer science courses. Her exceptional problem-solving skills and analytical thinking make her an exceptional candidate for this scholarship. Beyond her academic prowess, Lisa has actively engaged in extracurricular activities related to her field of interest. She is the co-founder of the Women in Technology Club at our school, where she encourages and empowers young women to pursue careers in STEM fields. Her leadership in this initiative has had a positive impact on the school community, promoting diversity and inclusion in the technology sector. Lisa possesses remarkable interpersonal skills and has proven herself to be a valuable team player. She excels at collaborating with fellow researchers, displaying strong communication and project management abilities. Her contributions to our research projects have been instrumental in advancing our understanding of AI applications in various industries. In addition to her academic and extracurricular achievements, Lisa's character is exemplary. She is compassionate, empathetic, and always willing to lend a helping hand to her peers. Her commitment to making a positive difference in the lives of others is commendable and aligns perfectly with the values of the Bright Future Scholarship. I wholeheartedly recommend Lisa Thompson for the Bright Future Scholarship. Her passion for computer science, outstanding academic achievements, leadership, and commitment to promoting diversity in technology make her a deserving candidate for this scholarship. I have no doubt that she will make significant contributions to the field of computer science and bring positive change to society. If you require any further information or have any questions, please do not hesitate to contact me at [email protected] or (555) 123-7890. Thank you for considering Lisa Thompson's application for the Bright Future Scholarship. I am confident that she will make the most of this opportunity and continue to shine as a future leader in the tech industry. Sincerely, Dr. Sarah Johnson Principal Researcher Tech Innovators Lab

The sample letter of recommendation for student provides a comprehensive evaluation of the student, Lisa Thompson, emphasising her academic excellence in computer science, leadership qualities, and commitment to promoting diversity in the technology field. The recommender offers specific examples of Lisa's achievements in research and her involvement in the Women in Technology Club, highlighting her exceptional problem-solving skills and interpersonal abilities.

The letter convincingly endorses Lisa's character, emphasising her compassion and empathy. Overall, the detailed assessment and enthusiastic endorsement make this letter a compelling recommendation for the Bright Future Scholarship, showcasing Lisa as a highly deserving candidate with the potential to excel in the tech industry and positively impact society.

Also read: What do you need to do after getting a conditional letter?

When writing a letter of recommendation, ensure you focus on the positives. Also, you must pick two to three of the student’s strong traits. Then, try to recount some key examples where they have demonstrated these skills.

Overall, the letter aims to help your student to stand out to the Admissions Committee. Keeping the letter short, to the point and clear helps the committee to get a snapshot of the student’s capabilities and personality.

We strive to serve you better with all your educational needs. You can visit any of our offices at India, Thailand, United Kingdom (UK), Saudi Arabia, Pakistan, Nepal, Bangladesh or USA for any queries. We are happy to help! Refer to our Contact page .

Frequently asked questions

A recommendation letter for student is a reference letter written by a teacher, counsellor, employer, or mentor that evaluates the abilities, achievements, character, and potential of the student.

To start a letter of recommendation for a student, you should address the recipient with a formal salutation and then introduce yourself and explain your relationship to the student, mentioning the capacity in which you know them (e.g., teacher, supervisor, advisor).

To write a reference letter for a student for university, start with a formal salutation, and introduce yourself and your role in the student's life. Mention the duration you have known the student and provide specific examples of the student's academic achievements, skills, and qualities that make them stand out. End the letter with a positive and confident recommendation.

Unlock your potential with a standout Letter of Recommendation. Learn how to secure compelling endorsements that make you shine.

Get started now

Study Abroad Expert

Disclaimer: The views and opinions shared in this site solely belong to the individual authors and do not necessarily represent t ...Read More

12 best books for IELTS exam preparation 2024

6 Entrance exams to study abroad for Indian students 2024

6 high paid part-time jobs in Canada for international students

How to write a letter of recommendation

LSAT 2022 May administrations open for India

Top 10 best medical colleges in the world for 2024

Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities (2017)

Chapter: 9 conclusions and recommendations, 9 conclusions and recommendations.

Practitioners designing or improving undergraduate research experiences (UREs) can build on the experiences of colleagues and learn from the increasingly robust literature about UREs and the considerable body of evidence about how students learn. The questions practitioners ask themselves during the design process should include questions about the goals of the campus, program, faculty, and students. Other factors to consider when designing a URE include the issues raised in the conceptual framework for learning and instruction, the available resources, how the program or experience will be evaluated or studied, and how to design the program from the outset to incorporate these considerations, as well as how to build in opportunities to improve the experience over time in light of new evidence. (Some of these topics are addressed in Chapter 8 .)

Colleges and universities that offer or wish to offer UREs to their students should undertake baseline evaluations of their current offerings and create plans to develop a culture of improvement in which faculty are supported in their efforts to continuously refine UREs based on the evidence currently available and evidence that they and others generate in the future. While much of the evidence to date is descriptive, it forms a body of knowledge that can be used to identify research questions about UREs, both those designed around the apprenticeship model and those designed using the more recent course-based undergraduate research experience (CURE) model. Internships and other avenues by which undergraduates do research provide many of the same sorts of experiences but are not well studied. In any case, it is clear that students value these experiences; that many faculty do as well; and that they contribute to broadening participation in science,

technology, engineering, and mathematics (STEM) education and careers. The findings from the research literature reported in Chapter 4 provide guidance to those designing both opportunities to improve practical and academic skills and opportunities for students to “try out” a professional role of interest.

Little research has been done that provides answers to mechanistic questions about how UREs work. Additional studies are needed to know which features of UREs are most important for positive outcomes with which students and to gain information about other questions of this type. This additional research is needed to better understand and compare different strategies for UREs designed for a diversity of students, mentors, and institutions. Therefore, the committee recommends steps that could increase the quantity and quality of evidence available in the future and makes recommendations for how faculty, departments, and institutions might approach decisions about UREs using currently available information. Multiple detailed recommendations about the kinds of research that might be useful are provided in the research agenda in Chapter 7 .

In addition to the specific research recommended in Chapter 7 , in this chapter the committee provides a series of interrelated conclusions and recommendations related to UREs for the STEM disciplines and intended to highlight the issues of primary importance to administrators, URE program designers, mentors to URE students, funders of UREs, those leading the departments and institutions offering UREs, and those conducting research about UREs. These conclusions and recommendations are based on the expert views of the committee and informed by their review of the available research, the papers commissioned for this report, and input from presenters during committee meetings. Table 9-1 defines categories of these URE “actors,” gives examples of specific roles included in each category, specifies key URE actions for which that category is responsible, and lists the conclusions and recommendations the committee views as most relevant to that actor category.

RESEARCH ON URES

Conclusion 1: The current and emerging landscape of what constitutes UREs is diverse and complex. Students can engage in STEM-based undergraduate research in many different ways, across a variety of settings, and along a continuum that extends and expands upon learning opportunities in other educational settings. The following characteristics define UREs. Due to the variation in the types of UREs, not all experiences include all of the following characteristics in the same way; experiences vary in how much a particular characteristic is emphasized.

TABLE 9-1 Audiences for Committee’s Conclusions and Recommendations

They engage students in research practices including the ability to argue from evidence.
They aim to generate novel information with an emphasis on discovery and innovation or to determine whether recent preliminary results can be replicated.
They focus on significant, relevant problems of interest to STEM researchers and, in some cases, a broader community (e.g., civic engagement).
They emphasize and expect collaboration and teamwork.
They involve iterative refinement of experimental design, experimental questions, or data obtained.
They allow students to master specific research techniques.
They help students engage in reflection about the problems being investigated and the work being undertaken to address those problems.
They require communication of results, either through publication or presentations in various STEM venues.
They are structured and guided by a mentor, with students assuming increasing ownership of some aspects of the project over time.

UREs are generally designed to add value to STEM offerings by promoting an understanding of the ways that knowledge is generated in STEM fields and to extend student learning beyond what happens in the small group work of an inquiry-based course. UREs add value by enabling students to understand and contribute to the research questions that are driving the field for one or more STEM topics or to grapple with design challenges of interest to professionals. They help students understand what it means to be a STEM researcher in a way that would be difficult to convey in a lecture course or even in an inquiry-based learning setting. As participants in a URE, students can learn by engaging in planning, experimentation, evaluation, interpretation, and communication of data and other results in light of what is already known about the question of interest. They can pose relevant questions that can be solved only through investigative or design efforts—individually or in teams—and attempt to answer these questions despite the challenges, setbacks, and ambiguity of the process and the results obtained.

The diversity of UREs reflects the reality that different STEM disciplines operate from varying traditions, expectations, and constraints (e.g., lab safety issues) in providing opportunities for undergraduates to engage in research. In addition, individual institutions and departments have cultures that promote research participation to various degrees and at different stages in students’ academic careers. Some programs emphasize design and problem solving in addition to discovery. UREs in different disciplines can

take many forms (e.g., apprentice-style, course-based, internships, project-based), but the definitional characteristics described above are similar across different STEM fields.

Furthermore, students in today’s university landscape may have opportunities to engage with many different types of UREs throughout their education, including involvement in a formal program (which could include mentoring, tutoring, research, and seminars about research), an apprentice-style URE under the guidance of an individual or team of faculty members, an internship, or enrolling in one or more CUREs or in a consortium- or project-based program.

Conclusion 2: Research on the efficacy of UREs is still in the early stages of development compared with other interventions to improve undergraduate STEM education.

The types of UREs are diverse, and their goals are even more diverse. Questions and methodologies used to investigate the roles and effectiveness of UREs in achieving those goals are similarly diverse.
Most of the studies of UREs to date are descriptive case studies or use correlational designs. Many of these studies report positive outcomes from engagement in a URE.
Only a small number of studies have employed research designs that can support inferences about causation. Most of these studies find evidence for a causal relationship between URE participation and subsequent persistence in STEM. More studies are needed to provide evidence that participation in UREs is a causal factor in a range of desired student outcomes.

Taking the entire body of evidence into account, the committee concludes that the published peer-reviewed literature to date suggests that participation in a URE is beneficial for students .

As discussed in the report’s Introduction (see Chapter 1 ) and in the research agenda (see Chapter 7 ), the committee considered descriptive, causal, and mechanistic questions in our reading of the literature on UREs. Scientific approaches to answering descriptive, causal, and mechanistic questions require deciding what to look for, determining how to examine it, and knowing appropriate ways to score or quantify the effect.

Descriptive questions ask what is happening without making claims as to why it is happening—that is, without making claims as to whether the research experience caused these changes. A descriptive statement about UREs only claims that certain changes occurred during or after the time the students were engaged in undergraduate research. Descriptive studies

cannot determine whether any benefits observed were caused by participation in the URE.

Causal questions seek to discover whether a specific intervention leads to a specific outcome, other things being equal. To address such questions, causal evidence can be generated from a comparison of carefully selected groups that do and do not experience UREs. The groups can be made roughly equivalent by random assignment (ensuring that URE and non-URE groups are the same on average as the sample size increases) or by controlling for an exhaustive set of characteristics and experiences that might render the groups different prior to the URE. Other quasi-experimental strategies can also be used. Simply comparing students who enroll in a URE with students who do not is not adequate for determining causality because there may be selection bias. For example, students already interested in STEM are more likely to seek out such opportunities and more likely to be selected for such programs. Instead the investigator would have to compare future enrollment patterns (or other measures) between closely matched students, some of whom enrolled in a URE and some of whom did not. Controlling for selection bias to enable an inference about causation can pose significant challenges.

Questions of mechanism or of process also can be explored to understand why a causal intervention leads to the observed effect. Perhaps the URE enhances a student’s confidence in her ability to succeed in her chosen field or deepens her commitment to the field by exposing her to the joy of discovery. Through these pathways that act on the participant’s purposive behavior, the URE enhances the likelihood that she persists in STEM. The question for the researcher then becomes what research design would provide support for this hypothesis of mechanism over other candidate explanations for why the URE is a causal factor in STEM persistence.

The committee has examined the literature and finds a rich descriptive foundation for testable hypotheses about the effects of UREs on student outcomes. These studies are encouraging; a few of them have generated evidence that a URE can be a positive causal factor in the progression and persistence of STEM students. The weight of the evidence has been descriptive; it relies primarily on self-reports of short-term gains by students who chose to participate in UREs and does not include direct measures of changes in the students’ knowledge, skills, or other measures of success across comparable groups of students who did and did not participate in UREs.

While acknowledging the scarcity of strong causal evidence on the benefits of UREs, the committee takes seriously the weight of the descriptive evidence. Many of the published studies of UREs show that students who participate report a range of benefits, such as increased understanding of the research process, encouragement to persist in STEM, and support that helps them sustain their identity as researchers and continue with their

plans to enroll in a graduate program in STEM (see Chapter 4 ). These are effective starting points for causal studies.

Conclusion 3: Studies focused on students from historically underrepresented groups indicate that participation in UREs improves their persistence in STEM and helps to validate their disciplinary identity.

Various UREs have been specifically designed to increase the number of historically underrepresented students who go on to become STEM majors and ultimately STEM professionals. While many UREs offer one or more supplemental opportunities to support students’ academic or social success, such as mentoring, tutoring, summer bridge programs, career or graduate school workshops, and research-oriented seminars, those designed for underrepresented students appear to emphasize such features as integral and integrated components of the program. In particular, studies of undergraduate research programs targeting underrepresented minority students have begun to document positive outcomes such as degree completion and persistence in interest in STEM careers ( Byars-Winston et al., 2015 ; Chemers et al., 2011 ; Jones et al., 2010 ; Nagda et al., 1998 ; Schultz et al., 2011 ). Most of these studies collected data on apprentice-style UREs, in which the undergraduate becomes a functioning member of a research group along with the graduate students, postdoctoral fellows, and mentor.

Recommendation 1: Researchers with expertise in education research should conduct well-designed studies in collaboration with URE program directors to improve the evidence base about the processes and effects of UREs. This research should address how the various components of UREs may benefit students. It should also include additional causal evidence for the individual and additive effects of outcomes from student participation in different types of UREs. Not all UREs need be designed to undertake this type of research, but it would be very useful to have some UREs that are designed to facilitate these efforts to improve the evidence base .

As the focus on UREs has grown, so have questions about their implementation. Many articles have been published describing specific UREs (see Chapter 2 ). Large amounts of research have also been undertaken to explore more generally how students learn, and the resulting body of evidence has led to the development and adoption of “active learning” strategies and experiences. If a student in a URE has an opportunity to, for example, analyze new data or to reformulate a hypothesis in light of the student’s analysis, this activity fits into the category that is described as active learning. Surveys of student participants and unpublished evaluations pro-

vide additional information about UREs but do not establish causation or determine the mechanism(s). Consequently, little is currently known about the mechanisms of precisely how UREs work and which aspects of UREs are most powerful. Important components that have been reported include student ownership of the URE project, time to tackle a question iteratively, and opportunities to report and defend one’s conclusions ( Hanauer and Dolan, 2014 ; Thiry et al., 2011 ).

There are many unanswered questions and opportunities for further research into the role and mechanism of UREs. Attention to research design as UREs are planned is important; more carefully designed studies are needed to understand the ways that UREs influence a student’s education and to evaluate the outcomes that have been reported for URE participants. Appropriate studies, which include matched samples or similar controls, would facilitate research on the ways that UREs benefit students, enabling both education researchers and implementers of UREs to determine optimal features for program design and giving the community a more robust understanding of how UREs work.

See the research agenda ( Chapter 7 ) for specific recommendations about research topics and approaches.

Recommendation 2: Funders should provide appropriate resources to support the design, implementation, and analysis of some URE programs that are specifically designed to enable detailed research establishing the effects on participant outcomes and on other variables of interest such as the consequences for mentors or institutions.

Not all UREs need to be the subject of extensive study. In many cases, a straightforward evaluation is adequate to determine whether the URE is meeting its goals. However, to achieve more widespread improvement in both the types and quality of the UREs offered in the future, additional evidence about the possible causal effects and mechanisms of action of UREs needs to be systematically collected and disseminated. This includes a better understanding of the implementation differences for a variety of institutions (e.g., community colleges, primarily undergraduate institutions, research universities) to ensure that the desired outcomes can translate across settings. Increasing the evidence about precisely how UREs work and which aspects of UREs are most powerful will require careful attention to study design during planning for the UREs.

Not all UREs need to be designed to achieve this goal; many can provide opportunities to students by relying on pre-existing knowledge and iterative improvement as that knowledge base grows. However, for the knowledge base to grow, funders must provide resources for some URE designers and social science researchers to undertake thoughtful and well-planned studies

on causal and mechanistic issues. This will maximize the chances for the creation and dissemination of information that can lead to the development of sustainable and effective UREs. These studies can result from a partnership formed as the URE is designed and funded, or evaluators and social scientists could identify promising and/or effective existing programs and then raise funds on their own to support the study of those programs to answer the questions of interest. In deciding upon the UREs that are chosen for these extensive studies, it will be important to consider whether, collectively, they are representative of UREs in general. For example, large and small UREs at large and small schools targeted at both introductory and advanced students and topics should be studied.

CONSTRUCTION OF URES

Conclusion 4: The committee was unable to find evidence that URE designers are taking full advantage of the information available in the education literature on strategies for designing, implementing, and evaluating learning experiences. STEM faculty members do not generally receive training in interpreting or conducting education research. Partnerships between those with expertise in education research and those with expertise in implementing UREs are one way to strengthen the application of evidence on what works in planning and implementing UREs.

As discussed in Chapters 3 and 4 , there is an extensive body of literature on pedagogy and how people learn; helping STEM faculty to access the existing literature and incorporate those concepts as they design UREs could improve student experiences. New studies that specifically focus on UREs may provide more targeted information that could be used to design, implement, sustain, or scale up UREs and facilitate iterative improvements. Information about the features of UREs that elicit particular outcomes or best serve certain populations of students should be considered when implementing a new instantiation of an existing model of a URE or improving upon an existing URE model.

Conclusion 5: Evaluations of UREs are often conducted to inform program providers and funders; however, they may not be accessible to others. While these evaluations are not designed to be research studies and often have small sample sizes, they may contain information that could be useful to those initiating new URE programs and those refining UREs. Increasing access to these evaluations and to the accumulated experience of the program providers may enable URE designers and implementers to build upon knowledge gained from earlier UREs.

As discussed in Chapter 1 , the committee searched for evaluations of URE programs in several different ways but was not able to locate many published evaluations to study. Although some evaluations were found in the literature, the committee could not determine a way to systematically examine the program evaluations that have been prepared. The National Science Foundation and other funders generally require grant recipients to submit evaluation data, but that information is not currently aggregated and shared publicly, even for programs that are using a common evaluation tool. 1

Therefore, while program evaluation likely serves a useful role in providing descriptive data about a program for the institutions and funders supporting the program, much of the summative evaluation work that has been done to date adds relatively little to the broader knowledge base and overall conversations around undergraduate research. Some of the challenges of evaluation include budget and sample size constraints.

Similarly, it is difficult for designers of UREs to benefit systematically from the work of others who have designed and run UREs in the past because of the lack of an easy and consistent mechanism for collecting, analyzing, and sharing data. If these evaluations were more accessible they might be beneficial to others designing and evaluating UREs by helping them to gather ideas and inspiration from the experiences of others. A few such stories are provided in this report, and others can be found among the many resources offered by the Council on Undergraduate Research 2 and on other websites such as CUREnet. 3

Recommendation 3: Designers of UREs should base their design decisions on sound evidence. Consultations with education and social science researchers may be helpful as designers analyze the literature and make decisions on the creation or improvement of UREs. Professional development materials should be created and made available to faculty. Educational and disciplinary societies should consider how they can provide resources and connections to those working on UREs.

Faculty and other organizers of UREs can use the expanding body of scholarship as they design or improve the programs and experiences offered to their students. URE designers will need to make decisions about how to adapt approaches reported in the literature to make the programs they develop more suitable to their own expertise, student population(s), and available resources. Disciplinary societies and other national groups, such as those focused on improving pedagogy, can play important roles in

___________________

1 Personal knowledge of Janet Branchaw, member of the Committee on Strengthening Research Experiences for Undergraduate STEM Students.

2 See www.cur.org [November 2016].

3 See ( curenet.cns.utexas.edu ) [November 2016].

bringing these issues to the forefront through events at their national and regional meetings and through publications in their journals and newsletters. They can develop repositories for various kinds of resources appropriate for their members who are designing and implementing UREs. The ability to travel to conferences and to access and discuss resources created by other individuals and groups is a crucial aspect of support (see Recommendations 7 and 8 for further discussion).

See Chapter 8 for specific questions to consider when one is designing or implementing UREs.

CURRENT OFFERINGS

Conclusion 6: Data at the institutional, state, or national levels on the number and type of UREs offered, or who participates in UREs overall or at specific types of institutions, have not been collected systematically. Although the committee found that some individual institutions track at least some of this type of information, we were unable to determine how common it is to do so or what specific information is most often gathered.

There is no one central database or repository that catalogs UREs at institutions of higher education, the nature of the research experiences they provide, or the relevant demographics (student, departmental, and institutional). The lack of comprehensive data makes it difficult to know how many students participate in UREs; where UREs are offered; and if there are gaps in access to UREs across different institutional types, disciplines, or groups of students. One of the challenges of describing the undergraduate research landscape is that students do not have to be enrolled in a formal program to have a research experience. Informal experiences, for example a work-study job, are typically not well documented. Another challenge is that some students participate in CUREs or other research experiences (such as internships) that are not necessarily labeled as such. Institutional administrators may be unaware of CUREs that are already part of their curriculum. (For example, establishment of CUREs may be under the purview of a faculty curriculum committee and may not be recognized as a distinct program.) Student participation in UREs may occur at their home institution or elsewhere during the summer. Therefore, it is very difficult for a science department, and likely any other STEM department, to know what percentage of their graduating majors have had a research experience, let alone to gather such information on students who left the major. 4

4 This point was made by Marco Molinaro, University of California, Davis, in a presentation to the Committee on Strengthening Research Experience for Undergraduate STEM Students, September 16, 2015.

Conclusion 7: While data are lacking on the precise number of students engaged in UREs, there is some evidence of a recent growth in course-based undergraduate research experiences (CUREs), which engage a cohort of students in a research project as part of a formal academic experience.

There has been an increase in the number of grants and the dollar amount spent on CUREs over the past decade (see Chapter 3 ). CUREs can be particularly useful in scaling UREs to reach a much larger population of students ( Bangera and Brownell, 2014 ). By using a familiar mechanism—enrollment in a course—a CURE can provide a more comfortable route for students unfamiliar with research to gain their first experience. CUREs also can provide such experiences to students with diverse backgrounds, especially if an institution or department mandates participation sometime during a student’s matriculation. Establishing CUREs may be more cost-effective at schools with little on-site research activity. However, designing a CURE is a new and time-consuming challenge for many faculty members. Connecting to nationally organized research networks can provide faculty with helpful resources for the development of a CURE based around their own research or a local community need, or these networks can link interested faculty to an ongoing collaborative project. Collaborative projects can provide shared curriculum, faculty professional development and community, and other advantages when starting or expanding a URE program. See the discussion in the report from a convocation on Integrating Discovery-based Research into the Undergraduate Curriculum ( National Academies of Sciences, Engineering, and Medicine, 2015 ).

Recommendation 4: Institutions should collect data on student participation in UREs to inform their planning and to look for opportunities to improve quality and access.

Better tracking of student participation could lead to better assessment of outcomes and improved quality of experience. Such metrics could be useful for both prospective students and campus planners. An integrated institutional system for research opportunities could facilitate the creation of tiered research experiences that allow students to progress in skills and responsibility and create support structures for students, providing, for example, seminars in communications, safety, and ethics for undergraduate researchers. Institutions could also use these data to measure the impact of UREs on student outcomes, such as student success rates in introductory courses, retention in STEM degree programs, and completion of STEM degrees.

While individual institutions may choose to collect additional information depending on their goals and resources, relevant student demographics

and the following design elements would provide baseline data. At a minimum, such data should include

Type of URE;
Each student’s discipline;
Duration of the experience;
Hours spent per week;
When the student began the URE (e.g., first year, capstone);
Compensation status (e.g., paid, unpaid, credit); and
Location and format (e.g., on home campus, on another campus, internship, co-op).

National aggregation of some of the student participation variables collected by various campuses might be considered by funders. The existing Integrated Postsecondary Education Data System database, organized by the National Center for Education Statistics at the U.S. Department of Education, may be a suitable repository for certain aspects of this information.

Recommendation 5: Administrators and faculty at all types of colleges and universities should continually and holistically evaluate the range of UREs that they offer. As part of this process, institutions should:

Consider how best to leverage available resources (including off-campus experiences available to students and current or potential networks or partnerships that the institution may form) when offering UREs so that they align with their institution’s mission and priorities;
Consider whether current UREs are both accessible and welcoming to students from various subpopulations across campus (e.g., historically underrepresented students, first generation college students, those with disabilities, non-STEM majors, prospective kindergarten-through-12th-grade teachers); and
Gather and analyze data on the types of UREs offered and the students who participate, making this information widely available to the campus community and using it to make evidence-based decisions about improving opportunities for URE participation. This may entail devising or implementing systems for tracking relevant data (see Conclusion 4 ).

Resources available for starting, maintaining, and expanding UREs vary from campus to campus. At some campuses, UREs are a central focus and many resources are devoted to them. At other institutions—for example, many community colleges—UREs are seen as extra, and new resources may be required to ensure availability of courses and facilities. Resource-

constrained institutions may need to focus more on ensuring that students are aware of potential UREs that already exist on campus and elsewhere in near proximity to campus. All institutional discussions about UREs must consider both the financial resources and physical resources (e.g., laboratories, field stations, engineering design studios) required, while remembering that faculty time is a crucial resource. The incentives and disincentives for faculty to spend time on UREs are significant. Those institutions with an explicit mission to promote undergraduate research may provide more recognition and rewards to departments and faculty than those with another focus. The culture of the institution with respect to innovation in pedagogy and support for faculty development also can have a major influence on the extent to which UREs are introduced or improved.

Access to UREs may vary across campus and by department, and participation in UREs may vary across student groups. It is important for campuses to consider the factors that may facilitate or discourage students from participation in UREs. Inconsistent procedures or a faculty preference for students with high grades or previous research experience may limit options for some student populations.

UREs often grow based on the initiative of individual faculty members and other personnel, and an institution may not have complete or even rudimentary knowledge of all of the opportunities available or whether there are gaps or inconsistencies in its offerings. A uniform method for tracking the UREs available on a given campus would be useful to students and would provide a starting point for analyzing the options. Tracking might consist of notations in course listings and, where feasible, on student transcripts. Analysis might consider the types of UREs offered, the resources available to each type of URE, and variations within or between various disciplines and programs. Attention to whether all students or groups of students have appropriate access to UREs would foster consideration of how to best allocate resources and programming on individual campuses, in order to focus resources and opportunities where they are most needed.

Conclusion 8: The quality of mentoring can make a substantial difference in a student’s experiences with research. However, professional development in how to be a good mentor is not available to many faculty or other prospective mentors (e.g., graduate students, postdoctoral fellows).

Engagement in quality mentored research experiences has been linked to self-reported gains in research skills and productivity as well as retention in STEM (see Chapter 5 ). Quality mentoring in UREs has been shown

to increase persistence in STEM for historically underrepresented students ( Hernandez et al., 2016 ). In addition, poor mentoring during UREs has been shown to decrease retention of students ( Hernandez et al., 2016 ).

More general research on good mentoring in the STEM environment has been positively associated with self-reported gains in identity as a STEM researcher, a sense of belonging, and confidence to function as a STEM researcher ( Byars-Winston et al., 2015 ; Chemers et al., 2011 ; Pfund et al., 2016 ; Thiry et al., 2011 ). The frequency and quality of mentee-mentor interactions has been associated with students’ reports of persistence in STEM, with mentoring directly or indirectly improving both grades and persistence in college. For students from historically underrepresented ethnic/racial groups, quality mentoring has been associated with self-reported enhanced recruitment into graduate school and research-related career pathways ( Byars-Winston et al., 2015 ). Therefore, it is important to ensure that faculty and mentors receive the proper development of mentoring skills.

Recommendation 6: Administrators and faculty at colleges and universities should ensure that all who mentor undergraduates in research experiences (this includes faculty, instructors, postdoctoral fellows, graduate students, and undergraduates serving as peer mentors) have access to appropriate professional development opportunities to help them grow and succeed in this role.

Although many organizations recognize effective mentors (e.g., the National Science Foundation’s Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring), there currently are no standard criteria for selecting, evaluating, or recognizing mentors specifically for UREs. In addition, there are no requirements that mentors meet some minimum level of competency before engaging in mentoring or participate in professional development to obtain a baseline of knowledge and skills in mentoring, including cultural competence in mentoring diverse groups of students. Traditionally, the only experience required for being a mentor is having been mentored, regardless of whether the experience was negative or positive ( Handelsman et al., 2005 ; Pfund et al., 2015 ). Explicit consideration of how the relationships are formed, supported, and evaluated can improve mentor-mentee relationships. To ensure that the mentors associated with a URE are prepared appropriately, thereby increasing the chances of a positive experience for both mentors and mentees, all prospective mentors should prepare for their role. Available resources include the Entering Mentoring course (see Pfund et al., 2015 ) and the book Successful STEM Mentoring Initiative for Underrepresented Students ( Packard, 2016 ).

A person who is an ineffective mentor for one student might be inspiring for another, and the setting in which the mentoring takes place (e.g., a CURE or apprentice-style URE, a laboratory or field-research environment) may also influence mentor effectiveness. Thus, there should be some mechanism for monitoring such relationships during the URE, or there should be opportunity for a student who is unhappy with the relationship to seek other mentors. Indeed, cultivating a team of mentors with different experiences and expertise may be the best strategy for any student. A parallel volume to the Entering Mentoring curriculum mentioned above, Entering Research Facilitator’s Manual ( Branchaw et al., 2010 ), is designed to help students with their research mentor-mentee relationships and to coach them on building teams of mentors to guide them. As mentioned in Chapter 5 , the Entering Research curriculum also contains information designed to support a group of students as they go through their first apprentice-style research experience, each working in separate research groups and also meeting together as a cohort focused on learning about research.

PRIORITIES FOR THE FUTURE

Conclusion 9: The unique assets, resources, priorities, and constraints of the department and institution, in addition to those of individual mentors, impact the goals and structures of UREs. Schools across the country are showing considerable creativity in using unique resources, repurposing current assets, and leveraging student enthusiasm to increase research opportunities for their students.

Given current calls for UREs and the growing conversation about their benefits, an increasing number of two- and four-year colleges and universities are increasing their efforts to support undergraduate research. Departments, institutions, and individual faculty members influence the precise nature of UREs in multiple ways and at multiple levels. The physical resources available, including laboratories, field stations, and engineering design studios and testing facilities, make a difference, as does the ability to access resources in the surrounding community (including other parts of the campus). Institutions with an explicit mission to promote undergraduate research may provide more time, resources (e.g., financial, support personnel, space, equipment), and recognition and rewards to departments and faculty in support of UREs than do institutions without that mission. The culture of the institution with respect to innovation in pedagogy and support for faculty development also affects the extent to which UREs are introduced or improved.

Development of UREs requires significant time and effort. Whether or not faculty attempt to implement UREs can depend on whether departmental

or institutional reward and recognition systems compensate for or even recognize the time required to initiate and implement them. The availability of national consortia can help to alleviate many of the time and logistical problems but not those obstacles associated with recognition and resources.

It will be harder for faculty to find the time to develop UREs at institutions where they are required to teach many courses per semester, although in some circumstances faculty can teach CUREs that also advance their own research ( Shortlidge et al., 2016 ). Faculty at community colleges generally have the heaviest teaching expectations, little or no expectations or incentives to maintain a research program, limited access to lab or design space or to scientific and engineering journals, and few resources to undertake any kind of a research program. These constraints may limit the extent to which UREs can be offered to the approximately 40 percent of U.S. undergraduates who are enrolled in the nation’s community colleges (which collectively also serve the highest percentage of the nation’s underrepresented students). 5

Recommendation 7: Administrators and faculty at all types of colleges and universities should work together within and, where feasible, across institutions to create a culture that supports the development of evidence-based, iterative, and continuous refinement of UREs, in an effort to improve student learning outcomes and overall academic success. This should include the development, evaluation, and revision of policies and practices designed to create a culture supportive of the participation of faculty and other mentors in effective UREs. Policies should consider pedagogy, professional development, cross-cultural awareness, hiring practices, compensation, promotion (incentives, rewards), and the tenure process.

Colleges and universities that would like to expand or improve the UREs offered to their students should consider the campus culture and climate and the incentives that affect faculty choices. Those campuses that cultivate an environment supportive of the iterative and continuous refinement of UREs and that offer incentives for evaluation and evidence-based improvement of UREs seem more likely to sustain successful programs. Faculty and others who develop and implement UREs need support to be able to evaluate their courses or programs and to analyze evidence to make decisions about URE design. This kind of support may be fostered by expanding the mission of on-campus centers for learning and teaching to focus more on UREs or by providing incentives for URE developers from the natural sciences and engineering to collaborate with colleagues in the social sciences or colleges of education with expertise in designing studies

5 See http://nces.ed.gov/programs/coe/indicator_cha.asp [November 2016].

involving human subjects. Supporting closer communication between URE developers and the members of the campus Institutional Review Board may help projects to move forward more seamlessly. Interdepartmental and intercampus connections (especially those between two- and four-year institutions) can be valuable for linking faculty with the appropriate resources, colleagues, and diverse student populations. Faculty who have been active in professional development on how students learn in the classroom may have valuable experiences and expertise to share.

The refinement or expansion of UREs should build on evidence from data on student participation, pedagogy, and outcomes, which are integral components of the original design. As UREs are validated and refined, institutions should make efforts to facilitate connections among different departments and disciplines, including the creation of multidisciplinary UREs. Student engagement in learning in general, and with UREs more specifically, depends largely on the culture of the department and the institution and on whether students see their surroundings as inclusive and energetic places to learn and thrive. A study that examined the relationship between campus missions and the five benchmarks for effective educational practice (measured by the National Survey of Student Engagement) showed that different programs, policies, and approaches may work better, depending on the institution’s mission ( Kezar and Kinzie, 2006 ).

The Council on Undergraduate Research (2012) document Characteristics of Excellence in Undergraduate Research outlines several best practices for UREs based on the apprenticeship model (see Chapter 8 ). That document is not the result of a detailed analysis of the evidence but is based on the extensive experiences and expertise of the council’s members. It suggests that undergraduate research should be a normal part of the undergraduate experience regardless of the type of institution. It also identifies changes necessary to include UREs as part of the curriculum and culture changes necessary to support curricular reform, co-curricular activities, and modifications to the incentives and rewards for faculty to engage with undergraduate research. In addition, professional development opportunities specifically designed to help improve the pedagogical and mentoring skills of instructional staff in using evidence-based practices can be important for a supportive learning culture.

Recommendation 8: Administrators and faculty at all types of colleges and universities should work to develop strong and sustainable partnerships within and between institutions and with educational and professional societies for the purpose of sharing resources to facilitate the creation of sustainable URE programs.

Networks of faculty, institutions, regionally and nationally coordinated URE initiatives, professional societies, and funders should be strengthened

to facilitate the exchange of evidence and experience related to UREs. These networks could build on the existing work of professional societies that assist faculty with pedagogy. They can help provide a venue for considering the policy context and larger implications of increasing the number, size, and scope of UREs. Such networks also can provide a more robust infrastructure, to improve the sustainability and expansion of URE opportunities. The sharing of human, financial, scientific, and technical resources can strengthen the broad implementation of effective, high-quality, and more cost-efficient UREs. It may be especially important for community colleges and minority-serving institutions to engage in partnerships in order to expand the opportunities for undergraduates (both transfer and technical students) to participate in diverse UREs (see discussion in National Academies of Sciences, Engineering, and Medicine, 2015 , and Elgin et al., 2016 ). Consortia can facilitate the sharing of resources across disciplines and departments within the same institution or at different institutions, organizations, and agencies. Consortia that employ research methodologies in common can share curriculum, research data collected, and common assessment tools, lessening the time burden for individual faculty and providing a large pool of students from which to assess the efficacy of individual programs.

Changes in the funding climate can have substantial impacts on the types of programs that exist, iterative refinement of programs, and whether and how programs might be expanded to broaden participation by more undergraduates. For those institutions that have not yet established URE programs or are at the beginning phases of establishing one, mechanisms for achieving success and sustainability may include increased institutional ownership of programs of undergraduate research, development of a broad range of programs of different types and funding structures, formation of undergraduate research offices or repurposing some of the responsibilities and activities of those which already exist, and engagement in community promotion and dissemination of student accomplishments (e.g., student symposia, support for undergraduate student travel to give presentations at professional meetings).

Over time, institutions must develop robust plans for ensuring the long-term sustained funding of high-quality UREs. Those plans should include assuming that more fiscal responsibility for sustaining such efforts will be borne by the home institution as external support for such efforts decreases and ultimately ends. Building UREs into the curriculum and structure of a department’s courses and other programs, and thus its funding model, can help with sustainability. Partnerships with nonprofit organizations and industry, as well as seeking funding from diverse agencies, can also facilitate programmatic sustainability, especially if the UREs they fund can also support the mission and programs of the funders (e.g., through research internships or through CUREs that focus on community-

based research questions and challenges). Partnerships among institutions also may have greater potential to study and evaluate student outcomes from URE participation across broader demographic groups and to reduce overall costs through the sharing of administrative or other resources (such as libraries, microscopes, etc.).

Bangera, G., and Brownell, S.E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE–Life Sciences Education , 13 (4), 602-606.

Branchaw, J.L., Pfund, C., and Rediske, R. (2010) Entering Research Facilitator’s Manual: Workshops for Students Beginning Research in Science . New York: Freeman & Company.

Byars-Winston, A.M., Branchaw, J., Pfund, C., Leverett, P., and Newton, J. (2015). Culturally diverse undergraduate researchers’ academic outcomes and perceptions of their research mentoring relationships. International Journal of Science Education , 37 (15), 2,533-2,554.

Chemers, M.M., Zurbriggen, E.L., Syed, M., Goza, B.K., and Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues , 67 (3), 469-491.

Council on Undergraduate Research. (2012). Characteristics of Excellence in Undergraduate Research . Washington, DC: Council on Undergraduate Research.

Elgin, S.C.R., Bangera, G., Decatur, S.M., Dolan, E.L., Guertin, L., Newstetter, W.C., San Juan, E.F., Smith, M.A., Weaver, G.C., Wessler, S.R., Brenner, K.A., and Labov, J.B. 2016. Insights from a convocation: Integrating discovery-based research into the undergraduate curriculum. CBE–Life Sciences Education, 15 , 1-7.

Hanauer, D., and Dolan, E. (2014) The Project Ownership Survey: Measuring differences in scientific inquiry experiences, CBE–Life Sciences Education , 13 , 149-158.

Handelsman, J., Pfund, C., Lauffer, S.M., and Pribbenow, C.M. (2005). Entering Mentoring . Madison, WI: The Wisconsin Program for Scientific Teaching.

Hernandez, P.R., Estrada, M., Woodcock, A., and Schultz, P.W. (2016). Protégé perceptions of high mentorship quality depend on shared values more than on demographic match. Journal of Experimental Education. Available: http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1246405 [November 2016].

Jones, P., Selby, D., and Sterling, S.R. (2010). Sustainability Education: Perspectives and Practice Across Higher Education . New York: Earthscan.

Kezar, A.J., and Kinzie, J. (2006). Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development , 47 (2), 149-172.

National Academies of Sciences, Engineering, and Medicine. (2015). Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation . Washington, DC: National Academies Press.

Nagda, B.A., Gregerman, S.R., Jonides, J., von Hippel, W., and Lerner, J.S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22 , 55-72. Available: http://scholar.harvard.edu/files/jenniferlerner/files/nagda_1998_paper.pdf [February 2017].

Packard, P. (2016). Successful STEM Mentoring Initiatives for Underrepresented Students: A Research-Based Guide for Faculty and Administrators . Sterling, VA: Stylus.

Pfund, C., Branchaw, J.L., and Handelsman, J. (2015). Entering Mentoring: A Seminar to Train a New Generation of Scientists (2nd ed). New York: Macmillan Learning.

Pfund, C., Byars-Winston, A., Branchaw, J.L., Hurtado, S., and Eagan, M.K. (2016). Defining attributes and metrics of effective research mentoring relationships. AIDS and Behavior, 20 , 238-248.

Schultz, P.W., Hernandez, P.R., Woodcock, A., Estrada, M., Chance, R.C., Aguilar, M., and Serpe, R.T. (2011). Patching the pipeline reducing educational disparities in the sciences through minority training programs. Educational Evaluation and Policy Analysis , 33 (1), 95-114.

Shortlidge, E.E., Bangera, G., and Brownell, S.E. (2016). Faculty perspectives on developing and teaching course-based undergraduate research experiences. BioScience, 66 (1), 54-62.

Thiry, H., Laursen, S.L., and Hunter, A.B. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates. Journal of Higher Education, 82 (4), 358-389.

This page intentionally left blank.

Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs.

Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful.

READ FREE ONLINE

Welcome to OpenBook!

You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

Do you want to take a quick tour of the OpenBook's features?

Show this book's table of contents , where you can jump to any chapter by name.

...or use these buttons to go back to the previous chapter or skip to the next one.

Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

Switch between the Original Pages , where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

To search the entire text of this book, type in your search term here and press Enter .

Share a link to this book page on your preferred social network or via email.

View our suggested citation for this chapter.

Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

Get Email Updates

Do you enjoy reading reports from the Academies online for free ? Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released.

Search This Site All UCSD Sites Faculty/Staff Search Term
Staff & Appointments
Request a Presentation
Mission, Vision, & Diversity
Events and Programs Calendar
News Stories
Subscribe to the URH Newsletter
Newsletter Submission Form
Council on Undergraduate Research
Getting Started in Undergraduate Research
How to Pick a Research Topic
How to Find a Research Mentor
Letters of Recommendation
Application Process
Student Profiles
Undergraduate Research Library Prize
Research Picture Submission
Undergraduate Research Directory
Frequently Asked Questions (FAQs)
URH Academic Year Programs
URH Summer Research Programs
All URH Programs
All UC San Diego Undergraduate Research Programs
Conference for Research in the Arts, Social Sciences and Humanities (CRASSH)
Online Undergraduate Research Symposium (OURS)
Medical Education for Diverse Students (MEDS) Conference
Summer Research Conference (SRC)
Undergraduate Research Conference (URC)
Conference Preparation
External Research Conferences and Professional Meetings
Conference Travel Funding
Prestigious Scholarships
Be a Mentor
Other Ways to Get Involved
Resources for Mentors
Outstanding Mentor Awards
Scholarship on Undergraduate Research
Alumni Profiles & News
Undergraduate Research

Everything you always wanted to know but were afraid to ask!

If you would like to hear a podcast about letters of recommendation, please go here: https://shows.acast.com/triton-tools-tidbits/episodes/rec-letters . Below is more detailed information.

Why to ask for letters of recommendation

Letters of recommendation are a requirement for various research, scholarship, and employment opportunities. These letters—generally written by teachers, mentors, and employers—detail your unique skills and fit for a particular opportunity. Letters of recommendation can seem to be an intimidating obstacle, especially if it is your first time requesting such support. However, it is important to recognize that letters of recommendation are simply one part of any given application process, and that your recommenders will likely be enthusiastic to support your success.

Try to avoid thinking about letters of recommendation as inherently burdensome for your recommenders. By providing your recommenders with plenty of advance notice, maintaining clear & professional communication, and following the other guidelines detailed below, you can make the process a meaningful experience that strengthens your mentoring relationships. Keep in mind that while your recommenders have many prior commitments, they are also deeply committed to you and are eager to support your success. Writing letters of recommendation is an inherent aspect of many jobs, and in most cases a potential recommender will be delighted to support a worthy candidate.

During remote learning, navigating this process can present unique challenges, particularly in terms of maintaining clear communication. However, requesting letters of recommendation can be a wonderful opportunity to build and strengthen your mentoring relationships. By following the guidelines listed here, you will make this process a positive one for all involved.

Whom to ask for letters of recommendation

When considering whom to ask for letters of recommendation, the most important thing is to carefully read the requirements for a particular application . Some opportunities may require a recommender who can attest to your general academic achievements and promise, and allow any person who has served an educational role in your life to support your application (e.g. a high school teacher, guidance counselor, teaching assistant, college professor, and/or administrator). Other opportunities—especially research fellowships and graduate school applications—will likely require that you solicit recommendations from college professors who can speak about your specific qualifications and aspirations regarding research. Furthermore, certain opportunities might prefer that your recommender be a scholar and/or a professional within a particular field or discipline.

A common scenario: you know a teaching assistant who you think would be willing and able to write you a strong letter of recommendation, but the opportunity for which you are applying requires a letter from a professor. In this case, you can ask whether the teaching assistant and primary professor for the course would be willing to co-author a letter a recommendation to support your application.

It is perfectly acceptable—and rather common—to ask the same people to submit multiple letters of recommendation on your behalf for different opportunities. In most cases, recommenders will keep a copy of the most recent letter(s) they have written for you, and make the appropriate updates and revisions before submitting to a subsequent opportunity.

Keeping all of this in mind, you might consider developing your own team of 2-4 recommenders—depending upon your field of study and your future plans—who can speak to various aspects of you and your skills. For example, you might have a dynamic mentoring relationship with one mentor that spans several years, and this person can therefore attest to your growth over time. You might have another mentor with whom you have worked closely on a specific research project, who can thus speak in a detailed way about your qualifications in a certain field. You might have yet another mentor with whom you have collaborated to organize social events on campus, who can accordingly testify to your leadership qualities. There is no single, correct way to approach developing these relationships and building your team of potential recommenders. The most important thing is to remember the positive impact that multiple mentors will have upon your journey.

How to ask for letters of recommendation

Once you have an idea of who would be able to write letters of recommendation for you, you will want to reach out to ask whether they would be able to do so. It is important to keep some general ideas in mind when asking people to write a letter of recommendation:

Send a professionally worded email . Emails provide the recipient with the opportunity to consider the request and look at their other commitments prior to responding. If you have the opportunity to interact with potential letter writers in person or via Zoom, you can also ask then. In any case, be sure that the interaction has a professional tone.
Ask well in advance of when the letters are due . Ideally you want to provide the potential letter writer(s) with at least a month’s notice, although there may be times when it is not possible to do so. The more time letter writers have, the more flexibility they will have to work writing the letters into their schedule.
Ask if they would be able to write a letter that is both strong (provides detailed information) and positive . There may be several reasons why people would not be able to write a strong letter for you. For instance, they may feel that they do not know you well enough to write an informative letter. Alternatively, their schedule might be such that they would not be able to spend adequate time to write a strong letter by the deadline. You should ask explicitly whether they would be able to write a strong letter.
Frame the wording as a request, rather than as an assumption that the recipient will be willing to write on your behalf . It can be helpful to acknowledge that due to schedule constraints or other issues, they may need to decline your request. In general, if someone indicates they would not be able to write a strong letter for you, thank them for considering it and move on to someone else (rather than trying to convince them to write you one anyway). If you have had discussions with potential letter writers about the fact that they will support you in this way, it is possible that their schedules have changed so you still should approach the situation as a request. In a case like this, when you reach out with the specific request you can say something along the lines of “You and I had previously discussed the fact that you might be able to support my applications to [xxx], and I wanted to update you and let you know that I am now in the process of applying. Would it still work with your schedule to write letters of recommendation for me?” Do not provide potential letter writers’ names or contact information to the places where you are applying until you have received confirmation that they are able to write a letter for you.
Include a brief indication of the types of opportunities to which you’ll be applying . Let the potential letter writer know whether you are applying to graduate school, an internship, a summer research opportunity, a job, or some other endeavor. This can be conveyed with just a few words (e.g., “I am in the process of applying to graduate school, and I was wondering whether you would be able to support me by writing a strong letter of recommendation”).
Include information about the next step(s) . Indicate that if they are able to write a strong letter for you, you will provide them with additional information (see below). Ask if there are any materials that would be particularly helpful for them to receive. Most programs will ask you to provide them with your letter writers’ names and contact information; the programs will then contact the letter writers directly. Again, it is very important that you do not provide potential letter writers’ names and contact information until they have agreed to write a letter for you.

What to provide to letter writers

An overview of the types of programs to which you are applying and an indication as to why you are doing so . For instance, if you are applying to summer research opportunities, let your letter writers know why you feel that participating in such a program would help you grow as a researcher and allow you to explore your passion for research. You want to make sure that your letter writers have an accurate understanding of why you are applying so that they do not inadvertently say something that would not be helpful to the admission committee in determining whether you are a good fit.
Information about strengths that the letter writer would be in a good position to address . As noted above, it is likely that your interactions with different letter writers have provided each of them with unique insights as the qualities that make a strong candidate. It is fine to let a letter writers know that there are particular things you hope they might be able to address in their letters.
The name of the institution to which you are applying.
The name of the specific program to which you are applying. This can be particularly useful so that letter writers can tailor the beginning of their letter to the specific program, rather than saying “To whom it may concern:”
The type of program. You may be applying to a variety of programs in several fields; for instance, you might be applying both to programs in cognitive science and programs in neurosciences. For any given opportunity, it is helpful for the letter writer to know these specifics (a letter to a masters program might include different information than a letter to a Ph.D. program). If the opportunities to which you are applying vary on several dimensions, you might want to have a column for each (e.g., one column that specifies field, one that specifies degree). It is likely, however, that between the name of the specific program and a general column for “type” of program, you will be able to capture all the relevant information. Depending on how different the programs are, it may be worth noting elsewhere as well (such as in the email to the letter writers). Information which is supportive of an application to one type of program may not be as supportive of an application to another type of program. For instance, you may be applying both to medical school and to Ph.D. programs. A letter to a medical school might focus on evidence that demonstrates you would be a good clinician, whereas a letter to a Ph.D. program would be more likely to focus on your passion for research.
Due date(s) for the letter(s)
Any notes about the opportunity which you would like the letter writer to know. For instance, you might indicate that you are particularly interested in the training model available through this program, or that the multidisciplinary perspective offered by the program is appealing to you.
Your personal statement and/or research statement . If you have completed portions of your application by the time you are sending the information to your letter writers, it can be helpful for them to have. However, do not delay in sending other information to your letter writers.
Letter of Recommendation Release Form. UC San Diego now requests that letter writers have a Letter of Recommendation Release Form from anyone for whom they are writing a letter ( https://evc.ucsd.edu/_files/UCSD-Letter-of-Recommendation-Release-Form.pdf ). Complete this form and provide it to your letter writers.

How to follow up with recommenders

One of the most seemingly uncomfortable aspects of this process can following up with somebody who has agreed to write you a letter of recommendation, but has not yet done so with a deadline fast approaching. Please be assured: this does not need to be an awkward or unpleasant experience. By navigating this process with courtesy and professionalism, you will generally have a successful outcome.

Above all, lead with gratitude . Although writing letters of recommendation is an inherent aspect of many academic and professional jobs, you of course want to express your appreciation to the people who have agreed to support you in this way. Gratitude is exhibited not only by saying “thank you,” but also through clear and prompt communication at every step.

Here are a couple tips for reminding your recommenders that a deadline is approaching: Write and deliver them a thank-you note, either by email or—preferably if possible—by hand. In any scenario, you want to thank your recommenders properly and express your appreciation for their time and support. If you plan ahead, you can deliver your thank-you notes several weeks after making the initial request, but also several weeks before the approaching deadline. This is a great way to simultaneously show your gratitude and provide a gentle reminder.

Dear Dr./Professor/Other Title [Name],

Thank you again for agreeing to write me a letter of recommendation in support of my application to [opportunity]. I know you have a busy schedule, and I greatly appreciate your making time for me.

As a friendly reminder, all pieces of my application are due [date] by [time] at the following link [include link if applicable]. Please let me know if you have any remaining questions or if there is any additional information you need to proceed with submitting your letter of recommendation.

[Your name]

Additional resources

There are a number of resources available online which contain advice about letters of recommendation. Links to some of these resources are included below. Keep in mind that these sites contain general information and may not be applicable to every application or opportunity. Be sure to review the expectations for any specific opportunity to which you are applying.

Finally, if you have additional questions about letters of recommendation, please reach out to us at the Undergraduate Research Hub (URH) office. We are happy to help! Information about a number of elements of applying to grad school, including letters of recommendation. This site gives an overview and includes links to more detailed information about specific components (e.g., how to select someone to write a letter, best way to request a letter of recommendation): http://gradschool.about.com/od/admissionsadvice/a/overview.htm

Information about letters of recommendation. Includes links to additional articles and resources: https://www.gradschools.com/get-informed/applying-graduate-school/recommendation-letters

Information about letters of recommendation. Includes links to additional articles and resources: https://www.accepted.com/grad/letter-of-recommendation

Webinars from the 2020 NIH Virtual Summer Enrichment Program curriculum: https://www.training.nih.gov/2020_nih_virtual_summer_enrichment_program_curriculum

Undergraduate Research Hub

CONNECT WITH THE UNDERGRADUATE RESEARCH HUB:

Choose Your Test

Sat / act prep online guides and tips, 4 amazing recommendation letter samples for students.

Letters of Recommendation

How important are recommendation letters in a college application? According to William Fitzsimmons, dean of admissions and financial aid at Harvard, they are "extremely important."

If you're a student, examples of great letters of recommendation can help you understand how to get strong letters yourself from your teachers. If you're a teacher, the examples in this guide will inspire you to support your students strongly as they apply to college. Keep reading for four excellent letters from teachers that will get anyone into college , along with expert analysis on why they're so strong.

Important Note: Are you looking for job recommendation letters? If so, check out my great post here!

First, let's understand the role of recommendation letters in your application.

Why are Recommendation Letters Important?

The majority of admissions officers at four-year colleges, especially private schools, emphasize that their process is holistic . They seek to gain a sense of the student as a "whole person," rather than focusing on pieces of who she is based solely on grades and test scores. Since they rarely meet the student in person, the recommendation letters, along with the student's own personal essay, play a huge role in illuminating her intellectual and personal qualities.

That's why recommendation letters from teachers, especially those who know their students well, carry a great deal of weight in applications. A letter that expresses a strong vote of support, as well as highlights a student's impressive academic and personal strengths , can have a powerful effect on that student's chances of admission.

Let's look at some samples of strong recommendation letters, one from an English teacher, another from a physics teacher, the third from a history teacher, and the final one from a math teacher. Then we'll break down exactly why these letters of recommendation are effective.

The first example recommends Sara, a senior who loves to write and read poetry.

Sample Letter #1: Sara the Poet

Dear Admissions Committee, I had the pleasure of teaching Sara in her 11th grade honors English class at Mark Twain High School. From the first day of class, Sara impressed me with her ability to be articulate about difficult concepts and texts, her sensitivity to the nuances within literature, and her passion for reading, writing, and creative expression- both in and out of the classroom. Sara is a talented literary critic and poet, and she has my highest recommendation as a student and writer. Sara is talented at considering the subtleties within literature and the purpose behind authors' works. She produced an extraordinary year-long thesis paper on creative identity development, in which she compared works from three different time periods and synthesized cultural and historical perspectives to inform her analysis. When called upon to give her thesis defense in front of her peers, Sara spoke clearly and eloquently about her conclusions and responded to questions in a thoughtful way. Outside of the classroom, Sara is dedicated to her literary pursuits, especially to poetry. She publishes her poetry in our school's literary magazine, as well as in online magazines. She is an insightful, sensitive, and deeply self-aware individual driven to explore art, writing, and a deeper understanding of the human condition. Throughout the year Sara was an active participant in our discussions, and she always supported her peers. Her caring nature and personality allow her to work well with others in a team setting, as she always respects others' opinions even when they differ from her own. When we held a class debate about gun laws, Sara opted to speak for the side opposite her own views. She explained her choice as motivated by a desire to put herself in other people's shoes, view the issues from a new perspective, and gain a clearer sense of the issue from all angles. Throughout the year, Sara demonstrated this openness to and empathy for the opinions, feelings, and perspectives of others, along with shrewd powers of observation, all qualities that makes her outstanding as a student of literature and burgeoning writer. I am certain that Sara is going to continue to do great and creative things in her future. I highly recommend her for admission to your undergraduate program. She is talented, caring, intuitive, dedicated, and focused in her pursuits. Sara consistently seeks out constructive feedback so she can improve her writing skills, which is a rare and impressive quality in a high school student. Sara is truly a stand-out individual who will impress everyone she meets. Please feel free to contact me if you have any questions at [email protected]. Sincerely, Ms. Scribe English Teacher Mark Twain High School

This is a thorough, glowing recommendation for a student that Ms. Scribe clearly knows well. What other features make it stand out as a strong letter of rec?

The Breakdown

Ms. Scribe has a high opinion of Sara and her skills at writing and literary analysis. One way that she expresses this is by using powerful and specific language. She doesn't merely say Sara is a good writer. She says she's articulate about difficult concepts and sensitive to the nuances within literature. She calls her insightful and self-aware with shrewd powers of observation.

These descriptors don't happen by accident. Ms. Scribe took the time to choose her words carefully , and that effort paid off with a strong letter that captures Sara's special qualities.

Ms. Scribe also supports her characterization of Sara with examples . She describes her thesis paper and how she responded to questions thoughtfully under the pressured situation of her thesis defense. She gives the example of the debate on gun laws to illustrate Sara's openness to many different points of view.

In addition to illuminating her intellectual and personal strengths and supporting them with specific examples, Ms. Scribe speaks to Sara's goals for the future. She points out that she is talented at writing, poetry specifically, and that she is committed to continuing to improve as a writer in her future.

This letter, by virtue of its wording, length, and specificity, shows that Ms. Scribe took the time and effort to recommend Sara thoughtfully and with conviction. The fact that she knows Sara well and is committed to helping her application succeed with a thoughtful letter further adds weight to her assessment.

This letter would be a boon to Sara's application, especially if she's applying to study writing or English. She clearly impressed her English teacher and, in return, got a memorable, complimentary letter of recommendation for her college application.

This next example is similarly enthusiastic and detailed. It's for a student applying to an engineering program.

Want to build the best possible college application? We can help. PrepScholar Admissions combines world-class admissions counselors with our data-driven, proprietary admissions strategies. We've guided thousands of students to get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit and are driven to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in:

Sample Letter #2: Stacy the Engineer

Dear Admissions Committee, It is a great pleasure to recommend Stacy for admission to your engineering program. She is one of the most exceptional students I have encountered in my 15 years of teaching. I taught Stacy in my 11th grade honors physics class and advised her in Robotics Club. I am not surprised to find out she is now ranked at the top of an extraordinarily capable class of seniors. She has a keen interest in and talent for physics, math, and scientific inquiry. Her advanced skills and passion for the subject make her an ideal fit for your rigorous engineering program. Stacy is a perceptive, sharp, quick individual with a high aptitude for math and science. She is driven to understand how things work, whether they be the old computer hard drives in the school library or the forces that hold our universe together. Her final project in class was especially impressive, an investigation of frequency-dependent sound absorption, an idea that she said was sparked by not wanting to bother her parents with her hours of guitar practice at home. She's been a strong leader in Robotics Club, eager to share her knowledge with others and learn new skills. I have the students in the club prepare lessons and take turns leading our after-school meetings. When it was Stacy's turn, she showed up prepared with a fascinating lecture on lunar nautics and fun activities that got everyone moving and talking. She was our only student teacher to be met with much deserved applause at the end of her lesson. Stacy's personal strengths are as impressive as her intellectual accomplishments. She's an active, outgoing presence in class with a great sense of humor. Stacy's the perfect person to get a group project rolling, but she also knows how to sit back and let others take the lead. Her cheerful nature and openness to feedback means she's always learning and growing as a learner, an impressive strength that will continue to serve her well in college and beyond. Stacy is just the kind of driven, engaging, and curious student that helped make our classroom a lively environment and safe place to take intellectual risks. Stacy has my highest recommendation for admission to your engineering program. She has demonstrated excellence in all that she puts her mind to, whether it's designing an experiment, collaborating with others, or teaching herself to play classical and electrical guitar. Stacy's endless curiosity, combined with her willingness to take risks, leads me to believe there will be no limit to her growth and achievements in college and beyond. Please don't hesitate to contact me at [email protected] if you have any questions. Sincerely, Ms. Randall Physics Teacher Marie Curie High School

Ms. Randall is clearly as much of a fan of Stacy as she is of Mileva Marić. How does she communicate her recommendation?

Ms. Randall plugs for Stacy right off the bat with a statement of outstanding ranking : Stacy is one of the most exceptional students she's had in 15 years of teaching. A statement like this is pretty extraordinary and will make an impact in the mind of its readers. Stacy sounds like a special student, and she chose her recommender well.

Like in the last example, this letter uses strong, specific language , calling Stacy a perceptive and sharp person who has the confidence and good humor to take intellectual risks. Through its accurate and expressive language, this letter helps Stacy come to life in the mind of the reader.

Beyond the evaluation, Ms. Randall gives specific examples of Stacy's academic and personal strengths. She talks about her successful teaching in Robotics Club, her leadership in group projects, and her dedicated practice to teaching herself to play the guitar.

Rather than spreading the letter too thin, Ms. Randall highlights a few core themes. She connects Stacy's love of music with her passion for physics by talking about the frequency-dependent sound absorption project. All the threads tie together in a nice, memorable bow.

This letter is a strong vote of support for Stacy's application to an engineering program. Her physics teacher admires Stacy's skills and goals, and she made it clear that Stacy had her highest recommendation in this letter.

This next example also comes from a teacher who's extremely impressed with his student. It focuses on the student's performance in class and his volunteer work outside the classroom.

Sample Letter #3: William the History Buff and Social Organizer

Dear Admissions Committee, It is hard to overstate the meaningful contributions that William has made to our school and surrounding community. As both his 10th and 11th grade History teacher, I've had the pleasure of seeing William make profound contributions both in and out of the classroom. His school and community service is motivated by a strong sense of social justice, which he informs through a nuanced and sophisticated understanding of historical trends and events. I can say with confidence that William is one of the most caring and driven students I've ever taught in my fifteen years at the school. As a child of immigrant parents, William is especially drawn to understand the immigrant experience. He produced an extraordinary semester-long research paper on the treatment of Japanese-Americans in the U.S. during WWII, in which he went beyond all expectations to conduct Skype interviews with relatives of his featured subjects to incorporate into his paper. William has a great capacity to draw connections between past and present and to ground his understanding of current issues in the context of historical events. He never retreats to a simple answer or explanation, but is comfortable dealing with ambiguity. William's fascination with U.S. and World History and skill for deep analysis have him an exemplary scholar, as a well as a motivated activist driven to promote civil rights and work towards social equity. In sophomore year, William noticed that the college planning seminars students attended included little information for first generation or immigrant students. Always thinking about how institutions can better serve people, William spoke with counselors and ESL teachers about his ideas to better support all students. He helped collect resources and design a college planning curriculum for immigrant and undocumented students to enhance their college access. He further helped organize a group that connected ESL students with native English speakers, stating his mission to be helping ELLs improve their English and increasing multicultural awareness and social cohesion at the school as a whole. William identified a need and worked with students and faculty alike to meet it in an extremely effective and beneficial way. Ever the history scholar, he did plenty of research to back up his ideas. William believes passionately in social progress and working for the common good. His own personal experiences, along with his profound grasp on social history, drive his advocacy work. He is a talented, intelligent student with the charisma, confidence, strong values, and respect for others to make a huge difference in the world around him. I'm looking forward to seeing all the good that William continues to do for his fellow humanity in college and beyond, as well as the excellent work that he will produce at the college level. William has my highest recommendation. If you have any questions, please contact me at [email protected]. Sincerely, Mr. Jackson History Teacher Martin Luther King, Jr. High School

Mr. Jackson's letter makes William sound like a pretty amazing student and person. How does he go about expressing his admiration for William in this rec letter?

Like Ms. Randall did in her letter, Mr. Jackson provides a statement of outstanding ranking for William, calling him one of the most caring and driven students he's ever taught. Considering his long teaching career of 15 years, this says a lot about William as a student and a person.

Also like in the last example, Mr. Jackson focuses on a few core aspects of William's character. He talks about his love of history and how it informs his social activism. He comments on his exceptional historical scholarship, as well as his personal qualities of caring for those around him and working for the social good.

Mr. Jackson also gives insight into William's personal life , explaining how he has a personal connection to his projects and volunteer work as the child of immigrant parents. This letter reveals that William is a thoughtful, motivated individual who connects his own experiences with his learning and desire to contribute to his community.

The letter also showcases William's exceptional accomplishments by giving specific examples of William's research paper and his work supporting the academic and personal needs of ELL students. Mr. Jackson expresses his enthusiastic recommendation while illuminating William's love of learning and strength of character. This letter would be both impressive and memorable to admissions officers considering William for admission to their school.

This next example comes from a math teacher. Let's see what Mr. Wiles has to say about Joe.

Sample Letter #4: Joe the Hard Worker

Dear Admissions Committee, It is my pleasure to recommend Joe, who I taught in my 11th grade math class. Joe demonstrated tremendous effort and growth throughout the year and brought a great energy to class. He has that combination of a positive attitude and the belief that he can always improve that's rare in a high school student, but so essential to the learning process. I am confident that he will continue to display the same commitment and diligence in everything he does. I highly recommend Joe for admission to your school. Joe would not describe himself as a math person. He's told me on several occasions that all the numbers and variables make his mind go fuzzy. Joe did, in fact, struggle to comprehend the material at the beginning of the year, but his response to this is what really struck me. Where so many others have given up, Joe took on this class as a welcome challenge. He stayed after school for extra help, got extra tutoring at the nearby college, and asked questions in and out of class. Due to all his hard work, Joe not only raised his grades, but he also inspired some of his classmates to stay after for extra help, as well. Joe truly demonstrated a growth mindset, and he inspired his peers to adopt that valuable perspective, too. Joe helped contribute to our classroom environment as one where all students can feel supported and able to ask questions. Joe's strong belief in his ability to acquire new skills and improve through practice was likely shaped by his years as a baseball player. He's played all through high school and is one of the team's most valuable players. In his final for our class, Joe designed an impressive project calculating and analyzing batting averages. While he initially described himself as not a math person, Joe reaped the benefits of his tremendous effort and found a way to make the subject come alive for him in a way that he was personally invested in. As a teacher, it is incredibly fulfilling to witness a student make this kind of academic and personal progress. Joe is a trustworthy, reliable, good-humored student and friend who supports others in and out of the classroom. He was a pleasure to have in class, and his positive attitude and belief in himself, even in the face of difficulty, is an immensely admirable asset. I'm confident that he will continue to demonstrate the same diligence, perseverance, and optimism that he showed myself and his peers. I highly recommend Joe for admission to your undergraduate program. Please feel free to contact me with any further questions at [email protected]. Sincerely, Mr. Wiles Math Teacher Euclid High School

While the students featured in the first three examples were top of their class or demonstrated leadership in the school, Joe isn't a top achiever in the traditional sense. However, this recommendation is still a strong one, even if it says he struggled in the teacher's class. What does Mr. Wiles focus on to recommend Joe?

Mr. Wiles writes a strong letter for Joe, with the same kind of enthusiasm and specific examples as the other three letters. Even though Joe may not have gotten the strongest grades in his math class, he found an enthusiastic recommender in his math teacher. Mr. Wiles was extremely impressed with Joe's attitude, effort, and growth mindset , which he demonstrated throughout the year and inspired in his fellow classmates.

Mr. Wiles focuses on Joe's substantial personal strengths, ones that would likely be impressive to his future educators. Even in a subject that may not come naturally to him, Joe is diligent and committed. He's not self-conscious about asking questions or seeking extra help, and he retains a strong belief in himself that he can continuously learn, improve, and acquire new skills.

This letter, like the others, is effective because it is focused, supportive, and backed up with examples. As you can tell from these examples, recommendations can communicate a great deal about a student. Because of this, they can have a powerful impact on a student's chances of admission. So what can teachers and students do to make sure they are sending a strong recommendation letter that will help their chances?

Enthusiasm is key.

How to Get a Strong Recommendation Letter

While these letters are about different students with different interests, they share certain fundamental features. One, they sound excited and enthusiastic. The teachers clearly communicate that they are impressed by these students and eager to help them get into college.

At the same time, the letters don't go overboard because they have examples to back up their assessments. Specific examples and stories are key for backing up the assessment. Plus, they make a letter more interesting and memorable. Rather than just another engineering applicant, Stacy is the student who researched sound-absorption to spare her parents from hours of guitar scales.

Finally, the teachers all discuss their students' personal strengths , along with their academic strengths. They present the holistic view that admissions officers are looking for, along with their strong vote of confidence in the students' future success.

Teachers should incorporate all these features into their letters, and students should help provide them with the raw material to write about. While students should choose a teacher who knows them well and has stories and observations to share, they should also give their teachers a detailed "brag sheet" and let them know what would go into their ideal letter. That way it can be even more personalized and complement the story the student is telling in the rest of her application.

While recommenders may or may not share their letters with students, there should still be open, two-way communication when the student makes her request . That way students and teachers can work together to produce an insightful, enthusiastic, and specific letter of recommendation to send to colleges.

What's Next?

Are you a teacher writing recommendations for your students? Read all about how to write an outstanding recommendation letter for your students , along with what not to include.

Are you or a student you work with applying to a selective school, like Harvard? Learn about what kind of letter she should get for the Ivy League.

Now that you've read these examples of strong teacher recommendation letters, check out these examples of bad ones . Warning: rec letters may appear better than they actually are.

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Along with Stanford news and stories, show me:

Student information
Faculty/Staff information

We want to provide announcements, events, leadership messages and resources that are relevant to you. Your selection is stored in a browser cookie which you can remove at any time using “Clear all personalization” below.

The president has provided final approval to a proposal by the Committee of 12 (C-12) to update Stanford’s 102-year-old Honor Code .

Now official university policy, the two-part proposal includes adding new text and definitions to improve clarity, and the launch of the Academic Integrity Working Group (AIWG) to evaluate equitable practices for proctoring in-person examinations in a multi-year study.

President Marc Tessier-Lavigne announced his approval of the proposal during the Annual Meeting of the Academic Council on Thursday. The Associated Students of Stanford University Undergraduate Senate voted to approve the proposal earlier this week, which allowed the matter to proceed to the president’s office.

Historically, proctoring has not been used under the Honor Code, which was written by students in 1921. Years ago, concerns that the Student Judicial Charter and Honor Code did not adequately address the needs of today’s campus community – such as discouraging Honor Code violations and including a more nuanced judicial process for alleged violations – led to the creation of the Committee of 10 (C-10) in 2019.

The C-10 later became the C-12 and was charged with reviewing and considering changes to the Honor Code, the Judicial Charter, and interpretations to the Fundamental Standard, the latter two of which have been resolved.

The C-12 – made up of five students, five faculty, and two staff – conducted extensive outreach to faculty, students, and other institutions before presenting their proposals on the Judicial Charter and Honor Code earlier this spring.

To be enacted, the proposals required approval by the Board of Judicial Affairs, the Undergraduate Senate, the Graduate Student Council, the Faculty Senate, and the university president.

Three of the voting entities approved the C-12 Honor Code proposal earlier this year, and a previous Undergraduate Senate (UGS) initially voted against it, citing proctoring as the concerning issue.

On April 27, the Faculty Senate approved a separate motion to amend the Honor Code to allow proctoring beginning in the fall, unless the UGS reversed its decision and approved the C-12 proposal. A newly inaugurated UGS membership voted to approve the proposal on Tuesday.

Faculty Senate Chair Ken Schultz, professor of political science, said the debate in the senate on the motion was intense because it was heartfelt.

“Some argued that the faculty had a responsibility to take action on a key matter of academic integrity,” Schultz said in his annual report of the senate. “Others emphasized the tradition of cooperation that we have between faculty and students on the Honor Code, and felt that unilateral action would violate the spirit of compromise that had motivated the C-12 process. Decisions that place important values in conflict are the hardest to make, and as I watched the debate on the floor I could tell that many of my colleagues were torn in both directions by these values, even though the motion passed by a large margin.”

With the UGS vote earlier this week and the president’s approval, the motion is now superseded.

“I am hopeful that this episode will usher in a period of renewed cooperation to ensure the highest standard of academic integrity at this university,” Schultz said. “And while the rift over this matter was uncomfortable, I hope it will permit all parties to move forward with a better understanding of each other’s concerns.”

With the president’s approval of the Honor Code proposal, all of the C-12’s recommendations have now been adopted, and the C-12’s work is concluded.

More From Forbes

Trends revealed in threats research lab: findings and recommendations.

Share to Facebook
Share to Twitter
Share to Linkedin

Etay Maor is Senior Director, Security Strategy for Cato Networks , a developer of advanced cloud-native cybersecurity technologies.

The threat landscape continues to expand and become more dangerous as persistent threat actors constantly evolve and update their tactics, techniques and procedures (TTPs) to evade detection and succeed in their attacks. As the founding member of Cato Cyber Threats Research Lab, I’m proud to report our inaugural Q1 2024 research based on analyzing 1.26 trillion network flows for threats and suspicious activity collected from 2,200 SASE users (who blocked 21.45 billion cyberattacks). The report used the MITRE ATT&CK framework to detail attacker tactics, including the applications, protocols and tools running on these networks. Below are five major findings.

Attackers Favor Certain Sets Of TTPs Depending On The Industry

Judging by the exploitation of known vulnerabilities, attacker TTPs are common across all industries; however, certain industries appear to be more targeted by specific attack methods than others. For example, entertainment, telecommunications, mining and metals are being targeted with T1499 (Endpoint Denial of Service) attacks more than other sectors. In Services and Hospitality, threat actors use T1212 (Exploitation for Credential Access) tactics more than in other sectors. The education sector suffers more brute force attacks than other industries, while the healthcare sector leads in web application attacks and scanning activities.

Known Threats Are More Popular Than Zero-Day Threats

While the discovery of zero-day threats receives a lot of media attention, the research proves that threat actors are frequently targeting unpatched systems using known vulnerabilities and exploits instead of zero-day threats. For instance, even after three years of its discovery, Log4j ( CVE-2021-44228 ) continues to register as one of the highest-practiced exploits. Another well-known attack found across 33% of user traffic targets the PHPUnit testing framework ( CVE-2017-9841 ), which has been in circulation for more than seven years.

Attackers Hide In Benign-Looking Traffic

To camouflage their covert activities, threat actors are exploiting existing tools in the target environment. Cato researchers observed threat actors employing techniques such as LOLBAS (Living Off The Land Binaries, Scripts and Libraries) and LOTS (Living Off Trusted Sites) to remain undetected. The analysis also revealed that all industry verticals still rely on Link-Local Multicast Name Resolution (LLMNR) and NetBIOS, with NetBIOS being the most used. Using LLMNR and NetBIOS posed significant security risks, such as LLMNR poisoning, SMB Relay Attacks, Pass-the-Hash Attacks and others. With LLMNR poisoning, a malicious device sends a fake response to an LLMNR request, tricking the requesting device into connecting to the wrong computer. This can be used to steal data or redirect traffic.

Google Chrome Deadline 72 Hours To Update Or Delete Your Browser

Apple loop: iphone 16 pro details, ios 18’s ai plans, iphone 14 pro special offer, zendaya tennis movie challengers gets streaming release date, enterprises overly trust their internal networks communication.

Most enterprises place implicit trust in their MPLS networks and WAN-bound (internal) network flows. A majority use insecure protocols (62% run HTTP, 54% run telnet and 46% run SMBv1 or v2) for their WAN-bound communications. Moreover, the HTTP traffic analysis clearly revealed that many organizations do not encrypt their WAN traffic. This means that if an adversary has established a presence inside the organization’s network, they can listen in on unencrypted communications, which may include credentials, further aiding them in making lateral movements.

AI-Related Commerce Is Surging In Underground Marketplaces

The Cato report sheds light on some interesting discussions on hacker forums. In one case, attackers were discussing how they could jailbreak ChatGTP to create custom SQLMap commands. In another, they discussed a real-time deepfake cloning service. Researchers also observed advertisements for generating fake documents, fake credentials and deepfake creation services. Some actors market their machine learning (ML) expertise and certain cybercrime groups are seeking to hire AI experts to help them design malicious GPT variants.

Five Security Recommendations

In line with the above findings, it is recommended that cybersecurity leaders assume these five actions.

1. Avoid using insecure protocols, as these make it easier for threat actors to exploit vulnerabilities and eavesdrop on information in transit.

2. Implement zero-trust principles and strategies to minimize the attack surface in the event credentials are stolen or compromised.

3. Deploy network vulnerability scanning to discover known and unpatched vulnerabilities as this can go far to improve the enterprise risk posture.

4. Avoid using LLMNR and NetBIOS and use local DNS servers. As mentioned earlier, both LLMNR and NetBIOS pose major security risks, and these can be easily mitigated by relying on local DNS servers.

5. Employ asset management to identify and map services, applications and third-party packages and to detect exploitable old services and applications. Once these are mapped and understood, security teams should immediately replace insecure protocols and remediate unpatched services across the entire IT estate.

While new TTPs are constantly being introduced by adversaries, complete threat visibility remains elusive and fragmented in enterprises due to the presence of multiple-point solutions that fail to provide a holistic security view. Remember, an attack comprises multiple TTPs, and each TTP is an opportunity to detect or block the incursion. If enterprises don’t adopt a platform that provides such a holistic view, it will be difficult to detect, analyze and monitor suspicious events and cyber activities.

Forbes Technology Council is an invitation-only community for world-class CIOs, CTOs and technology executives. Do I qualify?

Editorial Standards
Reprints & Permissions

Morning Edition

Listen live.

BBC Newshour

In-depth analysis and commentary on today's biggest news stories as only the BBC can deliver. BBC "Newshour" covers everything from the growth of democracy to the threat of terrorism with a fresh, clear perspective from across the globe.

Politics & Policy

LIVE • Updated 4 mins ago

Election 2024 updates: New Jersey voters to weigh in on U.S. Senate, House races

Follow along for live special coverage on the 2024 primary election..

Nicole Flaherty, top, stands with her kids as her 7-year old daughter Madelyn places the ballot in the box in the Burlington County ballot box

File photo: Nicole Flaherty, top, stands with her kids as her 7-year old daughter Madelyn places the ballot in the box in the Burlington County ballot box in Cinnaminson, N.J. on Wednesday, Oct. 7, 2020. While holding 1-year-old Colin, she opens the dropbox door as 5-year-old James, left, watches Madelyn push the ballots through the slot. (AP Photo/Christina Paciolla)

What you need to know

Election Day is underway across New Jersey. Polls are open until 8 p.m.
Here’s what voters need to know about key races, voting FAQs and more
Follow primary election results as they come in this evening

Election Day dispatches

Updated 3 hours ago

Updated 56 mins ago

Updated 2 hours ago

Updated 5 mins ago

Trump appears on New Jersey’s primary ballot post-guilty verdict

Former President Donald Trump walks to make comments to members of the media after being found guilty on 34 felony counts of falsifying business records in the first degree at Manhattan Criminal Court, Thursday, May 30, 2024, in New York. (AP Photo/Seth Wenig, Pool)

Donald Trump’s name will appear on the ballot Tuesday for the first time since his historic conviction on felony crimes as a handful of states hold the last Republican presidential primary contests of 2024.

The former president will be on the ballot in Republican contests in Montana , New Jersey and New Mexico . President Joe Biden, the presumptive Democratic nominee, will compete in primaries in the same states, plus the primary in Washington, D.C. , and one in South Dakota .

Republicans in D.C. held a party-run primary in March . South Dakota canceled its GOP presidential primary because Trump was uncontested.

Voters will also cast ballots in primary races for federal, state and local offices in those states.

Trump and Biden are both expected to easily prevail in the contests, where they’re the last major candidates still running.

But the results could signal voter concerns about their choices as November’s election barrels closer.

» READ MORE : After guilty verdict, Trump will appear on the ballot in the last presidential primaries of 2024

New Jersey Dems, Republicans picking Senate, House candidates amid Menendez corruption trial

U.S. Rep. Andy Kim, D-N.J., speaks to delegates in Paramus, N.J., March 4, 2024. (AP Photo/Seth Wenig, File)

New Jersey Democrats and Republicans decide their parties’ standard-bearers Tuesday for the Senate amid the federal corruption trial in New York of New Jersey Democratic incumbent Sen. Bob Menendez, along with candidates for the presidency and House.

Menendez, a longtime Democrat, filed on Monday to run as an independent . He’s not on the primary ballot. Instead, Democratic voters are deciding between Rep. Andy Kim, labor leader Patricia Campos-Medina and longtime grassroots organizer Lawrence Hamm.

On the GOP side, it’s a four-way contest but southern New Jersey hotel developer Curtis Bashaw has gotten significant county party backing, and Mendham Borough Mayor Christine Serrano Glassner won former President Donald Trump’s endorsement.

While New Jersey hasn’t elected a Republican to the Senate since 1972, the stakes are high in the divided Senate where Democrats have a narrow majority. The GOP is looking at Menendez’s independent run as a potential wedge that could boost their chances in the fall.

Menendez, his wife, and two business associates have pleaded not guilty to federal charges that the senator traded the promise of official acts for gold bars, cash, a luxury vehicle and a mortgage payment. A third business associate has pleaded guilty and agreed to testify in the case for prosecutors.

» READ MORE : New Jersey Democrats and Republicans picking Senate, House candidates amid Menendez corruption trial

What to expect from the Garden State’s primary

Sen. Bob Menendez leaves federal court, Wednesday, Sept. 27, 2023, in New York. (AP Photo/Seth Wenig)

Voters in New Jersey on Tuesday will choose candidates vying to replace Democratic Sen. Bob Menendez, who is on trial in federal court in New York on corruption charges and has opted not to run in the state’s Democratic primary .

Menendez, who has held the seat for more than 18 years, filed papers to run in the general election as an independent.

Presidential primaries will also be on the ballot, along with primary elections for the U.S. House.

The prospect of an open Senate seat has already had cascading effects in the state. The early jockeying between first lady Tammy Murphy, who has since suspended her campaign , and front-runner Rep. Andy Kim led to a ruling that eliminated the party line for at least the primary. The party line is a ballot design specific to New Jersey that displays candidates endorsed by county parties in one column, which opponents argue creates an advantage for party-backed candidates.

» READ MORE : What to expect in the New Jersey presidential and state primaries

Embattled Sen. Menendez will seek independent reelection bid amid bribery trial

Sen. Bob Menendez speaks during a press conference on Monday, Sept. 25, 2023, in Union City, N.J. (AP Photo/Andres Kudacki)

New Jersey Sen. Bob Menendez has decided to run for reelection as an independent.

WHYY News confirmed that Menendez filed the paperwork Monday with the state Division of Elections. He had until 4 p.m. Tuesday to file his petitions with at least 800 signatures. The senior senator, first elected as a Democrat in 2006, collected more than 2,400 signatures, according to a N.J. Department of State spokesperson.

New Jersey Globe was the first to report that Menendez would file the paperwork.

Menendez bowed out of the Democratic primary last March, leaving the door open for reelection as an independent candidate, based on his acquittal by a federal jury in New York City.

His trial is expected to end in July at the earliest.

» READ MORE : N.J. Sen. Menendez files for independent reelection run amid federal bribery trial

Voters are headed to the polls in New Jersey

Voting booths are seen in a file photo. (AP Photo/Matt Rourke)

Voters across New Jersey on Tuesday are heading to the polls to cast ballots in the 2024 primary election. Polls close at 8 p.m.

Reporters from WHYY News are following each of the major campaigns — including the U.S. Senate race after indicted U.S. Sen. Bob Menendez announced he would not run in the Democratic primary . The senator instead filed for an independent reelection run .

As Election Day unfolds, follow WHYY’s live special coverage on WHYY.org, the WHYY App and WHYY-FM .

Your voter game plan

Have questions about the election? Our 2024 voter hub has the answers
Looking for voter info? Here’s WHYY News’ N.J. voter guide
Here’s what to expect from the Garden State’s primary
Here’s who’s running in N.J.’s 8th Congressional District for incumbent Rob Menendez’s U.S. House seat
Here’s who’s running in N.J.’s 3rd Congressional District to replace U.S. Rep. Andy Kim
And here’s who’s running for U.S. Sen. Bob Menendez’s seat amid the senator’s corruption trial
Eager for results? Follow along with WHYY as votes are tallied this evening

Part of the series

Elections 2024, you may also like.

N.J. Sen. Menendez files for independent reelection run amid federal bribery trial

The Garden State’s senior senator files an independent campaign bid as he is on trial in New York City for bribery and corruption.

15 hours ago

Race to watch: 10 candidates, including frontrunner Andy Kim, are vying for Sen. Bob Menendez’s seat

Menendez, who has held New Jersey's U.S. Senate seat for nearly two decades, has said he would consider running in the general election as an independent if acquitted.

As Tammy Murphy exits N.J.’s U.S. Senate race, Andy Kim is the Democratic candidate to beat

Two other candidates remain in the race: Dr. Patricia Campos-Medina, a labor leader, and Lawrence Hamm, an activist based in Newark.

2 months ago

Want a digest of WHYY’s programs, events & stories? Sign up for our weekly newsletter.

Together we can reach 100% of WHYY’s fiscal year goal

IMAGES

FREE 8+ Sample Student Recommendation Letter Templates in PDF
Top 3 Letter of Recommendation Formats to Study Abroad
22 Best Academic Recommendation Letter Samples
IMPORTANCE OF RECOMMENDATION IN RESEARCH
30 Free Letter of Recommendation for Student Templates
22 Best Academic Recommendation Letter Samples

VIDEO

15 MIN TRADING STRATEGY 📊 #sharemarket#tradingstrategy
DAY 11 OF 10K TO 10 LAKH TRADING CHALLENGE.. #sharemarket #tradingchallenge
PLEASE AVOID OVERTRADING GUYSS #stockmarket #overtrading
5 APRIL RBI CONFERENCE ..#sharemarketnews #trading
HOW TO WRITE THE CONCLUSION AND RECOMMENDATION OF CHAPTER 5
BANKNIFTY WITH CONSOLIDATION ZONE ENTRY ON 5 APRIL.#trading #banknifty

COMMENTS

Letter of Recommendation (LOR) for PhD Students (with Sample)
A student recommendation letter for a PhD will typically be between one to two pages. The document of recommendation letter for PhD student should be well differentiated into 5-6 paragraphs. The LOR for PhD should begin with an introductory paragraph about the recommender and his/her association with the applicant.
Sample Graduate School Recommendation by a Professor
Grad School Recommendation Letter by a Professor Sample Template. By Tara Kuther, Ph.D. To: Graduate Admissions Committee. It is my pleasure to write on behalf of Jane Student, who is applying to the Ph.D. program in Research Psychology at Major University. I have interacted with Jane in several contexts: as a student, as a teaching assistant ...
PDF Sample letter of recommendation
Sample letter of recommendation. It is my pleasure to recommend Jane Doe for admission to [name of program] at [name of university]. I am a fifth-year Ph.D. student at the University of California, Berkeley. I came to know Jane when I was her Graduate Student Instructor for Philosophy 111: Ethical Relativism, taught by Professor John Smith.
How (and Who) to Ask For a Letter of Recommendation
For research programs (MPhil, DPhil, PhD, Research Master's), graduate admissions committees are looking for evidence of your potential as a future researcher. Since this is tricky to assess from test scores and transcripts, letters of recommendation are often the most important part of a graduate research program application.
Sample Letter: Professor's Recommendation of a Student
Professor's Recommendation for a Student Applying to Graduate School. Print Sam Kinison and Rodney Dangerfield (as Professor Terguson and Thornton Melon, ... effectively augmenting her coursework in leadership and international studies with independent research in psychology. Terri's overall graduate GPA of 4.0 was hard earned and richly deserved.
Best Letter of Recommendation (LOR) for PhD with Sample & Format
If you need a LOR for Ph.D., here is everything that you need to know including guidelines and a useful sample. A well-crafted Letter of Recommendation is a crucial component of any PhD application, serving as a testament to the candidate's academic abilities, research potential, and character. It provides the admissions committee with valuable insights from a third-party perspective, often ...
3 sample recommendation letters for brilliant students
Sample recommendation letter 3. Dear Admissions Committee, It is with great pleasure that I write this letter of recommendation for Sophie Bianchi, a student in the Master of Marine Biology program at the University of Padova in Italy. I have had the pleasure of working with Sophie as her lecturer and study advisor, as well as her supervisor ...
PDF Writing a Letter of Recommendation
sure the letter talks about his or her speciﬁc contributions to the lab's research. "Student x is the ﬁrst person to successfully master in vivo imaging in my laboratory and did all the trouble-shooting calibration and testing com-pletely independently." "Student x is the ﬁrst student in my lab to have a ﬁrst-author Cell paper.
5 Best Letter of Recommendation Templates for PhD Students
Letter of Recommendation for PhD Program Admission. Dear Admissions Committee, I am writing to enthusiastically recommend [Student Name] for the PhD program in [Field]. I had the privilege of working with [him/her] as [his/her] research advisor for [duration]. During that time, I observed [his/her] passion for [field of study].
Recommendation Letters
As a research mentor who works closely with students in the lab, you will likely be asked to write recommendation letters for your student for research fellowships. Below are some tips for writing good letters. 1. Be sure that the student has given you enough information about the program or fellowship for which the letter is requested.
PDF Tips for Writing Strong Letters of Recommendation
recommendation is strong, the letter should go on to a second page; letters that are 1 page or less are often considered "red flags" by some program directors Include accurate descriptions and specific examples of the student's abilities - avoid either
How to Write Recommendations in Research
Recommendations for future research should be: Concrete and specific. Supported with a clear rationale. Directly connected to your research. Overall, strive to highlight ways other researchers can reproduce or replicate your results to draw further conclusions, and suggest different directions that future research can take, if applicable.
Letter of Recommendation Samples for Students
A letter of recommendation for a student should describe their positive qualities, including their academic achievements, interpersonal skills, work ethic, and character. To be effective, the letter should focus on skills and qualifications that are most valuable in the job or program for which the student is applying.
How to Write a Letter of Recommendation for a Student [Template Included]
2. Start Strong. When you write a letter of recommendation for a student, it's best to start strong. Let the recipient know immediately that vouching for this student is a pleasure and that you recommend them for the job or academic program. Usually, you can do this in a single sentence.
Recommendation Letters
Recommendation Letters. Recommendation letters are a critical element of every application. They validate the claims you've made as an applicant, providing specific examples and details of your academic accomplishments, personal endeavors, and character. Selection committees rely on them to impartially evaluate your performance and potential to ...
Letters of Recommendation
Do compare applicants to students who have been placed into other positions. A statement like, "Over the past five years, other students with undergraduate research experience similar to Amer's have been accepted to graduate programs at X, Y, and Z," gives the audience a sense of where Amer stands in a wider population of successful students.
Research Recommendations
Research recommendations may be provided by experts in the field, such as professors, researchers, or consultants, and are intended to help guide the researcher towards the most appropriate and effective approach to their research project. ... Example of Research Recommendations sample for students: Further investigate the effects of X on Y by ...
Writing Letters of Recommendation for Students
Recommendation letters are an important piece of the college application. The Princeton Review writes that "competitive colleges use the letter of recommendation to assess [a student's] passions, goals, and character. They want more than just a statistic.". As a potential recommendation writer, you are providing an important and integral ...
5 Sample letter of recommendation for students
Express your willingness to write the recommendation and state your overall support for the student's application, scholarship, or opportunity they are pursuing. 3. Provide specific details. Offer specific examples of the student's achievements, skills, and qualities that make them a strong candidate.
How to Write a Recommendation Letter for a Student
Summarize the student's qualities and accomplishments that you wish to emphasize. End with an emotional comment—that you will miss them, that you have learned from them, that you are sorry to see them go, that they are your favorite, etc. Final tips from Sara. Have someone edit/review your letter of recommendation.
Undergraduate Research Experiences for STEM Students: Successes
Recommendation 6: Administrators and faculty at colleges and universities should ensure that all who mentor undergraduates in research experiences (this includes faculty, instructors, postdoctoral fellows, graduate students, and undergraduates serving as peer mentors) have access to appropriate professional development opportunities to help ...
Letters of Recommendation
When considering whom to ask for letters of recommendation, the most important thing is to carefully read the requirements for a particular application.Some opportunities may require a recommender who can attest to your general academic achievements and promise, and allow any person who has served an educational role in your life to support your application (e.g. a high school teacher ...
Advice for how to be a successful research professor (opinion)
Agree to write recommendation letters for students. Also write letters of promotion for colleagues at other universities. If you are busy, a short clear definitive letter is fine. This is part of being a responsible and caring citizen of the academic community. The Wider Audience. Make your research available to a broad audience.
Full article: Geographical thinking in geography education: a
Introduction. Almost 80 years ago, Smith (Citation 1945) argued for the implementation of geographical thinking within geography lessons, saying that it would help students become purposeful thinkers and successful doers rather than "animated gazetteers."She described the poor state of geographical thinking among students in the United States and lamented about how geography was taught.
4 Amazing Recommendation Letter Samples for Students
Sample Letter #4: Joe the Hard Worker. Dear Admissions Committee, It is my pleasure to recommend Joe, who I taught in my 11th grade math class. Joe demonstrated tremendous effort and growth throughout the year and brought a great energy to class.
Pracademia—Role Modelling HyFlex Digital Pedagogies in ...
This research evaluates the experience of educators and students engaging in HyFlex learning experiences on a university Youth Work programme during the Covid-19 pandemic. Adopting a mixed methods approach, the research identifies challenges, opportunities, and possibilities of HyFlex learning. The research explores how digital skills gained in the classroom supported students to be more ...
C-12 Honor Code recommendations receive final approval
The president has provided final approval to a proposal by the Committee of 12 (C-12) to update Stanford's 102-year-old Honor Code. Now official university policy, the two-part proposal includes ...
Trends Revealed In Threats Research Lab: Findings And Recommendations
1. Avoid using insecure protocols, as these make it easier for threat actors to exploit vulnerabilities and eavesdrop on information in transit. 2. Implement zero-trust principles and strategies ...
New Jersey election 2024: Live updates on U.S. Senate race
Research finds some states are ignoring recommendations to improve opioid use disorder treatments. 27 mins ago. New Jersey 2024 primary election results. 27 mins ago. University of the Arts students rally to demand answers about sudden closure. 8 hours ago
Research on Precise Ideology and Politics of College Students Based on
In the age of big data, in order to carry out accurate ideological and political work, this paper proposes a precise ideological and political work model that takes the personality traits of cartels as the personality attributes of students, uses the cluster analysis algorithm to cluster the student groups, and carries out ideological and political education for students according to different ...

Top Countries

Student Visas

Colleges & Courses

Predictors & E-Books

Predictors & Articles

Top Courses & Careers

Quick Links

Diploma Colleges

Upcoming Events

Other Exams

Products & Resources

Engineering Preparation

Medical Preparation

Online Courses

Top Streams

Specializations

Top Providers

Letter of Recommendation (LOR) for PhD Students (with Sample) - Need, Parts, Qualities

What is the need for a letter of recommendation for PhD students

Academic Letter of Recommendation (LOR) for PhD

Professional Letter of Recommendation (LOR) for PhD

Manipal University Online MBA

Frequently Asked Question (FAQs)

Upcoming Studyabroad Exams

Applications for Admissions are open.

TOEFL ® Registrations 2024

GRE ® Registrations 2024

PTE Exam 2024 Registrations

MET Institute of International Studies BBA Admissions 2024

Explore on Careers360

Popular Study Abroad Countries

Download Careers360 App's

We Appeared in

A Sample Letter of Recommendation

Opening Paragraph

Body Paragraphs

Concluding Paragraph

Sample Letter of Recommendation

Top Streams

Top Specialization

Top Universities

Top Resources

Top Courses

Colleges & Courses

More About France

About Finland

IELTS Reading Answers Sample

IELTS Speaking Cue Card Sample

IELTS Essay Sample Sample

GRE Exam Study Material

Other Resources

Free GRE Ebooks

GMAT Exam Study Material

Free GMAT Ebooks

TOEFL Exam Study Material

Free TOEFL Ebooks

PTE Exam Study Material

Free PTE Ebooks

Duolingo Exam Study Material

Free Duolingo Ebooks

NEET & MCAT Exam

SAT & ACT Exam

USMLE & OET Exam

PLAB & LSAT Exam

Application Process

Career Prospects

Trending Topics

Country Guides

Exams Guides

Recommended Reads

GPA CALCULATOR Convert percentage marks to GPA effortlessly with our calculator!

Letter Of Recommendation for PhD: Sample, Format & How to Write

Anupriya Mukherjee

Table of Contents

Introduction:

Types of LOR for PhD

Academic LOR:

Professional LOR:

How to write a LOR for PhD?

Fully Funded Master's Guide