thesis recommendation for students

3 sample recommendation letters for brilliant students

A good recommendation letter can significantly impact an applicant’s chance of securing a position or funding. Writing recommendation letters is most enjoyable when the applicant is an exceptional student with an impressive profile, whom you genuinely want to endorse. As many master’s and PhD students may be required to write the first draft of their recommendation letters themselves, having good example letters for inspiration is also crucial for them.

Elements to include in a great recommendation letter

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.

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.

Sample recommendation letter 1

Sample recommendation letter 2

Sample recommendation letter 3

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How To Write Recommendations In A Research Study

Published by Alvin Nicolas at July 12th, 2024 , Revised On July 12, 2024

The ultimate goal of any research process is not just to gather knowledge, but to use that knowledge to make a positive impact. This is where recommendations come in.  A well-written recommendations section in your research study translates your findings into actionable steps and guides future research on the topic. 

This blog is your ultimate guide to understanding how to write recommendations in a research study. But before that, let’s see what is recommendation in research. 

What Is Recommendation In Research 

In a research study, the recommendation section refers to a suggested course of action based on the findings of your research . It acts as a bridge between the knowledge you gained and its practical implications. 

Recommendations take your research results and propose concrete steps on how to use them to address a problem or improve a situation. Moreover, you can suggest new avenues and guide future research in building upon your work. This will improve the credibility of your research. For studies that include real-world implications, recommendations are a great way to provide evidence-based suggestions for policymakers or practitioners to consider. 

Difference Between Research Recommendations and Implication

Research recommendations and implications often confuse researchers. They cannot easily differentiate between the two. Here is how they are different. 

Where To Add Recommendations 

Recommendations are mostly part of your conclusion and discussion sections. If you are writing a practical dissertation , you can include a separate section for your recommendations. 

Types of Research Recommendations

There are different forms of recommendations in research. Some of them include the following. 

How To Construct The Recommendations Section

There are different ways in which different scholars write the recommendations section. A general observation is a research question → conclusion → recommendation.

The following example will help you understand this better.

Research Question

How can the education of mothers impact the social skills of kindergarten children?

The role of mothers is a significant contributor towards the social skills of children. From an early age, kids tend to observe how their mother interacts with others and follow in her footsteps initially. Therefore, mothers should be educated and interact with good demeanour if they want their children to have excellent social skills.

Recommendation

The study revealed that a mother’s education plays an important role in building the social skills of children on kindergarten level. Future research could explore how the same continues in junior school level children.

How To Write Recommendations In Research

Now that you are familiar with the definition and types, here is a step-by-step guide on how to write a recommendation in research.

Step 1: Revisit Your Research Goals

Before doing anything else, you have to remind yourself of the objectives that you set out to achieve in your research. It allows you to match your recommendations directly to your research questions and see if you made any contribution to your goals.

Step 2: Analyse Your Findings

You have to examine your data and identify your key results. This analysis forms the foundation for your recommendations. Look for patterns and unexpected findings that might suggest new areas for other researchers to explore.

Step 3: Consider The Research Methods

Ask these questions from yourself: were the research methods effective? Is there any other way that would have been better to perform this research, or were there any limitations associated with the research methods?

Step 4: Prioritise Recommendations

You might have a lot of recommendations in mind, but all are not equal. You have to consider the impact and feasibility of each suggestion. Prioritise these recommendations, while remaining realistic about implementation.

Step 5: Write Actionable Statements

Do not be vague when crafting statements. Instead, you have to use clear and concise language that outlines specific actions. For example, if you want to say “improve education practices,” you could write “implement a teacher training program” for better clarity.

Step 6: Provide Evidence

You cannot just make suggestions out of thin air, and have to ground them in the evidence you have gathered through your research. Moreover, cite relevant data or findings from your study or previous literature to support your recommendations.

Step 7: Address Challenges

There are always some limitations related to the research at hand. As a researcher, it is your duty to highlight and address any challenges faced or what might occur in the future.

Tips For Writing The Perfect Recommendation In Research

Use these tips to write the perfect recommendation in your research.

• Be Concise – Write recommendations in a clear and concise language. Use one sentence statements to look more professional.
• Be Logical & Coherent – You can use lists and headings according to the requirements of your university.
• Tailor According To Your Readers – You have to aim your recommendations to a specific audience and colleagues in the field of study.
• Provide Specific Suggestions – Offer specific measures and solutions to the issues, and focus on actionable suggestions.
• Match Recommendations To Your Conclusion – You have to align your recommendations with your conclusion.
• Consider Limitations – Use critical thinking to see how limitations may impact the feasibility of your solutions.
• End With A Summary – You have to add a small conclusion to highlight suggestions and their impact.

Example Of Recommendation In Research

Context of the study:

This research studies how effective e-learning platforms are for adult language learners compared to traditional classroom instruction. The findings suggest that e-learning platforms can be just as effective as traditional classrooms in improving language proficiency.

Research Recommendation Sample

Language educators can incorporate e-learning tools into existing curriculums to provide learners with more flexibility. Additionally, they can develop training programs for educators on how to integrate e-learning platforms into their teaching practices.

E-learning platform developers should focus on e-learning platforms that are interactive and cater to different learning styles. They can also invest in features that promote learner autonomy and self-directed learning.

Future researchers can further explore the long-term effects of e-learning on language acquisition to provide insights into whether e-learning can support sustained language development.

Frequently Asked Questions

How to write recommendations in a research paper.

• Revisit your research goals
• Analyse your findings 
• Consider the research methods 
• Prioritise recommendations 
• Write actionable statements 
• Provide evidence 
• Address challenges

How to present recommendations in research?

• Be concise 
• Write logical and coherent 
• Match recommendations to conclusion 
• Ensure your recommendations are achievable

What to write in recommendation in research?

Your recommendation has to be concrete and specific and support the research with a clear rationale. Moreover, it should be connected directly to your research. Your recommendations, however, should not undermine your own work or use self-criticism. 

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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.

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.

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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.

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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.

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Research Recommendations – Guiding policy-makers for evidence-based decision making

Research recommendations play a crucial role in guiding scholars and researchers toward fruitful avenues of exploration. In an era marked by rapid technological advancements and an ever-expanding knowledge base, refining the process of generating research recommendations becomes imperative.

But, what is a research recommendation?

Research recommendations are suggestions or advice provided to researchers to guide their study on a specific topic . They are typically given by experts in the field. Research recommendations are more action-oriented and provide specific guidance for decision-makers, unlike implications that are broader and focus on the broader significance and consequences of the research findings. However, both are crucial components of a research study.

Difference Between Research Recommendations and Implication

Although research recommendations and implications are distinct components of a research study, they are closely related. The differences between them are as follows:

Types of Research Recommendations

Recommendations in research can take various forms, which are as follows:

These recommendations aim to assist researchers in navigating the vast landscape of academic knowledge.

Let us dive deeper to know about its key components and the steps to write an impactful research recommendation.

Key Components of Research Recommendations

The key components of research recommendations include defining the research question or objective, specifying research methods, outlining data collection and analysis processes, presenting results and conclusions, addressing limitations, and suggesting areas for future research. Here are some characteristics of research recommendations:

Research recommendations offer various advantages and play a crucial role in ensuring that research findings contribute to positive outcomes in various fields. However, they also have few limitations which highlights the significance of a well-crafted research recommendation in offering the promised advantages.

The importance of research recommendations ranges in various fields, influencing policy-making, program development, product development, marketing strategies, medical practice, and scientific research. Their purpose is to transfer knowledge from researchers to practitioners, policymakers, or stakeholders, facilitating informed decision-making and improving outcomes in different domains.

How to Write Research Recommendations?

Research recommendations can be generated through various means, including algorithmic approaches, expert opinions, or collaborative filtering techniques. Here is a step-wise guide to build your understanding on the development of research recommendations.

1. Understand the Research Question:

Understand the research question and objectives before writing recommendations. Also, ensure that your recommendations are relevant and directly address the goals of the study.

2. Review Existing Literature:

Familiarize yourself with relevant existing literature to help you identify gaps , and offer informed recommendations that contribute to the existing body of research.

3. Consider Research Methods:

Evaluate the appropriateness of different research methods in addressing the research question. Also, consider the nature of the data, the study design, and the specific objectives.

4. Identify Data Collection Techniques:

Gather dataset from diverse authentic sources. Include information such as keywords, abstracts, authors, publication dates, and citation metrics to provide a rich foundation for analysis.

5. Propose Data Analysis Methods:

Suggest appropriate data analysis methods based on the type of data collected. Consider whether statistical analysis, qualitative analysis, or a mixed-methods approach is most suitable.

6. Consider Limitations and Ethical Considerations:

Acknowledge any limitations and potential ethical considerations of the study. Furthermore, address these limitations or mitigate ethical concerns to ensure responsible research.

7. Justify Recommendations:

Explain how your recommendation contributes to addressing the research question or objective. Provide a strong rationale to help researchers understand the importance of following your suggestions.

8. Summarize Recommendations:

Provide a concise summary at the end of the report to emphasize how following these recommendations will contribute to the overall success of the research project.

By following these steps, you can create research recommendations that are actionable and contribute meaningfully to the success of the research project.

Download now to unlock some tips to improve your journey of writing research recommendations.

Example of a Research Recommendation

Here is an example of a research recommendation based on a hypothetical research to improve your understanding.

Research Recommendation: Enhancing Student Learning through Integrated Learning Platforms

Background:

The research study investigated the impact of an integrated learning platform on student learning outcomes in high school mathematics classes. The findings revealed a statistically significant improvement in student performance and engagement when compared to traditional teaching methods.

Recommendation:

In light of the research findings, it is recommended that educational institutions consider adopting and integrating the identified learning platform into their mathematics curriculum. The following specific recommendations are provided:

• Implementation of the Integrated Learning Platform:

Schools are encouraged to adopt the integrated learning platform in mathematics classrooms, ensuring proper training for teachers on its effective utilization.

• Professional Development for Educators:

Develop and implement professional programs to train educators in the effective use of the integrated learning platform to address any challenges teachers may face during the transition.

• Monitoring and Evaluation:

Establish a monitoring and evaluation system to track the impact of the integrated learning platform on student performance over time.

• Resource Allocation:

Allocate sufficient resources, both financial and technical, to support the widespread implementation of the integrated learning platform.

By implementing these recommendations, educational institutions can harness the potential of the integrated learning platform and enhance student learning experiences and academic achievements in mathematics.

This example covers the components of a research recommendation, providing specific actions based on the research findings, identifying the target audience, and outlining practical steps for implementation.

Using AI in Research Recommendation Writing

Enhancing research recommendations is an ongoing endeavor that requires the integration of cutting-edge technologies, collaborative efforts, and ethical considerations. By embracing data-driven approaches and leveraging advanced technologies, the research community can create more effective and personalized recommendation systems. However, it is accompanied by several limitations. Therefore, it is essential to approach the use of AI in research with a critical mindset, and complement its capabilities with human expertise and judgment.

Here are some limitations of integrating AI in writing research recommendation and some ways on how to counter them.

1. Data Bias

AI systems rely heavily on data for training. If the training data is biased or incomplete, the AI model may produce biased results or recommendations.

How to tackle: Audit regularly the model’s performance to identify any discrepancies and adjust the training data and algorithms accordingly.

2. Lack of Understanding of Context:

AI models may struggle to understand the nuanced context of a particular research problem. They may misinterpret information, leading to inaccurate recommendations.

How to tackle: Use AI to characterize research articles and topics. Employ them to extract features like keywords, authorship patterns and content-based details.

3. Ethical Considerations:

AI models might stereotype certain concepts or generate recommendations that could have negative consequences for certain individuals or groups.

How to tackle: Incorporate user feedback mechanisms to reduce redundancies. Establish an ethics review process for AI models in research recommendation writing.

4. Lack of Creativity and Intuition:

AI may struggle with tasks that require a deep understanding of the underlying principles or the ability to think outside the box.

How to tackle: Hybrid approaches can be employed by integrating AI in data analysis and identifying patterns for accelerating the data interpretation process.

5. Interpretability:

Many AI models, especially complex deep learning models, lack transparency on how the model arrived at a particular recommendation.

How to tackle: Implement models like decision trees or linear models. Provide clear explanation of the model architecture, training process, and decision-making criteria.

6. Dynamic Nature of Research:

Research fields are dynamic, and new information is constantly emerging. AI models may struggle to keep up with the rapidly changing landscape and may not be able to adapt to new developments.

How to tackle: Establish a feedback loop for continuous improvement. Regularly update the recommendation system based on user feedback and emerging research trends.

The integration of AI in research recommendation writing holds great promise for advancing knowledge and streamlining the research process. However, navigating these concerns is pivotal in ensuring the responsible deployment of these technologies. Researchers need to understand the use of responsible use of AI in research and must be aware of the ethical considerations.

Exploring research recommendations plays a critical role in shaping the trajectory of scientific inquiry. It serves as a compass, guiding researchers toward more robust methodologies, collaborative endeavors, and innovative approaches. Embracing these suggestions not only enhances the quality of individual studies but also contributes to the collective advancement of human understanding.

Frequently Asked Questions

The purpose of recommendations in research is to provide practical and actionable suggestions based on the study's findings, guiding future actions, policies, or interventions in a specific field or context. Recommendations bridges the gap between research outcomes and their real-world application.

To make a research recommendation, analyze your findings, identify key insights, and propose specific, evidence-based actions. Include the relevance of the recommendations to the study's objectives and provide practical steps for implementation.

Begin a recommendation by succinctly summarizing the key findings of the research. Clearly state the purpose of the recommendation and its intended impact. Use a direct and actionable language to convey the suggested course of action.

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Writing Effective Conclusions and Recommendations in a Thesis

Table of Contents

Have you ever experienced the triumphant moment of finishing a jigsaw puzzle , only to find that the final piece doesn’t quite fit? Such is the challenge when writing the conclusion and recommendations in your thesis . This final section isn’t just an endnote; it’s your opportunity to make your research resonate. Let’s explore how to craft a compelling conclusion that not only summarizes your findings but also sets the stage for future inquiry.

Understanding the weight of conclusions and recommendations

In the grand scheme of your thesis, the conclusion is your final act, your closing argument. It is here that you revisit your research objectives to demonstrate how your findings address them. But it’s not just a rehash of your research; it’s your chance to interpret the implications of your work and persuade your audience of its significance.

The art of summarizing findings

Begin by revisiting the questions you posed at the start of your journey. Summarize the answers you’ve uncovered, concisely distilling the essence of your research. This isn’t a place for exhaustive detail—that’s what the body of your thesis is for. Instead, think of it as the highlight reel, showcasing the most significant insights.

Drawing insightful conclusions

Conclusions are the thoughtful deductions you’ve drawn from your research. Linking back to your objectives, ask yourself: What have I learned? How have my findings contributed to the field? This is where you can shine a light on the larger implications of your work, the ‘so what?’ of your thesis.

Outlining clear and actionable recommendations

Your recommendations are your legacy, the path you lay for future research ers or practitioners. They should be clear, specific, and grounded in your findings. Think of them as a call to action—what should be done in light of your research? Whether it’s suggesting areas for further study or recommending changes to practice, your recommendations should inspire action.

Linking conclusions to research objectives

To ensure your conclusions are meaningful, they must be tethered to your research objectives. This alignment reinforces the relevance of your work and ensures you’re answering the questions you set out to explore.

Reflecting on research questions

Revisit your research questions or hypotheses . How have your findings addressed them? This reflection ensures your conclusions are directly tied to your initial inquiry, creating a cohesive narrative from start to finish.

Emphasizing the impact of your findings

Highlight the impact of your research. Have you filled a gap in knowledge? Challenged existing theories? Applied your findings to practice? Your conclusions should underscore the value of your work and its ripple effect in your field.

Formulating recommendations with purpose

Recommendations should never be an afterthought. They are your opportunity to influence the future, to suggest how the knowledge you’ve generated can be used to better understand or improve upon a particular issue.

Grounding recommendations in evidence

Ensure your recommendations are evidence-based . They should flow naturally from the conclusions you’ve drawn, each one supported by the data you’ve collected.

Keeping recommendations achievable

Make your recommendations achievable. Pie-in-the-sky ideas might be inspirational, but they’re less helpful than practical, attainable suggestions that can be realistically implemented.

Setting the stage for future research

Use your recommendations to set the stage for future research. What questions have emerged from your study? Where are the knowledge gaps ? Propel the academic conversation forward by identifying the next steps.

Writing with clarity and conviction

The best conclusions and recommendations are those written with clarity and conviction. You’ve spent countless hours on your research—now’s the time to confidently present your findings and their implications.

Using precise language

Be precise in your language. Avoid ambiguity and make every word count. This precision not only makes your writing clearer but also reinforces the authority of your conclusions and recommendations.

Ensuring cohesiveness

Your conclusion should feel like a natural culmination of your thesis, not a separate entity. Ensure that it flows logically from the body of your work, with each part reinforcing the other.

Engaging the reader’s imagination

Engage your reader’s imagination by painting a picture of what could be. Use your recommendations to inspire visions of future possibilities, grounded in the solid foundation of your research.

In conclusion, remember that the final sections of your thesis are not mere formalities but the bridge between your research and its potential impact on the world. The conclusions and recommendations you write are your scholarly legacy , a testament to the hard work you’ve poured into your research. Approach them with the same rigor , creativity, and dedication as the rest of your thesis, and you’ll leave a lasting mark on your field.

What do you think? How do you approach writing conclusions and recommendations, and what strategies do you find most effective? Are there particular challenges you’ve faced in this part of the thesis-writing process?

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Research Methodology

1 Introduction to Research in General

• Research in General
• Research Circle
• Tools of Research
• Methods: Quantitative or Qualitative
• The Product: Research Report or Papers

2 Original Unity of Philosophy and Science

• Myth Philosophy and Science: Original Unity
• The Myth: A Spiritual Metaphor
• Myth Philosophy and Science
• The Greek Quest for Unity
• The Ionian School
• Towards a Grand Unification Theory or Theory of Everything
• Einstein’s Perennial Quest for Unity

3 Evolution of the Distinct Methods of Science

• Definition of Scientific Method
• The Evolution of Scientific Methods
• Theory-Dependence of Observation
• Scope of Science and Scientific Methods
• Prevalent Mistakes in Applying the Scientific Method

4 Relation of Scientific and Philosophical Methods

• Definitions of Scientific and Philosophical method
• Philosophical method
• Scientific method
• The relation
• The Importance of Philosophical and scientific methods

5 Dialectical Method

• Introduction and a Brief Survey of the Method
• Types of Dialectics
• Dialectics in Classical Philosophy
• Dialectics in Modern Philosophy
• Critique of Dialectical Method

6 Rational Method

• Understanding Rationalism
• Rational Method of Investigation
• Descartes’ Rational Method
• Leibniz’ Aim of Philosophy
• Spinoza’ Aim of Philosophy

7 Empirical Method

• Common Features of Philosophical Method
• Empirical Method
• Exposition of Empiricism
• Locke’s Empirical Method
• Berkeley’s Empirical Method
• David Hume’s Empirical Method

8 Critical Method

• Basic Features of Critical Theory
• On Instrumental Reason
• Conception of Society
• Human History as Dialectic of Enlightenment
• Substantive Reason
• Habermasian Critical Theory
• Habermas’ Theory of Society
• Habermas’ Critique of Scientism
• Theory of Communicative Action
• Discourse Ethics of Habermas

9 Phenomenological Method (Western and Indian)

• Phenomenology in Philosophy
• Phenomenology as a Method
• Phenomenological Analysis of Knowledge
• Phenomenological Reduction
• Husserl’s Triad: Ego Cogito Cogitata
• Intentionality
• Understanding ‘Consciousness’
• Phenomenological Method in Indian Tradition
• Phenomenological Method in Religion

10 Analytical Method (Western and Indian)

• Analysis in History of Philosophy
• Conceptual Analysis
• Analysis as a Method
• Analysis in Logical Atomism and Logical Positivism
• Analytic Method in Ethics
• Language Analysis
• Quine’s Analytical Method
• Analysis in Indian Traditions

11 Hermeneutical Method (Western and Indian)

• The Power (Sakti) to Convey Meaning
• Three Meanings
• Pre-understanding
• The Semantic Autonomy of the Text
• Towards a Fusion of Horizons
• The Hermeneutical Circle
• The True Scandal of the Text
• Literary Forms

12 Deconstructive Method

• The Seminal Idea of Deconstruction in Heidegger
• Deconstruction in Derrida
• Structuralism and Post-structuralism
• Sign Signifier and Signified
• Writing and Trace
• Deconstruction as a Strategic Reading
• The Logic of Supplement
• No Outside-text

13 Method of Bibliography

• Preparing to Write
• Writing a Paper
• The Main Divisions of a Paper
• Writing Bibliography in Turabian and APA
• Sample Bibliography

14 Method of Footnotes

• Citations and Notes
• General Hints for Footnotes
• Writing Footnotes
• Examples of Footnote or Endnote
• Example of a Research Article

15 Method of Notes Taking

• Methods of Note-taking
• Note Book Style
• Note taking in a Computer
• Types of Note-taking
• Notes from Field Research
• Errors to be Avoided

16 Method of Thesis Proposal and Presentation

• Preliminary Section
• Presenting the Problem of the Thesis
• Design of the Study
• Main Body of the Thesis
• Conclusion Summary and Recommendations
• Reference Material

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• Knowledge Base
• Dissertation
• How to Write Recommendations in Research | Examples & Tips

How to Write Recommendations in Research | Examples & Tips

Published on 15 September 2022 by Tegan George .

Recommendations in research are a crucial component of your discussion section and the conclusion of your thesis , dissertation , or research paper .

As you conduct your research and analyse the data you collected , perhaps there are ideas or results that don’t quite fit the scope of your research topic . Or, maybe your results suggest that there are further implications of your results or the causal relationships between previously-studied variables than covered in extant research.

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Table of contents

What should recommendations look like, building your research recommendation, how should your recommendations be written, recommendation in research example, frequently asked questions about recommendations.

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.

Relatedly, when making these recommendations, avoid:

• Undermining your own work, but rather offer suggestions on how future studies can build upon it
• Suggesting recommendations actually needed to complete your argument, but rather ensure that your research stands alone on its own merits
• Using recommendations as a place for self-criticism, but rather as a natural extension point for your work

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There are many different ways to frame recommendations, but the easiest is perhaps to follow the formula of research question   conclusion  recommendation. Here’s an example.

Conclusion An important condition for controlling many social skills is mastering language. If children have a better command of language, they can express themselves better and are better able to understand their peers. Opportunities to practice social skills are thus dependent on the development of language skills.

As a rule of thumb, try to limit yourself to only the most relevant future recommendations: ones that stem directly from your work. While you can have multiple recommendations for each research conclusion, it is also acceptable to have one recommendation that is connected to more than one conclusion.

These recommendations should be targeted at your audience, specifically toward peers or colleagues in your field that work on similar topics to yours. They can flow directly from any limitations you found while conducting your work, offering concrete and actionable possibilities for how future research can build on anything that your own work was unable to address at the time of your writing.

See below for a full research recommendation example that you can use as a template to write your own.

The current study can be interpreted as a first step in the research on COPD speech characteristics. However, the results of this study should be treated with caution due to the small sample size and the lack of details regarding the participants’ characteristics.

Future research could further examine the differences in speech characteristics between exacerbated COPD patients, stable COPD patients, and healthy controls. It could also contribute to a deeper understanding of the acoustic measurements suitable for e-health measurements.

While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of your thesis or dissertation should include the following:

• A restatement of your research question
• A summary of your key arguments and/or results
• A short discussion of the implications of your research

For a stronger dissertation conclusion , avoid including:

• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.

The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

George, T. (2022, September 15). How to Write Recommendations in Research | Examples & Tips. Scribbr. Retrieved 23 September 2024, from https://www.scribbr.co.uk/thesis-dissertation/research-recommendations/

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Sample Graduate School Recommendation by a Professor

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• Ph.D., Developmental Psychology, Fordham University
• M.A., Developmental Psychology, Fordham University

The success of your graduate school application relies on the quality of the recommendation letters professors write on your behalf. What goes into a helpful recommendation letter? Check out the sample letter of recommendation written by a professor. What makes it work?

An Effective Recommendation Letter for Graduate School 

• Explains how the professor knows the student. The professor speaks to the student’s abilities in several contexts rather than just in class.
• Is detailed.
• Supports statements with specific examples.
• Compares a student to her peers and the letter explains exactly what makes the student stand out.
• Describes a student's capacities in specific ways rather than simply noting that she is an excellent student prepared for grad school.

Below is the body of an effective recommendation letter, written by a professor.

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, and as a thesis mentee.

I first met Jane in 2008, when she enrolled in my introductory Psychology class. Jane immediately stood out from the crowd, even as a first-semester freshman. Just a few months out of high school, Jane demonstrated characteristics commonly held by the best college students. She was attentive in class, prepared, submitted well-written and thoughtful assignments, and participated in meaningful ways, such as by debating other students. Throughout, Jane modeled critical thinking skills. Needless to say, Jane earned one of five A’s awarded in that class of 75 students. Since her first semester in college Jane has enrolled in six of my classes. She demonstrated similar competencies, and her skills grew with each semester. Most striking is her ability to tackle challenging material with enthusiasm and endurance. I teach a required course in Statistics that, as rumor has it, most students dread. Students’ fears of statistics are legendary across institutions, but Jane wasn’t fazed. As usual, she was prepared for class, completed all assignments, and attended help sessions conducted by my teaching assistant . My teaching assistant reported that Jane seemed to learn concepts quickly, learning how to solve problems well before the other students. When placed in group work sessions, Jane easily adopted a leadership role, helping her peers learn how to solve problems on their own. It was these competencies that led me to offer Jane a position as a teaching assistant for my statistics class.

As a teaching assistant, Jane strengthened many of the skills I have articulated. In this position, Jane held review sessions and offered out-of-class assistance to students. She also lectured in class several times during the semester. Her first lecture was a bit shaky. She clearly knew the concepts but had difficulty keeping pace with PowerPoint slides. When she abandoned the slides and worked off the blackboard, she improved. She was able to answer students questions and the two that she couldn’t answer, she admitted to and said she’d get back to them. As a first lecture, she was very good. Most important to a career in academics, is that she improved in subsequent lectures. Leadership, humility, the ability to see areas in need of improvement, and the willingness to do the work needed to improve – these are all characteristics we value in academia.

Most important to a career in academics is research competence. As I have explained, Jane has an excellent grasp of statistics and other skills critical to a successful career in research, such as tenacity and excellent problem solving and critical thinking skills. As mentor of her senior thesis, I witnessed Jane in her first independent research efforts. Similar to other students, Jane struggled with finding an appropriate topic. Unlike other students, she conducted mini literature reviews on potential topics and discussed her ideas with a sophistication that is unusual for undergraduates. After methodical study, she chose a topic that fits her academic goals. Jane’s project examined [X]. Her project earned a department award, university award, and was presented as a paper at a regional psychology association.

In closing, I believe that Jane student has the capacity to excel at X and in a career as a research psychologist. She is one of a small handful of student that I have encountered in my 16 years teaching undergraduates that has this ability. Please do not hesitate to contact me with further questions.

Why This Letter Is Effective

• It is written by a professor who has extensive experience with the applicant .
• The professor describes several aspects of the student's competence.
• It describes how the student has grown and developed her skills.

What does this mean for you as a potential applicant to grad school ? Work to foster close, multidimensional relationships with faculty. Develop good relationships with several faculty because one professor often cannot comment on all of your strengths. Good graduate school letters of recommendation are built over time. Take that time to get to know professors and for them to get to know you.

• Thanking a Professor for Writing a Letter of Recommendation
• Graduate School Recommendation Letter From Professor
• Sample Recommendation Letter From Teacher
• Grad School Recommendation Letter by a Professor Sample Template
• Sample Poor Letter of Recommendation
• Should You Ask a Teaching Assistant for a Recommendation Letter?
• Don'ts for Getting Letters of Recommendation for Grad School
• Should You Write Your Own Recommendation Letter for Graduate School?
• Sample Graduate School Recommendation Letters
• Get a Letter of Recommendation From an Online University
• Dos and Don'ts for Requesting a Grad School Recommendation Letter
• When Your Grad School Recommendation Letter Doesn't Arrive
• Who Should You Ask for a Recommendation Letter?
• Sample Recommendation Letter for Graduate School
• How to Get Recommendation Letters for Grad School
• How to Get a Letter of Recommendation After Graduation

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Dissertation Recommendations — How To Write Them

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Recommendations are crucial to your paper because they suggest solutions to your research problems. You can include recommendations in the discussion sections of your writing and briefly in the conclusions of your dissertation , thesis, or research paper . This article discusses dissertation recommendations, their purpose, and how to write one.

Inhaltsverzeichnis

• 1 Dissertation Recommendations — In a Nutshell
• 2 Definition: Dissertation recommendations
• 3 How to write dissertation recommendations
• 4 Dissertation recommendations based on your findings
• 5 Purpose of dissertation recommendations

Dissertation Recommendations — In a Nutshell

• Dissertation recommendations are an important aspect of your research paper.
• They should be specific, measurable, and have the potential of future possibilities.
• Additionally, these recommendations should offer practical insights and suggestions for solving real-life problems.

When making your recommendations, please ensure the following:

• Your recommendations are an extension of your work instead of a basis for self-criticism
• Your research stands independently instead of suggesting recommendations that will complete it
• Your dissertation recommendations offer insights into how future research can build upon it instead of undermining your research

Definition: Dissertation recommendations

Dissertation recommendations are the actionable insights and suggestions presented after you get your research findings. These suggestions are usually based on what you find and help to guide future studies or practical applications. It’s best to place your dissertation recommendations at the conclusion.

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How to write dissertation recommendations

When writing your academic paper, you can frame dissertation recommendations using one of the following methods:

Use the problem: In this approach, you should address the issues highlighted in your research.

Offer solutions: You can offer some practical solutions to the problems revealed in your research.

Use a theory: Here, you can base your recommendations on your study’s theoretical approach.

Here are some helpful tips for writing dissertation recommendations that you should incorporate when drafting a research paper:

• Avoid general or vague recommendations
• Be specific and concrete
• Offer measurable insights   Ensure your suggestions are practical and implementable
• Avoid focusing on theoretical concepts or new findings but on future possibilities

“Based on the study’s outcomes, it’s recommended that businesses and organizations develop mental health well-being frameworks to reduce workplace stress. This training should be mandatory for all employees and conducted on a monthly basis.”

Dissertation recommendations based on your findings

After analysing your findings, you can divide your dissertation recommendations into two subheadings as discussed below:

What can be done?

This section highlights the steps you can use when conducting the research. You may also include any steps needed to address the issues highlighted in your research question. For instance, if the study reveals a lack of emotional connection between employees, implementing dynamic awareness training or sit-downs could be recommended.

Is further research needed?

This section highlights the benefits of further studies that will help build on your research findings. For instance, if your research found less data on employee mental well-being, your dissertation recommendations could suggest future studies.

Purpose of dissertation recommendations

Note: Dissertation recommendations have the following purposes:

• Provide guidance and improve the quality of further studies based on your research findings
• Offer insights, call to action, or suggest other studies
• Highlight specific, clear, and realistic suggestions for future studies

When writing your dissertation recommendations, always remember to keep them specific, measurable, and clear. You should also ensure that a comprehensible rationale supports these recommendations. Additionally, your requests should always be directly linked to your research and offer suggestions from that angle.

Note that your suggestions should always focus on future possibilities and not on present new findings or theoretical concepts. This is because future researchers may use your results to draw further conclusions and gather new insights from your work.

Can I include new arguments in the conclusion of a dissertation

Dissertations follow a more formal structure; hence, you can only present new arguments in the conclusion. Use your dissertation’s concluding part as a summary of your points or to provide recommendations.

How is the conclusion different from the discussion sections?

The discussion section describes a detailed account of your findings, while the conclusion answers the research question and highlights some recommendations.

What shouldn't I include in the dissertation recommendations?

Avoid concluding with weak statements like “there are good insights from both ends…”, generic phrases like “in conclusion…” or evidence that you failed to mention in the discussion or results section.

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Educational resources and simple solutions for your research journey

What are Implications and Recommendations in Research? How to Write It, with Examples

Highly cited research articles often contain both implications and recommendations , but there is often some confusion around the difference between implications and recommendations in research. Implications of a study are the impact your research makes in your chosen area; they discuss how the findings of the study may be important to justify further exploration of your research topic. Research recommendations suggest future actions or subsequent steps supported by your research findings. It helps to improve your field of research or cross-disciplinary fields through future research or provides frameworks for decision-makers or policymakers. Recommendations are the action plan you propose based on the outcome.

In this article, we aim to simplify these concepts for researchers by providing key insights on the following:  

• what are implications in research 
• what is recommendation in research 
• differences between implications and recommendations 
• how to write implications in research 
• how to write recommendation in research 
• sample recommendation in research 

Table of Contents

What are implications in research

The implications in research explain what the findings of the study mean to researchers or to certain subgroups or populations beyond the basic interpretation of results. Even if your findings fail to bring radical or disruptive changes to existing ways of doing things, they might have important implications for future research studies. For example, your proposed method for operating remote-controlled robots could be more precise, efficient, or cheaper than existing methods, or the remote-controlled robot could be used in other application areas. This could enable more researchers to study a specific problem or open up new research opportunities.   

Implications in research inform how the findings, drawn from your results, may be important for and impact policy, practice, theory, and subsequent research. Implications may be theoretical or practical. 1  

• Practical implications are potential values of the study with practical or real outcomes . Determining the practical implications of several solutions can aid in identifying optimal solution results. For example, clinical research or research on classroom learning mostly has practical implications in research . If you developed a new teaching method, the implication would be how teachers can use that method based on your findings.  
• Theoretical implications in research constitute additions to existing theories or establish new theories. These types of implications in research characterize the ability of research to influence society in apparent ways. It is, at most, an educated guess (theoretical) about the possible implication of action and need not be as absolute as practical implications in research . If your study supported the tested theory, the theoretical implication would be that the theory can explain the investigated phenomenon. Else, your study may serve as a basis for modifying the theory. Theories may be partially supported as well, implying further study of the theory or necessary modifications are required.  

What are recommendations in research?

Recommendations in research can be considered an important segment of the analysis phase. Recommendations allow you to suggest specific interventions or strategies to address the issues and constraints identified through your study. It responds to key findings arrived at through data collection and analysis. A process of prioritization can help you narrow down important findings for which recommendations are developed.  

Recommendations in research examples

Recommendations in research may vary depending on the purpose or beneficiary as seen in the table below.  

Table: Recommendations in research examples based on purpose and beneficiary  

If you’re wondering how to make recommendations in research . You can use the simple  recommendation in research example below as a handy template.  

Table: Sample recommendation in research template  

Basic differences between implications and recommendations in research

Implications and recommendations in research are two important aspects of a research paper or your thesis or dissertation. Implications discuss the importance of the research findings, while recommendations offer specific actions to solve a problem. So, the basic difference between the two is in their function and the questions asked to achieve it. The following table highlights the main differences between implications and recommendations in research .  

Table: Differences between implications and recommendations in research  

Where do implications go in your research paper

Because the implications and recommendations of the research are based on study findings, both are usually written after the completion of a study. There is no specific section dedicated to implications in research ; they are usually integrated into the discussion section adding evidence as to why the results are meaningful and what they add to the field. Implications can be written after summarizing your main findings and before the recommendations and conclusion.   

Implications can also be presented in the conclusion section after a short summary of the study results.   

How to write implications in research

Implication means something that is inferred. The implications of your research are derived from the importance of your work and how it will impact future research. It is based on how previous studies have advanced your field and how your study can add to that.   

When figuring out how to write implications in research , a good strategy is to separate it into the different types of implications in research , such as social, political, technological, policy-related, or others. As mentioned earlier, the most frequently used are the theoretical and practical implications.   

Next, you need to ask, “Who will benefit the most from reading my paper?” Is it policymakers, physicians, the public, or other researchers? Once you know your target population, explain how your findings can help them.  

The implication section can include a paragraph or two that asserts the practical or managerial implications and links it to the study findings. A discussion can then follow, demonstrating that the findings can be practically implemented or how they will benefit a specific audience. The writer is given a specific degree of freedom when writing research implications , depending on the type of implication in research you want to discuss: practical or theoretical. Each is discussed differently, using different words or in separate sections. The implications can be based on how the findings in your study are similar or dissimilar to that in previous studies. Your study may reaffirm or disprove the results of other studies, which has important implications in research . You can also suggest future research directions in the light of your findings or require further research to confirm your findings, which are all crucial implications. Most importantly, ensure the implications in research are specific and that your tone reflects the strength of your findings without exaggerating your results.   

Implications in research can begin with the following specific sentence structures:  

• These findings suggest that…
• These results build on existing body of evidence of…
• These results should be considered when…
• While previous research focused on x, our results show that y…

What should recommendations in research look like?

Recommendations for future research should be:  

• Directly related to your research question or findings  
• Concrete and specific  
• Supported by a clear reasoning  

The recommendations in research can be based on the following factors:  

1. Beneficiary: A paper’s research contribution may be aimed at single or multiple beneficiaries, based on which recommendations can vary. For instance, if your research is about the quality of care in hospitals, the research recommendation to different beneficiaries might be as follows:  

• Nursing staff: Staff should undergo training to enhance their understanding of what quality of care entails.  
• Health science educators: Educators must design training modules that address quality-related issues in the hospital.  
• Hospital management: Develop policies that will increase staff participation in training related to health science.  

2. Limitations: The best way to figure out what to include in your research recommendations is to understand the limitations of your study. It could be based on factors that you have overlooked or could not consider in your present study. Accordingly, the researcher can recommend that other researchers approach the problem from a different perspective, dimension, or methodology. For example, research into the quality of care in hospitals can be based on quantitative data. The researcher can then recommend a qualitative study of factors influencing the quality of care, or they can suggest investigating the problem from the perspective of patients rather than the healthcare providers.   

3. Theory or Practice: Your recommendations in research could be implementation-oriented or further research-oriented.   

4. Your research: Research recommendations can be based on your topic, research objectives, literature review, and analysis, or evidence collected. For example, if your data points to the role of faculty involvement in developing effective programs, recommendations in research can include developing policies to increase faculty participation. Take a look at the evidence-based recommendation in research example s provided below.   

Table: Example of evidence-based research recommendation  

Avoid making the following mistakes when writing research recommendations :  

• Don’t undermine your own work: Recommendations in research should offer suggestions on how future studies can be built upon the current study as a natural extension of your work and not as an entirely new field of research.  
• Support your study arguments: Ensure that your research findings stand alone on their own merits to showcase the strength of your research paper.   

How to write recommendations in research

When writing research recommendations , your focus should be on highlighting what additional work can be done in that field. It gives direction to researchers, industries, or governments about changes or developments possible in this field. For example, recommendations in research can include practical and obtainable strategies offering suggestions to academia to address problems. It can also be a framework that helps government agencies in developing strategic or long-term plans for timely actions against disasters or aid nation-building.  

There are a few SMART 2 things to remember when writing recommendations in research. Your recommendations must be: 

• S pecific: Clearly state how challenges can be addressed for better outcomes and include an action plan that shows what can be achieved. 
• M easurable: Use verbs denoting measurable outcomes, such as identify, analyze, design, compute, assess, evaluate, revise, plan, etc., to strengthen recommendations in research .   
• A ttainable: Recommendations should offer a solution-oriented approach to problem-solving and must be written in a way that is easy to follow.  
• R elevant: Research recommendations should be reasonable, realistic, and result-based. Make sure to suggest future possibilities for your research field.  
• T imely: Time-based or time-sensitive recommendations in research help divide the action plan into long-term or short-term (immediate) goals. A timeline can also inform potential readers of what developments should occur over time.  

If you are wondering how many words to include in your research recommendation , a general rule of thumb would be to set aside 5% of the total word count for writing research recommendations . Finally, when writing the research implications and recommendations , stick to the facts and avoid overstating or over-generalizing the study findings. Both should be supported by evidence gathered through your data analysis.  

References:  

• Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings.  Psychological bulletin ,  124 (2), 262.
• Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives.  Manag Rev ,  70 (11), 35-36.

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Prize-Winning Thesis and Dissertation Examples

Published on September 9, 2022 by Tegan George . Revised on July 18, 2023.

It can be difficult to know where to start when writing your thesis or dissertation . One way to come up with some ideas or maybe even combat writer’s block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.

This article collects a list of undergraduate, master’s, and PhD theses and dissertations that have won prizes for their high-quality research.

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Award-winning undergraduate theses, award-winning master’s theses, award-winning ph.d. dissertations, other interesting articles.

University : University of Pennsylvania Faculty : History Author : Suchait Kahlon Award : 2021 Hilary Conroy Prize for Best Honors Thesis in World History Title : “Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807”

University : Columbia University Faculty : History Author : Julien Saint Reiman Award : 2018 Charles A. Beard Senior Thesis Prize Title : “A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947

University: University College London Faculty: Geography Author: Anna Knowles-Smith Award:  2017 Royal Geographical Society Undergraduate Dissertation Prize Title:  Refugees and theatre: an exploration of the basis of self-representation

University: University of Washington Faculty:  Computer Science & Engineering Author: Nick J. Martindell Award: 2014 Best Senior Thesis Award Title:  DCDN: Distributed content delivery for the modern web

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University:  University of Edinburgh Faculty:  Informatics Author:  Christopher Sipola Award:  2018 Social Responsibility & Sustainability Dissertation Prize Title:  Summarizing electricity usage with a neural network

University:  University of Ottawa Faculty:  Education Author:  Matthew Brillinger Award:  2017 Commission on Graduate Studies in the Humanities Prize Title:  Educational Park Planning in Berkeley, California, 1965-1968

University:  University of Ottawa Faculty: Social Sciences Author:  Heather Martin Award:  2015 Joseph De Koninck Prize Title:  An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability

University : University of Ottawa Faculty : Physics Author : Guillaume Thekkadath Award : 2017 Commission on Graduate Studies in the Sciences Prize Title : Joint measurements of complementary properties of quantum systems

University:  London School of Economics Faculty: International Development Author: Lajos Kossuth Award:  2016 Winner of the Prize for Best Overall Performance Title:  Shiny Happy People: A study of the effects income relative to a reference group exerts on life satisfaction

University : Stanford University Faculty : English Author : Nathan Wainstein Award : 2021 Alden Prize Title : “Unformed Art: Bad Writing in the Modernist Novel”

University : University of Massachusetts at Amherst Faculty : Molecular and Cellular Biology Author : Nils Pilotte Award : 2021 Byron Prize for Best Ph.D. Dissertation Title : “Improved Molecular Diagnostics for Soil-Transmitted Molecular Diagnostics for Soil-Transmitted Helminths”

University:  Utrecht University Faculty:  Linguistics Author:  Hans Rutger Bosker Award: 2014 AVT/Anéla Dissertation Prize Title:  The processing and evaluation of fluency in native and non-native speech

University: California Institute of Technology Faculty: Physics Author: Michael P. Mendenhall Award: 2015 Dissertation Award in Nuclear Physics Title: Measurement of the neutron beta decay asymmetry using ultracold neutrons

University:  Stanford University Faculty: Management Science and Engineering Author:  Shayan O. Gharan Award:  Doctoral Dissertation Award 2013 Title:   New Rounding Techniques for the Design and Analysis of Approximation Algorithms

University: University of Minnesota Faculty: Chemical Engineering Author: Eric A. Vandre Award:  2014 Andreas Acrivos Dissertation Award in Fluid Dynamics Title: Onset of Dynamics Wetting Failure: The Mechanics of High-speed Fluid Displacement

University: Erasmus University Rotterdam Faculty: Marketing Author: Ezgi Akpinar Award: McKinsey Marketing Dissertation Award 2014 Title: Consumer Information Sharing: Understanding Psychological Drivers of Social Transmission

University: University of Washington Faculty: Computer Science & Engineering Author: Keith N. Snavely Award:  2009 Doctoral Dissertation Award Title: Scene Reconstruction and Visualization from Internet Photo Collections

University:  University of Ottawa Faculty:  Social Work Author:  Susannah Taylor Award: 2018 Joseph De Koninck Prize Title:  Effacing and Obscuring Autonomy: the Effects of Structural Violence on the Transition to Adulthood of Street Involved Youth

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Science and Engineering for Grades 6-12: Investigation and Design at the Center (2019)

Chapter: 10 conclusions, recommendations, and research questions, 10 conclusions, recommendations, and research questions.

This report looks at the available information on science investigation and engineering design in middle and high schools and the approaches and strategies that can be used by teachers, professional development providers, administrative leaders, education researchers, and policy makers to help provide all students with high-quality learning experiences. Engaging all students in science investigation and engineering design requires significant changes to what both students and teachers do in the classroom. Because many aspects of science and engineering are part of students’ daily lives, contextualizing science learning by integrating what students bring to the classroom into science investigation and engineering design can facilitate learning. In addition, using inclusive pedagogies can make science and engineering learning accessible to all students. This chapter summarizes the conclusions the committee has made from the available evidence and provides recommendations for action as well as questions for future research. Substantial progress in optimal student learning and motivation is more likely when reform at various levels of the system (e.g., federal, state, district) through its diverse functions (e.g., resource distribution, establishment of policy) act in concert to provide high-quality educational experiences to support and nurture the learning of all students. This includes attention to the resources needed to prepare for, implement, and evaluate science and engineering learning that is three-dimensional and engages students with science and engineering practices, disciplinary core ideas, and crosscutting concepts simultaneously (the three dimensions described in A Framework for K–12 Science Education; hereafter referred to as the Framework ).

CONCLUSIONS

In reviewing the available information on science investigation and engineering design in middle and high schools, the committee made the following conclusions, which inform the interconnected recommendations that follow.

CONCLUSION 1: Engaging students in learning about natural phenomena and engineering challenges via science investigation and engineering design increases their understanding of how the world works. Investigation and design are more effective for supporting learning than traditional teaching methods. They engage students in doing science and engineering, increase their conceptual knowledge of science and engineering, and improve their reasoning and problem-solving skills.

Well-designed and implemented science investigation and engineering design experiences foster three-dimensional science learning in accordance with the ideas of the Framework. Although teachers generally select topics for investigations, the specifics of what the students do result from student questions that build on their own prior knowledge and experiences, including their local context, culture, and identity. Students grapple with data/information and using science ideas and concepts to support explanations of the causes of phenomena and to solve problems. Teachers attend to and respond to students’ thinking (classroom discourse and arguing from evidence), and guide students in using evidence from multiple sources to support their science explanations and/or solutions to engineering problems. Teachers and students recognize that there may be multiple acceptable explanations, outcomes, solutions, models, or designs. Investigation provides an opportunity for students to apply their thinking in new ways. They can learn about multiple related phenomena, see a known phenomenon in a new context, or identify analogous or related phenomena that share similar underlying causes. In addition, the same core ideas and crosscutting concepts can be relevant for multiple phenomena and this extension can provide an opportunity for students to apply their science and engineering knowledge.

CONCLUSION 2: Teachers can use students’ curiosity to motivate learning by choosing phenomena and design challenges that are interesting and engaging to students, including those that are locally and/or culturally relevant. Science investigation and engineering design give middle and high school students opportunities to engage in the wider world in new ways by providing agency for them to develop questions and establish the direction for their own learning experiences.

Students’ curiosity about the world around them can serve as a motivating factor to their learning. One way that science investigation and engineering design are valuable is that they can provide opportunities to connect to locally and culturally relevant experiences through phenomena that build on students’ prior knowledge and actively engage students in learning and reasoning about the natural and designed world. By keeping in mind the diverse backgrounds and experiences of the students and situating science and engineering topics in contexts relevant to students’ lives, investigation and design can increase motivation and engagement, increase a sense of belonging, deepen students’ understanding of science and engineering, and lead to more effective continued learning. When students have the opportunity to participate in multiple sustained experiences with investigation and design, those experiences provide a way to learn that explicitly engages students in science and engineering contexts that support understanding of the nature of science and engineering.

CONCLUSION 3: Science investigation and engineering design entail a dramatic shift in the classroom dynamic. Students ask questions, participate in discussions, create artifacts and models to show their reasoning, and continuously reflect and revise their thinking. Teachers guide, frame, and facilitate the learning environment to allow student engagement and learning.

In the classroom, student engagement in investigation and design is not separate from the main flow of the instruction, but instead pervades the entire teaching of science and engineering in middle and high schools. Engaging in the three-dimensional approach of the Framework requires shifts in what goes on in the classroom that alter the teaching and learning relationship between teacher and students. Teachers provide structure and skillful guidance to engage students while building on the assets the students bring to the classroom. Students do not receive knowledge; they build understanding through three-dimensional performances in which they examine phenomena, ask questions, collect and analyze data, and construct explanations to deepen their understanding of science and engineering. The teacher provides a structure for learning and builds on students’ current understanding of science and engineering through classroom discourse, investigation/design experiences, and in response to students’ thinking (reasoning). Teachers establish the criteria for learning and engage students in gathering the information and ideas needed to construct scientifically accurate explanation(s) or design solutions. During the classroom discussions, teachers support the use of accurate science language and ideas by building on the preliminary explanations of the students.

CONCLUSION 4: Inclusive pedagogies can support the learning of all students by situating differences as assets, building on students’ identities and life experiences, and leveraging local and dynamic views of cultural life for the study of science and engineering.

Inclusive pedagogies help contextualize science learning by integrating what students bring to the classroom into science investigation and engineering design. Repositioning students’ differences as assets instead of deficits allows new approaches to teaching and learning that are more receptive and respectful of students’ cultures, identities, languages, literacies, and communities. Inclusive pedagogies can work to intentionally remove barriers limiting full participation in investigation and design. This approach supports students’ meaningful and rigorous learning, helps sustains their interest in and positive perceptions of science and engineering, increases their sense of belonging, and impacts their self-perceptions as science and engineering learners. Changing pedagogical approaches to integrate science investigation and engineering design into instruction is a significant change but is especially important because today’s students are the most diverse student population ever educated in U.S. public schools.

CONCLUSION 5: Centering classes on science investigation and engineering design means that teachers provide multiple opportunities for students to demonstrate their reasoning and show understanding of scientific explanations about the natural world. Providing opportunities for teachers to observe student learning and embed assessment into the flow of learning experiences allows students as well as teachers to reflect on learning.

Teachers organize students’ experiences so that the students can construct explanations for the causes of phenomena and design solutions to human challenges as the focus of the class experience. In this type of learning instructionally embedded three-dimensional assessments look different than many traditional lab reports or tests because the new assessments mirror what happens during class. The embedded as well as the post-instructional assessments provide evidence of students’ ability to demonstrate three-dimensional learning, including rich evidence of what students can and cannot do, and areas where students have not yet achieved understanding. Such information can inform and support ongoing modifications to teaching and learning. Embedding assessment in instruction allows teachers to monitor progress toward learning goals while students are engaged in science investigation and engineering design. It also allows both the teacher and student to use assessment as a tool to reflect on and improve learning.

CONCLUSION 6: Instructional resources are key to facilitating the careful sequencing of phenomena and design challenges across units and grade levels in order to increase coherence as students become increasingly sophisticated science and engineering learners.

Instructional resources to support science investigation and engineering design that are based upon research-based principles of learning and engagement can be designed to promote learning for all students. The resources can include groups of carefully chosen phenomena and design problems that all relate to a science or engineering topic and that together will help students learn and gradually develop a deeper understanding of science and engineering. These phenomena can tie to topics of interest to students to increase motivation. Resources can provide ideas for tying investigation and design to students’ prior knowledge to build on it and provide structures for students to organize their learning, as well as opportunities for students to reflect upon and use what they have learned. In addition to providing materials to help students make sense of phenomena and the designed world around them, well-designed instructional resources can provide strategies to support educators in adapting them to fit the local culture and place. Instructional resources that support science investigation and engineering design can provide support for learning by presenting a coherent structure for the exploration of phenomena or design challenges in a way that facilitates sense-making by the students across lessons, units, grades, and disciplines, ideally as part of a well-designed curriculum. Furthermore, instructional resources to support science investigation and engineering design can bring coherence to system-level issues, connecting and organizing assessments, professional learning, and classroom instruction around key learning experiences for students and teachers.

CONCLUSION 7: Teachers’ ability to guide student learning can be improved by preservice education on strategies for investigation and design as well as opportunities for professional learning at many stages of their in-service teaching careers. Intentionally designed and sustained professional learning experiences that extend over months can help teachers prepare, implement, and refine approaches to investigation and design.

Teacher learning takes place along a continuum that begins with their own experiences as students, includes their undergraduate courses in science as well as education, and continues throughout their career in education. Existing professional development opportunities, as well as most current undergraduate science classes, do not generally provide teachers and future teachers with three-dimensional experiences as science learners of the type that is expected for their students. These opportunities also do

not often provide guidance on how to teach engineering. Multiple sustained professional learning opportunities in investigation and design can provide a learning experience for teachers that continues across a career trajectory from pre-service to experienced educator.

Teachers’ knowledge of pedagogy, how students learn, and ways to recognize and honor the needs of their diverse groups of students is as important as their knowledge of science and engineering concepts. High-quality professional learning opportunities are sustained experiences that engage teachers in coherent professional learning experiences that model teaching and learning through investigation and design. These experiences engage teachers in science in ways that are consistent with how students learn science, are culturally relevant for the local context, and allow teachers to engage in using the three dimensions to make sense of phenomena and reflect on their own learning. As a component of their professional learning, teachers accumulate a large “tool-box” of materials and resources they can apply in their own classrooms. It includes opportunities for teachers to examine student artifacts drawn from the context of science investigation and engineering design and examines how to draw from these artifacts to assess student learning and provide next-step suggestions for three-dimensional learning. Professional learning experiences allow teachers to work with each other to develop learning communities and they help teachers improve how they attend and respond to the nature and quality of student thinking. Teachers consider how they and their students can learn from and build upon evidence from assessment as they participate in three-dimensional science and engineering learning that includes a range of student work illustrating what progress and success look like.

As teachers learn and implement new instructional approaches, the classroom, school, and community expectations can change. Professional learning communities can provide support for teachers during this transition as they reflect on their own practice in the context of science investigation, engineering design, and issues of equity and inclusion. The National Research Council report Science Teachers’ Learning and the Science Professional Learning Standards prepared by the Council of State Science Supervisors both provide guidance for professional development providers and professional learners, as well as state and local leaders, on the attributes of effective science professional learning experiences to support teachers.

CONCLUSION 8: Engaging students in investigation and design requires attention to facilities, budgets, human resources, technology, equipment, and supplies. These resources can impact the quantity and quality of investigation and design experiences in the classroom and the students who have access to them.

If the space, technology, equipment, and supplies currently available are insufficient for the number of students who need to engage in science investigation and engineering design, then creative plans can be developed to achieve gradual incremental progress towards the goal. For example, improved access to appropriate space (such as studio classrooms and outdoor areas such as natural space and gardens); technology (such as computers and Internet); adequate equipment (such as computer-linked probes for measuring temperature, pressure, and speed); and supplies (such as chemicals and safety items) can be phased in over time if necessary so that all students can experience meaningful science investigation and engineering design throughout their school years. Flexible studio-style space provides a venue for student engagement in doing science and engineering that allows for group work, space to capture student discussion, easy access to a variety of material and technologies, and room for long-term projects. These resources can enrich student experiences with science investigation and engineering design.

CONCLUSION 9: Changes in the teaching and learning of science and engineering in middle and high schools are occurring within a complex set of systems. Classroom-level change is impacted in various and sometimes conflicting ways by issues related to funding and resources, local community priorities, state standards, graduation requirements, college admission requirements, and local, state, and national assessments. When incentives do not align, successful implementation of investigation and design is hindered.

Changing classroom instruction at scale does not just happen at the classroom or school level. Instead, what happens in classrooms is influenced and affected by a variety of factors within and beyond a single school, district, or state. For instance, decisions about instructional time, resources, and course sequences are made at different levels of the system and have direct impact on and are impacted by the availability and types of instructional spaces and teacher expertise. School leaders’ and teachers’ expectations, priorities, and commitment to equity create an instructional climate that encourage or discourage particular pedagogical approaches. School leadership and a willingness to work iteratively to continue improvements over time are crucial.

CONCLUSION 10: There are notable inequities within and among schools today in terms of access to educational experiences that engage students in science investigation and engineering design. Many policies and structures tend to perpetuate these inequities, such as disparities in facilities and teacher expectations, experiences, and qualifications across schools and districts.

There are many under-resourced schools, and research shows disparities in low-wealth and high-wealth districts and schools serving students differing in race/ethnicity, language, culture, and socioeconomic status. On average schools serving primarily students of color (with the exception of some schools with large numbers of Asians) and students from low socioeconomic status (SES) backgrounds receive fewer resources and have less adequate facilities than the schools for their Asian and white, high-SES counterparts. A large, complex social-political system influences teaching of science and engineering in middle and high schools. Current inequities, inequalities, and exclusionary mechanisms in the teaching of science and engineering are rooted in the sociopolitical and historical origins of schools and schooling, in which the educational opportunities offered to any student were heavily dependent on the socioeconomic and racial groups from which that student came.

There are many schools, particularly in low SES areas, where teachers do not have the necessary certifications and experiences to support students in science investigation and engineering design. This is particularly true in areas of high school physics and chemistry. In all areas, teachers need depth of subject matter and research experiences to support students in scientific investigations. In school districts in which teachers lack appropriate qualifications, rigorous course-taking opportunities are either limited or unavailable. As a result, students do not have access to high-quality educational experiences that will engage them in science investigation and engineering design.

In addition to obstacles due to limited rigorous course-taking opportunities or a lack of teachers with the necessary certifications and experiences, students may also be excluded if they are not seen as the science type, because of implicit bias and assumptions about their abilities, or because the school has focused on their lack of mastery of preliminary skills. While attention to increasing opportunity for all students has increased, inequalities and inequities associated with traditionally underrepresented groups in science and engineering (e.g., females, English language learners, students with disabilities, traditionally underserved racial groups) have persisted over time and seem intractable. Therefore, particular attention and intentional efforts to make these science investigation and engineering design experiences available and accessible are warranted.

If participation in doing science investigation and engineering design is considered as an expectation for all students, then positive steps must be taken to support all students as they learn to engage with phenomena and solve problems using a three-dimensional approach to build increasingly more sophisticated understanding of science and engineering. School and district staff cannot ensure that these opportunities are available to all students unless they analyze enrollment and success in science and engineering

courses and work to improve the current inequities and inequalities in science and engineering education. Conscious alignment of goals and intentionality in addressing equality, equity, and inclusion by the various stakeholders (on the federal, state, district, and classroom levels) can facilitate improvements in curriculum, instruction, assessment, and professional development needed to support science investigation and engineering design for all students.

RECOMMENDATIONS

In light of the evidence discussed throughout the report and the conclusions above, the committee recommends the following actions to improve science and engineering education in middle and high schools. Short- and long-term changes by educators, administrative leaders, and policy makers will be needed to immerse students in three-dimensional science investigations and engineering design so that the students can make sense of phenomena in order to learn science. The first two recommendations discuss changes to the nature of the classroom experience and the later recommendations focus on how instructional resources, professional learning, preservice preparations, and policy decisions can support these changes.

RECOMMENDATION 1: Science investigation and engineering design should be the central approach for teaching and learning science and engineering.

• Teachers should arrange their instruction around interesting phenomena or design projects and use their students’ curiosity to engage them in learning science and engineering.
• Administrators should support teachers in implementation of science investigation and engineering design. This may include providing teachers with appropriate instructional resources, opportunities to engage in sustained professional learning experiences and work collaboratively to design learning sequences, choose phenomena with contexts relevant to their students, and time to engage in and learn about inclusive pedagogies to promote equitable participation in science investigation and engineering design.

RECOMMENDATION 2: Instruction should provide multiple embedded opportunities for students to engage in three-dimensional science and engineering performances.

• Teachers should monitor student learning through ongoing, embedded, and post-instruction assessment as students make sense of phenomena and design solutions to challenges.
• Teachers should use formative assessment tasks and discourse strategies to encourage students to share their ideas, and to develop and revise their ideas with other students.
• Teachers should use evidence from formative assessment to guide instructional choices and guide students to reflect on their own learning.

RECOMMENDATION 3: Instructional resources to support science investgation and engineering design need to use approaches consistent with knowledge about how students learn and consistent with the Framework to provide a selection of options suitable for many local conditions.

• Teachers and designers of instructional resources should work in teams to develop coherent sequences of lessons that include phenomena carefully chosen to engage students in the science or engineering to be learned. Instructional resources should include information on strategies and options teachers can use to craft and implement lessons relevant to their students’ backgrounds, cultures, and place.
• Administrators should provide teachers with access to high-quality instructional resources, space, equipment, and supplies that support the use of Framework- aligned approaches to science investigation and engineering design.

RECOMMENDATION 4: High-quality, sustained, professional learning opportunities are needed to engage teachers as professionals with effective evidence-based instructional practices and models for instruction in science and engineering. Administrators should identify and encourage participation in sustained and meaningful professional learning opportunities for teachers to learn and develop successful approaches to effective science and engineering teaching and learning.

• Professional development leaders should provide teachers with the opportunity to learn in the manner in which they are expected to teach, by using Framework -aligned methods during professional learning experiences. Teachers should receive feedback from peers and other experts while working throughout their careers to improve their skills, knowledge, and dispositions with these instructional approaches.
• Professional development leaders should prepare and empower teachers to make informed and professional decisions about adapting lessons to their students and the local environment.
• Administrators and education leaders should provide opportunities for teachers to implement and reflect on the use of Framework- aligned approaches to teaching and learning.

RECOMMENDATION 5: Undergraduate learning experiences need to serve as models for prospective teachers, in which they experience science investigation and engineering design as learners.

• College and university faculty should design and teach science classes that model the use of evidence-based principles for learning and immerse students in Framework- aligned approaches to science and engineering learning.
• Faculty should design and teach courses on pedagogy of science and engineering that use instructional strategies consistent with the Framework .
• College and university administrators should support and incentivize design of new courses or redesign of existing courses that use evidence-based principles and align with the ideas of the Framework .

RECOMMENDATION 6: Administrators should take steps to address the deep history of inequities in which not all students have been offered a full and rigorous sequence of science and engineering learning opportunities, by implementing science investigation and engineering design approaches in all science courses for all students.

• School and district staff should systematically review policies that impact the ability to offer science investigation and engineering design opportunities to all students. They should monitor and analyze differences in course offerings and content between schools, as well as patterns of enrollment and success in science and engineering courses at all schools. This effort should include particular attention to differential student outcomes, especially in areas in which inequality and inequity have been well documented (e.g., gender, socioeconomic status, race, and culture). Administrators should use this information to construct specific, concrete, and positive plans to address the disparities.
• State and national legislatures and departments of education should provide additional resources to schools with significant populations of underserved students to broaden access/opportunity and allow all students to participate in science investigation and engineering design.

RECOMMENDATION 7: For all students to engage in meaningful science investigation and engineering design, the many components of the system must become better aligned. This will require changes to existing policies and procedures. As policies and procedures are revised, care must be taken not to exacerbate existing inequities.

• State, regional, and district leaders should commission and use valid and reliable summative assessment tools that mirror how teachers measure three-dimensional learning.
• States, regions, and districts should provide resources to support the implementation of investigation and engineering design-based approaches to science and engineering instruction across all grades and in all schools, and should track and manage progress towards full implementation. State, regional, and district leaders should ensure that the staff in their own offices who oversee science instruction or science educators have a deep knowledge of Framework- aligned approaches to teaching and learning.

RESEARCH QUESTIONS

While the work in this report draws on existing empirical research studies, this report also serves as a stage for the production of a range of research questions. The questions below are an invitation for continued dialogue and a guide for funders or researchers engaged in learning more about the role of science investigation and engineering design for advancing student understanding of three-dimensional science and engineering knowledge. Addressing these questions in classes, schools, districts, and states that are using Framework -based approaches provides an opportunity to track successes and failures and to refine the implementation efforts and address any observed weaknesses. Future research can help understand the ways that learning via science investigation and engineering design is most effective and provide more information on long-term effects and on causality. Research that examines the impact of Framework -based reform should address what is implemented, how it is implemented, under what conditions implementation occurs, why the implementation works or does not work, and for whom does it work.

The Classroom Experience with Science Investigation and Engineering Design

The selection of topics for science investigation and engineering design is key to engaging students and focusing their learning on science and engineering concepts that educators want them to learn. Choosing topics and

resources that allow students to see the relevance appears to be an approach that can motivate student learning. More information on these approaches and how instructional resources can facilitate the process are needed.

• How does the relevance, contextualization, and locality of a phenomenon or design challenge relate to what students learn as they engage in science investigation and engineering design? Which aspects of relevance and contextualization are most important, under what conditions do they operate, what are their impacts, and what is the duration of impact?
• What types of instructional resources best support teachers and students as students engage in science investigation and engineering design? How are these similar/different to resources used for prior ways of thinking about curriculum materials and laboratory reports?

Students sharing ideas and understanding through productive discourse can allow students to build off each other’s ideas and for students and teachers to monitor and reflect upon their evolving understanding of science and engineering practices and concepts. Discourse is a more prominent tool for learning in Framework -aligned classrooms and especially for investigation and design, and more research is needed on how it can be best used.

• Under what conditions are classroom discourse most productive, and how is productive classroom discourse related to what students learn as they engage in science investigation and engineering design?
• What are the most effective instructional strategies for being inclusive in engaging students in classroom discussions?

Inclusive Pedagogies

As described previously in this report, a broad range of approaches can create more inclusive learning environments for the increasingly diverse population of students in the United States. Additional research on the design and engagement of these ideas and interventions has the potential to help the field better address many of the challenges in achieving equity and equality in science learning via science investigation and engineering design that this report describes.

• In what ways are students’ experiences, lived histories, and other assets most meaningfully engaged in support of their participation of science investigation and engineering design? How can teachers honor and connect these experiences during science investigation and engineering design?
• How can teachers and administrators best learn to enact inclusive pedagogies in science investigation and engineering design? How does their effectiveness compare to other pedagogical interventions? How can these approaches be infused as an essential component in professional learning experiences?
• In what ways does school design influence the use and effectiveness of inclusive pedagogies for science investigation and engineering design? What sorts of school design—and accompanying community engagement—have the greatest potential to both accelerate student learning in science and engineering and to close gaps among groups of students?

Recent years have seen dramatic shifts in the technology available in classrooms and in students’ daily lives. There are many new ideas on how to use these technologies in science and engineering classrooms and a need to evaluate the technologies and the ways they can be used in education to determine how they can best contribute to student learning.

• In what ways do particular technology-enhanced investigations help and hinder student engagement and learning in science investigation and engineering design? What are the appropriate roles within particular science investigation and engineering design environments for student use of technology to collect, analyze, interpret, and communicate data?
• In what ways are particular technologies utilized by professional scientists, such as small- or large-scale visualizations or modeled data simulations, useful as a component of investigation and design? What adaptations of professional data and technology-rich tools are needed for effective use in science investigation and engineering design?

Working with Data and Models

Working with data is at the heart of science investigation and engineering design. Research shows that students can respond differently to data they have gathered themselves versus data that comes from another source.

More information can help determine which approaches and experiences will best help students use data to make sense of the world around them.

• What are good strategies for helping students work with and understand data, the strengths and limits of models, and the concept of uncertainty in the context of science investigation and engineering design?
• What are best practices for supporting students in complex practices such as modeling? How does modeling relate to and support other science investigation and engineering design practices?

Measuring student motivation and student learning tells the field about the success of new efforts to teach science and engineering. Traditional approaches to this measurement do not often get at the heart of student understanding of the practices and nature of science and engineering. New tools and techniques for monitoring learning can provide insight into the best ways to gather this type of information in ways that can help improve use of investigation and design to foster learning.

• What are best practices for three dimensional assessment design? What kinds and range of evidence do these three dimensional assessment tasks generate? How are three-dimensional assessment tasks best used for formative or summative purposes?
• What are the most effective strategies for helping students to use the results of formative assessment to support learning?
• How does participation in science investigation and engineering design affect student interest in science and engineering?
• What are the short- and long-term impacts of engagement in engineering for both students and teachers?
• Does increased science investigation and engineering design experience affect student outcomes such as GPA, graduation rates, enjoyment of learning, jobs, college entrance, or college success?

Professional Learning

Professional learning is the key to preparing teachers to use investigation and design to foster student understanding. Teachers need practice in how to structure, guide, and facilitate these new approaches. It is known that sustained professional learning experiences have the most impact, but more information is needed on the professional learning that will most improve teachers’ abilities to engage students in investigation and design.

• How does professional learning affect instructional practices in the classroom? How do resulting changes in teacher behavior impact student outcomes?
• How does engaging preservice and in-service teachers as learners in three-dimensional science and engineering learning influence the development of their own content knowledge, classroom practices, and beliefs about student learning?
• What tools, resources, and professional learning experiences help teachers develop the repertoire of practices necessary to facilitate productive classroom discourse?
• What kinds of preservice teacher preparation programs (as opposed to later during their teaching careers) do science and engineering teachers need in order to effectively engage their students in science investigation and engineering design?

The Education System

Factors outside the classroom can limit the impact of attempts to reform classroom instruction. The complex interactions that make up the system of K–12 education in the United States do not always work in concert to advance improvement. More information is needed on how to implement and sustain reform efforts that improve student learning.

• What practices and policies at the school, district, and/or state levels support or hinder widespread implementation of science investigation and engineering design projects for all students?
• Have efforts to make science education available to all decreased the impact of historical inequities?
• Does professional development for administrators influence school culture and the implementation or sustainability of investigation and design in the classroom?

FINAL REFLECTIONS

Science education provides students with a powerful set of tools to understand the world in which they live. Engaging students in science investigation and engineering design is the central strategy for helping students to connect learning to their own experiences and develop deep and sustained knowledge and abilities to use science as a way of knowing. Hence, science investigation and engineering design should be the central instructional approach for teaching and learning science to all students.

All students deserve the opportunity to engage in relevant and interesting science investigation and engineering design. This requires educators to develop the skills and knowledge to make science engaging, relevant, and inclusive, which requires systemic changes by the education system. This includes changes to disposition about science education so that science education is seen as a pump and not a filter : that is, science education should lift up all students and not act as a barrier or hurdle to all but a few. Science education should be relevant, engaging, and fun in ways that empower all students to develop interest and identity with science.

New standards are an opportunity for the education system to change teaching to be consistent with how students learn, to make investigation and design central to science learning, and to make changes to the system to better embrace equity practices for all students. New standards provide an opportunity to change the structure of instruction and shift toward more student-centered teaching and learning. They are an opportunity to engage educators in professional learning that is focused on principled improvements to teaching and learning and is sustained, engaging, and relevant to the work of the classroom and student learning.

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It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.

The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences.

Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.

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15 Sample Recommendation Letter Examples For Students

Every college student craves the moment when they will graduate and enter the workforce. At this point, they need a good recommendation letter to open the door to the right job and kick off an exciting career .

School students need a recommendation letter when applying for graduate school, university, or scholarship. They also need it when applying for a job that requires a reference or when enhancing their application.

Additionally, it’s a great privilege and honor to be asked to write such a letter for a student.

In this article, I’ll show you some examples of recommendation letters; however, before moving on to that, let us first understand what a recommendation letter is.

A recommendation letter is a document that highlights peoples’ character traits and work ethic. It is a document in which you attest a student’s experience, qualifications, and dedication to help them secure their desired position.

Now that we know what a recommendation letter is, let’s get straight to the samples.

Sample Recommendation Letter Examples For Students

1. sample recommendation letter from a teacher.

Image: furkanfdemir

Att. Katie Houghton

Re: Emma Johnson

Dear Ms. Houghton,

I am writing this recommendation at the request of Emma Johnson, applying for the Student Volunteer Program at St. Jude Hospital this summer.

I have known Emma for three years as I worked in the capacity of a teacher at Smoothville Middle School.

I took Emma through English and French classes, where she excelled with superior grades. I’d rate her performance as outstanding based on her grades, class participation, and attendance.

Emma has desirable strengths that I believe will be valuable to your organization. She is always interested in supporting others.

For instance, early this year, when our class conducted a community service project, Emma helped me collect and organize food for the food pantry. She was also at the forefront of ensuring that the elderly had their food before anybody else.

I highly recommend Emma Johnson because I believe that she will be a valuable asset to your organization. If you need any additional information, feel free to contact me at 555-5555 or email at [email protected] anytime.

Brian Smith

Teacher, Smoothville Middle School

2. Sample Recommendation Letter for College Student Peer Advisor

Image: Andrea Piacquadio

Recommendation for Emma Johnson

I have worked with Emma Johnson for three years as she served as a peer advisor in the academic achievement office at Brightstar College. Emma exhibited exemplary skills while building a record of outstanding performance in this role.

She mastered the often involving task of learning a vast collection of electronic and print resources and her diligence is commendable.

Ms. Johnson was unique in her emphasis on establishing rapport and reaching out to a range of customers from different backgrounds.

She attracted a good following of clients who purposefully sought her out since she was helpful to them (much like an excellent professional counselor does).

In my 20 years of professional experience, I’d say Emma stands out as one of the most resilient peer advisors who can cultivate client relationships. Emma is a good listener and conveys information clearly and effectively to individuals and groups.

You can tell that I hold Emma in very high regard. Therefore, I recommend her for graduate study to help tap the skills above. I’m confident that she has empathy, a caring nature, listening skills, and the intellectual capacity to become a fine professional counselor.

Feel free to contact me if further information may be needed regarding this outstanding young woman.

Erick Perkins

Tutor, Career Office

513-500-0000

[email protected]

Also Read : Best Student Strengths & Weaknesses Examples

3. Sample Character Recommendation Letter

Image: Mikhail Nilov

To Whom It May Concern :

I have had the pleasure of knowing Emma Johnson for five years. I have known her in many capacities as she has been helpful to many of my neighbors and me.

Since I had trouble getting around, Emma always came to my house to offer help in running errands. She would ask if I needed help mowing my lawn and her cheerful and friendly character made me appreciate her even more.

Emma has also helped me carry out various tasks at my retail business. She worked on inventories, our newsletter, mailing list, and our customer interface.

Emma never complains about work. For the various times we talked about her education, it was evident that she did well and garnered a high grade point average. She is intelligent, creative, and a good person who’ll do well in her chosen career.

I am happy and confident to provide this reference, and in case you have any questions or wish to know more about my experience with Emma, please feel free to call or email me.

Chloe Hailey

[email protected]

523-000-1111

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4. Sample Recommendation Letter for Undergraduate Students

Image: Karolina Grabowska

Attn: Dave Brown

I feel honored to recommend Ms. Emma Johnson to your school. As her law professor in her pre-law undergraduate degree, I have seen her demonstrate diligence and an impressive work ethic.

Emma is an extraordinary young woman who maintained excellent grades and graduated at the top of her class. I want to recommend her as her qualities are not only in written examinations but also because she’s equipped with organizational skills.

She also possesses the ability to complete multiple tasks and deliver favorable results regardless of deadline pressure.

In her semester project, Emma developed an innovative and collaborative novel with her classmates, which is now being considered for publication.

Her competence in public speaking propelled her to become the vice president of the student council in her college. As a lawyer, I believe these qualities are essential for career success.

I know that Ms. Johnson will gain the needed knowledge and skills to become an excellent lawyer by being a student in your esteemed institution. I would like to restate my strong recommendation for Emma Johnson and sincerely hope she will be accepted.

If you have questions regarding Ms. Johnson’s skills and abilities, please do not hesitate to use the contact information on the letterhead to reach out.

Respectfully,

Prof. Morris Fletcher

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5. Sample Recommendation Letter to the Review Committee

Image: Ketut Subiyanto

Attn: Review Committee

I am pleased to recommend Emma Johnson, an honors undergraduate student in our program. I have known Emma for over three years, and she’s always stood out as a dedicated and resilient student.

I interacted with Emma more as a student in my Economic Geography course. During the summer, I hired her to work on an NSF-sponsored research project on Human Dimensions of Global Environmental Change, where she delivered exemplary results.

From discussions with my colleagues and various graduate students in my department, we all believe that Emma is an exceptional student and that she will be a dedicated student and a competent professional. I highly recommend her without reservation.

Christie Lewis

Professor of Geography

Explore : Best Free Plagiarism Checkers For Students

6. Sample Recommendation Letter for Graduate School for PhD

Image: Anete Lusina

Dear Madam,

I recommend Ms. Emma Johnson for your institution’s Ph.D. position in Research Studies. I have taught Emma for the past two years in the area of Economics, and it gives me much joy to see her excel in this field.

Emma completed a research project on Sustainable Economy under my supervision, cleared the entrance examination for your institution’s researchers, and was at the top of her class last year.

Emma is very interested in her studies and keen to join the St. Gregory Economic Service to serve the nation. I have witnessed her work efficiency, curiosity, and critical thinking ability, and I am sure she will realize her dreams soon with her hard work.

I will be delighted if my recommendation helps her obtain admission to the Research Study program at your institution.

If you have any queries regarding academics, research, and other areas of Emma’s candidature, don’t hesitate to contact me by phone or email, as shared below. I am usually available on the phone Monday through Thursday from 9 am to 4 pm.

Dr. Sam Moore

Brightstar College

555 6111 200

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7. Sample Recommendation Letter for Admission Committee

Image: Michael Burrows

Dear Admissions Committee:

I am writing this letter to support Emma’s application to the online master’s program in education offered at Princeton Ivy College. Emma has been a student in online courses and enrolled in the Introduction to Education (ED 100) online course in the summer of 2019.

As you are aware, online courses require high motivation and concentration, mainly because of the lack of face-to-face interaction.

The study was structured so that for each unit, students were required to read their textbook and lectures that I had written, hold discussion forums where they converse with other students about issues raised through the readings, and complete one or two essays.

During the fall of the same year, Emma enrolled in the Early Childhood Education (ED 211) online course, where she continued with her above-average performance, earning a final score of 87 points.

Throughout the courses, she consistently submitted her work on time and actively participated in discussions with other students.

I might not have met Emma face-to-face, but from our online interactions, I can attest to her ability to complete the academic requirements of Princeton Ivy College’s online master’s program in education.

Prof. Tom Cage

8. Sample Recommendation Letter for Scholarship 

To the Harrison Scholarship Selection Committee:

I am writing this letter on behalf of Ms. Emma Johnson, an international studies student at Princeton Ivy College applying for the Harrison Scholarship. Emma, without a doubt, is one of the most vital undergraduate students I have had the pleasure to work with at Princeton Ivy College.

I am Emma’s co-advisor for her honors thesis, and she has enrolled in several of my classes. Recently, Emma was the sole undergraduate student in a graduate seminar I taught called Qualitative Methods. Her performance was exemplary.

I enjoyed watching her push her way through some complex readings in the area of social theory. Additionally, she was a discussion leader where she grounded complex theories that helped alleviate initial nervousness among students in her class.

From her discussions, I noted that she is one of the rare students who can operate at an advanced theoretical level while firmly rooted in an empirical realm.

Having reviewed Emma’s performance, I can affirm that her work is top-notch and is on par with the graduate students in the geography department. Finally, Emma has a strong understanding of political theory and a solid intellectual facility.

She is a prowess writer, a rare and gifted scholar with my most vital support. She is one in a million.

Christine Thomson

Assistant Professor of Geography and Women’s Studies

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9. Sample Postgraduate Recommendation Letter

Image: Nicola Barts

Dear Mr. Michael Jenkins,

I am writing this letter to recommend Ms. Emma Johnson for the post-graduate law course at your law school.

As the head of the law department at Princeton Ivy College, I understand that your law school is one of the top-rated ones in the United States, and I believe that Emma deserves a place in it.

I have known Emma for four years as I was not only the department head at Princeton Ivy College but also taught her two significant subjects during the graduation program.

Ms. Johnson comes out as a strong-headed, intelligent, dedicated, and hardworking student with a natural knack for the field of law and puts her best at whatever she does. Her passion for law and zest for becoming a corporate lawyer makes her a perfect choice for this course.

I believe she can be an asset to the university if given a chance.

Patricia Morgan

570 935 0011

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10. Sample Academic Recommendation Letter

Image: Ivan Samkov

Dear Admissions Committee Members:

With great pleasure and enthusiasm, I write to you to support the candidacy of Emma Johnson for admission to the English Department’s Graduate Program at Princeton Ivy College.

I first met Emma when she enrolled in my sophomore-level course in Victorian Literature at Townbridge University. Here, she demonstrated writing analysis talents beyond most of her peers.

Her enthusiasm for critical analysis led her to complete other advanced Victorian studies classes with me, and it was an honor to serve as an advisor for her honors project.

Emma’s focused mind allows her to grasp the basics of our curriculum and formulate original, persuasive, and interpretative arguments.

She demonstrates excellent organizational and leadership skills and is one of our most highly esteemed undergraduate teaching assistants in our English 101 courses.

She is also an engaging speaker and has presented two well-received papers at the annual Victorian Studies conference at the University of TX.

I am thus convinced that Emma will prove herself to be a valuable contributor to your English Department, both as a graduate student and as a Teaching or Research Assistant.

Emma deserves any financial assistance you may offer to help her complete her Master’s and Doctoral degrees.

Kindly let me know if there is a need for additional information I can provide to support the decision-making process.

Dr. Richard Craig

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11. Sample Skills Recommendation Letter Supporting Admission Application for the Entry Class

Dear Admission Committee:

With great pleasure, I write to recommend Emma Johnson as a beautiful and promising person. I taught Emma Math through her high school years, and she was a student full of drive with a winning attitude. Emma is kind, attentive, and always engaged with the class.

Ms. Johnson was a top performer in her final high school year and was among the top five students in two previous years. Emma can understand complex problems and solves them faster than an average student.

Emma manages her time well and is always willing to give a helping hand to her fellow students. She possesses the qualities of a leader but remains humble in her interactions.

While math is her main focus, she also performs well in music. She plays saxophone in our jazz band and knows how to balance math and music. With the attributes that Emma possesses, I am confident that any college would be happy to enroll her.

I will be glad to answer any other questions you may have concerning Emma’s skills and abilities.

Teacher Gregory

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12. Sample Recommendation Letter for a Former High School Student

To Whom It May Concern ,

I have known Emma Johnson for the past three years. Having served as her teacher of English and Arts at Bakehand High School, I believe that Emma will be an excellent addition to your institution.

Emma is a bright young lady who demonstrates her intelligence and capability as a student with great potential. She has always been at the top of her class, and I am confident she will thrive in any academic program she chooses to pursue.

Emma greatly enriched our high school life by engaging in extracurricular activities. She initiated a Bridge Club where students met to teach each other the ins and outs of the card game. I am convinced that Emma Johnson will make a valuable contribution to your university.

If you have further questions regarding Emma, please do not hesitate to reach out.

Annabel Johns

Bakehand High School

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13. Sample Recommendation Letter for Engineering Students

Image: RF._.studio

Dear Admissions team,

I am Scott Brown, the Branch Manager-BKV Chemicals. I recommend Emma Johnson, one of our employees, for a place in the M.Eng Chemical Engineering Course offered by Princeton Ivy College.

Emma completed her B.Tech in Chemical Engineering from Brightstar College, where she excelled with first-class honors.

She later joined BKV-Chemicals in 2019 as a trainee chemist, completed her training successfully, and has since grown into a full-fledged chemical production supervisor.

Emma is honest, hardworking, and aspires to complete a post-graduate course in chemical engineering to boost her competence.

For the period I have worked with her, she has been instrumental in helping our company exceed the turnover targets for two years in a row. She possesses excellent communication skills and is a proven team leader who motivates her team to excel.

She dreams of pursuing her post-graduate course in the United States, and Princeton Ivy College is her best choice.

I recommend Emma for the M.Eng Chemical Engineering Course and wish her the best in her studies.

Scott Brown

Branch Manager

BKV-Chemicals

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14. Sample Recommendation Letter Student Council

Image: Yaroslav Shuraev

It gives me great pleasure to write to you to recommend Emma Johnson to be named as a certified student leader through the student leadership program.

In addition to meeting the required criteria, Emma has demonstrated to be an outstanding leader committed to the student council.

I have had the pleasure of working with and observing Ms. Johnson. For the past two years, I have witnessed her outstanding leadership in action.

One incident that illustrates her strong leadership skills is when she assisted in the local blood drive, where she rallied over 300 students to volunteer for the campaign and recruited others to be part of the drive.

For these and other compelling reasons, I recommend Emma Johnson for the honor of being recognized as a distinguished student.

David Scott

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15. Sample Recommendation Letter for Internship

Image: RODNAE Productions

Dear station manager,

I feel compelled to write this letter to recommend Emma Johnson for your communication internship. I believe that Emma’s passion for communication, recording, and broadcasting makes her the ideal candidate for the position.

Emma started as a news writer at our school radio station and quickly became the station’s student manager. She has attended several broadcast seminars and represented the school well.

The feedback I often get about her is that her dedication to broadcasting and sense of responsibility makes her a solid asset to any team.

Emma is a responsible young lady who hardly misses her time at the station. In my Broadcast communication class, she is the top student among all her peers. I urge you to accept her for your internship and watch her work for your benefit.

If you need any information regarding her character and qualifications, please don’t hesitate to contact me by email at  [email protected] .

Walter Kingston

Broadcast Communication Tutor

Princeton Ivy College

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Final Thoughts

While the above samples are about different aspects of recommendation with different interests and values, they all share fundamental features. They communicate enthusiasm; they have back-to-back examples and outline students’ personal and academic strengths.

As you recommend, ensure that you include these features and work closely with the students you recommend to give a holistic view of their strengths.

Tom loves to write on technology, e-commerce & internet marketing. I started my first e-commerce company in college, designing and selling t-shirts for my campus bar crawl using print-on-demand. Having successfully established multiple 6 & 7-figure e-commerce businesses (in women’s fashion and hiking gear), I think I can share a tip or 2 to help you succeed.

/images/cornell/logo35pt_cornell_white.svg" alt="thesis recommendation for students"> Cornell University --> Graduate School

Guide to writing your thesis/dissertation, definition of dissertation and thesis.

The dissertation or thesis is a scholarly treatise that substantiates a specific point of view as a result of original research that is conducted by students during their graduate study. At Cornell, the thesis is a requirement for the receipt of the M.A. and M.S. degrees and some professional master’s degrees. The dissertation is a requirement of the Ph.D. degree.

Formatting Requirement and Standards

The Graduate School sets the minimum format for your thesis or dissertation, while you, your special committee, and your advisor/chair decide upon the content and length. Grammar, punctuation, spelling, and other mechanical issues are your sole responsibility. Generally, the thesis and dissertation should conform to the standards of leading academic journals in your field. The Graduate School does not monitor the thesis or dissertation for mechanics, content, or style.

“Papers Option” Dissertation or Thesis

A “papers option” is available only to students in certain fields, which are listed on the Fields Permitting the Use of Papers Option page , or by approved petition. If you choose the papers option, your dissertation or thesis is organized as a series of relatively independent chapters or papers that you have submitted or will be submitting to journals in the field. You must be the only author or the first author of the papers to be used in the dissertation. The papers-option dissertation or thesis must meet all format and submission requirements, and a singular referencing convention must be used throughout.

ProQuest Electronic Submissions

The dissertation and thesis become permanent records of your original research, and in the case of doctoral research, the Graduate School requires publication of the dissertation and abstract in its original form. All Cornell master’s theses and doctoral dissertations require an electronic submission through ProQuest, which fills orders for paper or digital copies of the thesis and dissertation and makes a digital version available online via their subscription database, ProQuest Dissertations & Theses . For master’s theses, only the abstract is available. ProQuest provides worldwide distribution of your work from the master copy. You retain control over your dissertation and are free to grant publishing rights as you see fit. The formatting requirements contained in this guide meet all ProQuest specifications.

Copies of Dissertation and Thesis

Copies of Ph.D. dissertations and master’s theses are also uploaded in PDF format to the Cornell Library Repository, eCommons . A print copy of each master’s thesis and doctoral dissertation is submitted to Cornell University Library by ProQuest.

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3 Sample Recommendation Letters for Students

July 3, 2023

In most cases, recommendation letters are a standard requirement for the college admissions process. Admissions boards use these letters to better understand the applicant’s promising qualities and characteristics that a transcript may not fully demonstrate. When you submit a strong letter, it can increase your chances of success in a large and competitive applicant pool. But do you know how a strong letter of recommendation sounds? What makes it memorable? Before you request letters of recommendation , it can be helpful to review a sample recommendation letter for college. That way, you can determine what will differentiate your application from the rest. Whether you need to write a recommendation letter for student success or are college-bound yourself, the following sample recommendation letters for students will help you better define how a winning letter should sound.

Getting Started

Firstly, it’s important to ensure you follow all guidelines before submitting a recommendation letter. For example, some colleges may require a teacher and counselor recommendation . Most universities will outline their expectations for how many letters are required and from whom the letter should come. Professional contacts like former or current teachers, employers, and coaches are excellent sources. Ideally, the person you ask should be familiar with your work ethic and personality in addition to your academic achievements.

Let’s take a look at some sample recommendation letters for college. As you read, imagine this letter has just come across your desk. Think about whether or not this letter would stick out to you.

The first sample recommends Isabelle, a high school senior who is interested in studying psychology and is also a student-athlete.

Sample Recommendation Letter for Student: Example #1

Dear Admissions Committee,

I had the pleasure of coaching Isabelle throughout her four years at Lewis and Clark High School. From her first day at try-outs, she impressed me with her incredible determination, her commitment to uplifting her team members, and her ability to balance her schoolwork with basketball. She prioritized her classes even throughout the height of the season. Isabelle is a hard worker with the drive to succeed in all facets of her life, and she has my highest recommendation as a student and an athlete.

During her junior year, Isabelle assumed the leadership position of team captain. In this role, Isabelle led by example. She was quick to demonstrate sportsmanship and kindness through tough losses, communicated effectively with team members, and encouraged new members when they made mistakes. Without my prompting, Isabelle took new players aside to coach them through our drills if they needed extra help. Isabelle was eager to spend time with the new recruits. She ensured they put their best foot forward and also made them feel included and valued. Isabelle is a wonderful communicator, and I imagine this quality will serve her well as she studies psychology and works with future clients in a one-on-one setting.

Recommendation Letter Sample for Student #1 (Continued)

Throughout the school year, Isabelle was an active participant in events outside of the court. She led and organized athletic fundraisers and was elected president of the Student-Athlete Association. She created presentations for her peers and served as a mentor for the underclassmen. All the while, Isabelle continued to demonstrate punctuality by showing up on time for practice and maintaining an optimistic and energetic attitude.

I am certain Isabelle will continue to succeed and accomplish great things in her future. I highly recommend her for admission to your undergraduate program. Isabelle is a talented, compassionate, and highly-driven student who continually strives to better herself and those around her. Please feel free to contact me with any questions.

Coach Anderson

Athletics Director

Lewis and Clark High School

Even though this is a sample recommendation letter for college, imagine you have the opportunity to invite Isabelle into the undergraduate program. Does she sound like a promising candidate?

Why it Works

Obviously, Coach Anderson holds Isabelle in high regard. One way she demonstrates how much she appreciates Isabelle’s efforts is by using specific examples to demonstrate Isabelle’s impressive qualities. Instead of simply saying Isabelle is a dedicated student, Coach Anderson tells us what organizations Isabelle is involved in. She even tells us what some of Isabelle’s responsibilities are and how she has assumed leadership positions in these roles.

Similarly, Coach Anderson also highlights how Isabelle’s work ethic will help her succeed in her future career goals and college major . Isabelle’s ability to communicate well with her teammates will help her create meaningful and important relationships with her future clients. Isabelle has the right kind of demeanor for the career she wants to pursue.

When writing the recommendation letter for student applications, Coach Anderson’s admiration reads clearly because she thoughtfully recalls Isabelle’s accomplishments. Coach Anderson’s enthusiasm will certainly make the recommendation letter more memorable, as it shows Isabelle’s genuine connection with her coach.

Let’s look at another sample recommendation letter for college. This sample will recommend Jacob, a high school senior who is interested in studying biology. Let’s see if this letter is as successful as the first one.

Sample Recommendation Letter for Student: Example #2

Jacob was my student in AP Biology his senior year, and I had the great pleasure of working with him during that time. Throughout the academic year, Jacob impressed me not only with his natural aptitude for science but also with his curiosity and ingenuity. His dedication to exploring new concepts and procedures, even outside of the classroom, marked him as one of my most impressive students. Jacob has my highest recommendation, as I believe he will continue to succeed at the next level of scientific research.

Jacob is an inquisitive student whose motivation drives him to look for new opportunities. I am the supervisor for the Robotics Club at Robinson High School, and Jacob approached me about joining even before classes began. With each new project I assigned, Jacob constantly went above and beyond what was asked of him. He admitted to me that in his free time, he learned how to better utilize the codes I taught and worked hard to understand what confused him. Jacob is naturally curious about how things work together and is always willing to put in the time to figure it out.

Recommendation Letter Sample for Student #2 (Continued)

In the classroom, Jacob is an attentive and eager student. All of his assignments are rendered with thoughtfulness and great attention to detail. Jacob’s understanding of the classroom material is so great that he tutors underclassmen in biology. However, he never falls behind on his own assignments and always prioritizes his own workload. In fact, Jacob submitted a research thesis to a national competition in the fall and won third place. His research in artificial tissue production far surpasses the caliber I usually expect from my students. I know Jacob wants to continue this avenue of research at the university, and I believe he already has a solid foundation.

I imagine Jacob’s independence and motivation will serve him well as he continues on in a university lab. He is a self-starter with the initiative and drive that will help him succeed at any university he attends. If you have any questions, please do not hesitate to contact me.

Ms. Patterson

AP Biology Instructor

Robinson High School

Does this recommendation letter for student Jacob pique your interest more than the recommendation letter for student Isabelle? They are both strong letters but for varied reasons.

Like the first one we read, this sample recommendation letter for college also utilizes specific examples to help us understand why Jacob would be a good fit for a university lab. Ms. Patterson knows Jacob as both her student in AP biology and as a member of the robotics club. She is sure to emphasize how Jacob’s inquisitive nature helped him succeed in both of these environments.

A different but equally important quality of this letter is that Ms. Patterson is sure to mention the work Jacob has completed outside of the classroom . Not only does Jacob tutor other students, but also he continues to study helpful skills, like coding, in his spare time. From these examples, we infer Jacob works well with others and is highly motivated.

Ms. Patterson also made sure to highlight Jacob’s prize-winning thesis. The work Jacob has already completed in high school is the perfect foundation for the research he wants to continue in college. In this way, Jacob is already prepared for the rigor and challenge of a college course. This example shows that he’s a student who is willing to take ownership of his assignments and displays great initiative.

Let’s take a look at one final sample letter of recommendation for college. This one is for Wendy, a high school senior who is interested in studying English literature.

Sample Recommendation Letter for Student: Example #3

Wendy was my student in English class her freshman year. She is a very thoughtful student who enjoys reading and writing. I always saw her nose in a book. I remember that her essays were perceptive, and she integrated quotes from her research well. Further, I believe she will succeed at studying literature. For that reason, Wendy has my recommendation.

Wendy enjoys reading nonfiction. I remember she liked to learn about different historical eras, as several of her essays covered earlier time periods. She reads every day and takes diligent notes on what she reads. Wendy always scored highly on her reading comprehension examination

Because of these reasons, I believe Wendy will be a good fit for your school. She is a dedicated student. Please feel free to contact me with any questions you may have.

English Instructor

Fields High School

How do you think this sample recommendation letter for college portrays Wendy? Is this sample stronger or weaker than the first two?

Strengthening the Letter of Recommendation

In this sample recommendation letter for college, Wendy’s qualities are vague and generic . Of course, an admissions board would assume that any student applying for an English literature degree would enjoy reading and writing. But what makes Wendy a unique candidate? Mr. Riley fails to denote any of Wendy’s specific strengths and qualities.

It is also unclear how authentic the relationship is between Mr. Riley and Wendy. It sounds like Mr. Riley had Wendy in class only once, and this happened many years ago. While Mr. Riley may have remembered her as a good student, he is not specific about why.

Finally, the letter is too short . Generally, it is a good rule of thumb to allow for at least three full paragraphs. Mr. Riley’s paragraphs feature clipped sentences, and the letter cuts off abruptly. This taut style of writing suggests that perhaps Mr. Riley does not know Wendy very well. Therefore, it feels like he is struggling to write this recommendation.

Sample Recommendation Letter for Student – Final Thoughts

After reviewing each sample recommendation letter for college, it should be clear that above all, admissions boards seek specificity . The more detailed and thorough the examples of a student’s admirable qualities, the better. The goal is to leave a lasting impression on the admissions committee members.

Similarly, it is also important to understand how the prospective student will be a good fit for the college. In Isabelle’s example, we imagine that she could become a successful mentor for her peers and a great leader. In Jacob’s example, we imagine that he will continue the research he has already completed at a higher caliber.

Undeniably, recommendation letters are an important component of the admissions process. In each sample recommendation letter for college, we outlined helpful attributes to look out for. These qualities will be sure to help your writing shine. So, while asking for a letter or even writing one may feel a bit overwhelming, don’t stress! Follow these guidelines, and you will be sure to set your recommendation letter apart from the crowd.

• High School Success

Meghan Dairaghi

With a BA in English and an MFA in Creative Writing, Meghan has served as a writing tutor at the University of Missouri St. Louis and Maryville University. Additionally, Meghan has held editorial roles at River Styx and Boulevard, and was a prose reader at Farside Review . Most recently, her work has been featured in Belle Ombre , Flypaper Lit , and Mag 20/20 , among others, and she was nominated for the Mary Troy Prize in Fiction. 

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Recommendation Letters for Students

Sample recommendation letters for students: best examples & writing tips.

A well-crafted recommendation letter can significantly impact a student's future opportunities, whether they apply for  college ,  scholarships , or internships . As an educator, mentor, or employer, writing a recommendation letter for students is a chance to showcase their strengths and help them stand out.

But how do you write a letter that is both professional and memorable? That’s where sample recommendation letters can be beneficial.

This blog provides  sample recommendation letters for students , offers essential tips on structuring them, and ensures that you make a strong case for your student. Whether new to writing recommendation letters, reference letters or looking for fresh ideas, this guide has everything you need.

Why Are Recommendation Letters Important for Students?

Recommendation letters are:

• An essential part of a student’s application process.
• Giving insight into their  character.
• Academicmic ability.
• Personalnal quality

s . These letters go beyond test scores and grades to provide a more comprehensive view of the student, helping admissions committees or employers make informed decisions.

• Adds Credibility : A well-written letter serves as an official endorsement of the student's abilities.
• Highlights Strengths : It allows the recommender to focus on the student's unique qualities that might not be evident from other application materials.
• Supports Applications : A glowing recommendation can strengthen a student’s overall application, especially when competing for limited spots in selective programs.

Sample Recommendation Letter Structure

Before diving into examples, it’s essential to understand the standard structure of a recommendation letter. Following a clear format ensures the letter is professional and easy to read.

Introduction

Start the letter by briefly introducing yourself and explaining your relationship with the student. This includes your title, how long you’ve known the student, and in what capacity.

"I am pleased to recommend [Student’s Name], who I have taught in [subject] for the past two years. As their teacher, I have witnessed their dedication to academic excellence and growth."

Check out our Writing Professional Recommendation Letters guide for more details on crafting the perfect introduction.

Highlighting Academic and Personal Strengths

The following section focuses on the student’s  academic performance  and  personal attributes . Please provide specific examples that show their leadership, problem-solving abilities, or teamwork skills.

"[Student's Name] consistently displayed a strong work ethic and a passion for [subject]. Their ability to grasp and apply complex concepts practically was remarkable, especially during group projects."

In addition to academic performance, showcasing the student’s personal qualities —such as leadership and teamwork—can make a recommendation letter stand out. If you're writing a letter that focuses solely on personal traits, such as in a legal context, you might be interested in how to write a character letter for court .

Specific Achievements and Impact

Here, you can mention the student’s  achievements —whether they’ve won an award, completed a successful project, or participated in extracurricular activities. Be as specific as possible.

"In my class, [Student's Name] excelled in every major assignment, including a comprehensive research project on [topic], where they showcased advanced analytical skills."

Conclusion and Recommendation

End the letter by summarizing why you believe the student would be an excellent fit for the program, school, or scholarship. Also, offer to provide additional information if necessary.

"In conclusion, I wholeheartedly recommend [Student’s Name] for [college/program/scholarship]. They have the dedication and skills necessary to excel in their future endeavors. Please do not hesitate to contact me for further details."

In conclusion, a well-written recommendation letter should highlight the student’s unique qualifications while maintaining a professional tone. If you ever need to write a less formal letter, such as a personal reference or an informal letter , understanding the differences in tone and structure is essential."

Sample Recommendation Letters for Students

Let’s look at some example recommendation letters to help inspire you as you craft your own. These samples cover a range of scenarios, from academic recommendations to letters for internships and scholarships.

Recommendation Letter for Student from Teacher

To Whom It May Concern,

I am writing to recommend [Student's Name] strongly. As their  history teacher , I had the opportunity to observe their  academic performance  and  personal qualities  over the past two years.  [Student's Name] demonstrated an impressive ability to grasp complex historical concepts and a rare passion for learning in students their age.

In class,  [Student's Name]  actively participated in discussions, showcasing their  critical thinking  and  communication skills . Their ability to analyze historical events and present clear,  well-structured arguments  was commendable. Additionally, they consistently showed  teamwork abilities  during group projects, collaborating effectively with peers and contributing to collective success.

Beyond academics,  [Student's Name]  participated in various  extracurricular activities , including the debate team, where they further honed their  problem-solving abilities  and  leadership qualities . They also maintained a  positive attitude  and showed genuine interest in helping their classmates succeed, demonstrating  respect for peers and teachers .

In my professional opinion,  [Student's Name]  is highly motivated and has the  potential for future success  in their academic endeavors. I believe they will excel in  higher education , given their dedication and personal growth. I wholeheartedly support their application and believe they will significantly contribute wherever they go.

Sincerely, 

Recommendation Letter for Student from Employer

I am pleased to provide this  recommendation letter  for  [Student's Name] , who worked at  [Company Name]  as a  summer intern  for six months. During their time with us, they demonstrated remarkable  professional skills  and a solid commitment to learning.

  [Student's Name]  exhibited an excellent  work ethic from the start. They approached tasks with a  positive attitude and a  dedication to improvement . Whether working on individual projects or collaborating with others,  [Student's Name]  consistently delivered high-quality work. Their  problem-solving abilities  were awe-inspiring, as they quickly identified issues and proposed innovative solutions.

In addition to their  technical skills ,  [Student's Name]  showed exceptional  interpersonal skills . They communicated effectively with colleagues and supervisors, fostering professional solid relationships within the team. Furthermore, they demonstrated  leadership qualities , taking initiative on several projects and guiding peers toward successful outcomes.

Based on my experience working with  [Student's Name] , I am confident they have the  potential for long-term success  in their chosen Field . I fully support their academic endeavors and believe they will continue to achieve  great things  in their future studies and careers.

Sincerely,  

Recommendation Letter for Student for High School

Dear Admissions Committee,

I am pleased to write this recommendation letter for  [Student's Name] . As their English teacher for the past two years, I have had the chance to see them grow both as students and individuals. Their  academic record  is stellar, but their character and drive set them apart.

[Student's Name]  consistently excelled in the classroom, demonstrating a  solid work ethic  and a genuine enthusiasm for learning. Their written assignments reflected their  critical thinking  and  creativity , and they were always eager to engage in classroom discussions. Beyond that,  [Student's Name]  exhibited strong  leadership qualities , often leading group activities and helping their peers stay focused and organized.

Outside the classroom,  [Student's Name]  was actively involved in the school's  extracurricular activities , where they continued developing their  teamwork abilities  and  leadership skills . Their participation in the student council, in particular, showed their ability to balance academic responsibilities with other commitments.

In summary, I do not doubt that  [Student's Name]  will thrive in a high school environment that challenges them to reach new heights. They possess the  motivation to succeed , the  personal qualities  necessary for growth, and the  potential to excel  in their studies.

Recommendation Letter for Student for Master’s Program

Dear Graduate Admissions Committee,

I am delighted to recommend  [Student's Name]  for the  Master’s Program  in  [ Field ]  at your esteemed university. I had the pleasure of supervising  [Student's Name]  during their undergraduate studies, where they displayed a profound passion for research and a  dedication to academic excellence .

As their professor, I observed  [Student's Name]  develop strong  research skills  and a solid grasp of complex theories. Their  academic performance  was exceptional, and their final thesis on  [Thesis Topic]  was among the best. It was well-researched and insightful and demonstrated their ability to conduct independent, high-level work.  [Student's Name]  consistently demonstrated  critical thinking  and the ability to apply  problem-solving abilities  to tackle complex concepts.

Additionally,  [Student's Name]  exhibited strong  communication skills in writing and oral presentations. One of their standout qualities is their ability to articulate complex ideas clearly and effectively. They also worked collaboratively with peers in lab settings, showcasing their  teamwork abilities  and leadership potential.

I do not doubt that  [Student's Name]  will make an outstanding contribution to your program. Their  future potential is immense, and I wholeheartedly support their application.

Recommendation Letter for Student from Principal

As the principal of  [School Name] , I recommend  [Student's Name]  for your academic program.  [Student's Name]  has consistently stood out as exceptional, demonstrating solid personal qualities  and  academic achievements  during their time here.

[Student's Name]  was always known for their  leadership qualities  and ability to work well with teachers and peers. Their participation in student government and various  extracurricular activities showcased their  teamwork abilities  and  communication skills . Whether they were organizing events or collaborating with classmates,  [Student's Name]  was always dedicated and thoughtful.

Academically,  [Student's Name]  excelled in their studies, consistently performing at the top of their class. They demonstrated strong  analytical skills  and a  motivation to learn , allowing them to grasp challenging concepts quickly. Moreover, their positive attitude and  respect for teachers and peers  made them a valued member of our school community.

I am confident that  [Student's Name]  will continue to excel in higher education. They have the  potential for future success , and I highly recommend them for your program.

Recommendation Letter for Students for Higher Studies

I am honored to recommend  [Student's Name]  for admission to your esteemed institution for  higher studies . I have known  [Student's Name]  for three years as their professor, and during this time, I have been consistently impressed by their  academic performance ,  personal dedication , and  intellectual curiosity .

  [Student's Name]  was always among the most engaged and interested students in the classroom. They demonstrated a strong understanding of the subject matter and a desire to delve deeper into the material. Their written work was always of the highest quality, reflecting critical thinking  and a comprehensive understanding of complex topics.

In addition to their academic strengths,  [Student's Name]  demonstrated strong  interpersonal and leadership skills . They were well-respected by their peers and often took on leadership roles in group projects and extracurricular activities. Their ability to work well with others and their  motivation to succeed make them ideal candidates for  higher education .

I firmly believe that  [Student's Name]  has the  potential for future success  in their chosen field and would be a valuable addition to your academic community. I give my full support to their application.

Tips for Students Requesting a Recommendation Letter

If you're a student asking for a recommendation letter, here’s how to make the process smoother:

• Ask Early : Give your teacher or mentor enough time to write a thoughtful letter.
• Provide Necessary Documents : Share your resume, grades, and relevant information.
• Be Specific : Let them know what aspects of your experience you’d like them to focus on.
• Follow-Up : Don’t forget to follow up and remind them politely if the deadline is approaching.

Writing a recommendation letter for a student is a meaningful responsibility. By following a clear structure, providing specific examples of the student’s strengths, and personalizing the letter to the opportunity, you can craft a powerful recommendation that helps the student achieve their goals. As you draft your own, look at these  sample recommendation letters for students  for inspiration and guidance.

For more resources on recommendation letters, check out our other related blogs, including  How to Request a Recommendation Letter.

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Honors theses by two Barrett Honors College students lead to $1.25 million research grant

Jenny Brian, Barrett Honors College teaching professor and faculty chair.

Honors theses research by two students in Barrett, The Honors College at Arizona State University formed the basis for a research grant from the  Agency for Healthcare Research and Quality .

The recently announced federal R01 $1.25 million award will support nearly four years of continuing work on a project sparked by the students’ research. The project, titled “Development and Evaluation of an Online Contraception Decision Aid for Transgender and Gender-Nonconforming Persons Assigned Female at Birth”, will be led by principal investigator Dongwen Wang, professor of biomedical informatics in the ASU College of Health Solutions and co-investigator Jenny Brian, teaching professor and Barrett faculty chair.

Molly Redman, who received a bachelor’s degree in biomedical informatics in 2021, developed and evaluated an initial version of an online contraception decision aid for college-aged women for her honors thesis titled “My Contraceptive Choice: A Decision Support Tool for College Women.”

Vi-Anh Hoang, who graduated with a bachelor’s degree in biomedical informatics in 2023, completed her honors thesis titled “Development of an Inclusive Online Contraceptive Decision Aid for People Assigned Female at Birth.”

Hoang and Redman were advised on their theses by Wang and Brian. Hoang’s project built on Redman’s work.

Both Redman and Hoang published their research as peer-reviewed papers and abstracts in conference proceedings and journals. The reviewers for Hoang’s work were excited to see its potential impacts, demonstrating the need for further research in this area that led to the submission of a grant proposal.

“My thesis project and seeing my ideas come into fruition through this grant have been the most rewarding and fulfilling accomplishments in my life,” said Hoang, whose interest in LGBTQ+ health equity and reproductive rights have greatly influenced her choice of a career in medicine and research. 

“I have great hope that this tool can make real and tangible steps toward improving access to reproductive healthcare for all individuals of all gender identity. I have great faith in this research team for the grant and want to express my gratitude for Molly for her incredible thesis work and Drs. Wang and Brian for their strong mentorship throughout my undergraduate and post-bachelor career,” said Hoang, who currently is a research coordinator for a Washington University lab focusing on the health of Afghan refugees in the St. Louis area.

“My thesis was the first long term project that I ever led, and I am very proud of the work I did. Watching Vi-Anh take my initial idea and enhance it in ways I never thought of was very exciting and eye opening. I am glad that she saw a knowledge gap and went for it, which is how science moves forward. I look forward to seeing how our ideas get turned into a real resource that can help real people make health decisions,” said Redman, who is an analyst with MJ Insurance in Phoenix.

The grant-funded project will focus on developing and evaluating an online contraception decision aid called ContraceptionForAll for transgender or gender-nonconforming (TGNC) persons assigned female at birth (AFAB), Wang said.

Wang said the project has three specific aims: to build the ContraceptionForAll tool by engaging TGNC AFAB individuals in design to enhance the platform, system function, and usability of an existing prototype; assess the usefulness and usability of ContraceptionForAll in a series of mixed-method studies with cognitive walkthrough, usability testing, simulated test cases, a user survey, and follow-up interviews; and conduct a randomized controlled trial to use ContraceptionForAll as a digital intervention to improve contraceptive decision-making, sexual health knowledge, and mental health for TGNC AFAB people.

Wang said the project will fill knowledge gaps in contraceptive decision-making among TGNC AFAB individuals, directly address their unmet health needs and advocate for health and healthcare equity for this gender-minority group, while potentially advancing culturally appropriate healthcare and fighting against biases, stigma, and discrimination.

The project also will develop guiding principles for engaging gender-minority groups in the design of digital health tools as part of efforts to build cultural competence for the biomedical informatics and health IT workforce, he added.

Approximately 10 students, at both the graduate and undergraduate levels, including one from Barrett, will participate in various research activities, such as the development, enhancement and evaluation of the digital tool and a clinical trial to examine its impact on the health of the TGNC AFAB individuals.

In addition to Wang and Brian, ASU faculty members, Erin Chiou from the ASU Fulton Schools of Engineering, and Matt Martin and Din Chen from the College of Health Solutions will serve as co-investigators on the grant. Hoang will serve as a project consultant.

“This is a great example of ASU’s successful approaches to engage undergraduate students in research and to make real impact in the world. We are so proud of Molly and Vi-Anh for their initial work on this project and their great achievements,” Wang said.

Brian said the project addresses “a critical need for a vulnerable, and often understudied, or misunderstood population.”

“I am most excited that the grant is based on the work of two undergraduate honors theses. Molly and Vi-Anh each did incredible thesis projects, and it was an honor to work with them and Dr. Wang,” Brian said.

“This grant shows very concretely that knowledge is cumulative and collaborative, and that our undergraduate students are doing impactful and valuable work. I’m proud of our team and thrilled to continue their excellent research.”