one page research statement example

Writing a Research Statement (with example)

Much like writing a teaching philosophy , a research statement takes time, energy, and a lot of self reflection. This statement is a summary of your research accomplishments, what you are currently working on, and the future direction of your research program. This is also the place to really highlight your potential contributions to your field. For researchers who are further along in their career, this statement may include information about funding applications that were reviewed, approved, as well as any applications that are going to be submitted within the next year.

When I’ve looked at research statements over the years, helping people prepare for the academic interview cycle, one thing I’ve noticed more than anything is that people tend focus solely on the tangible aspects of their research, essentially rehashing their CV or resume. Although their accomplishments are often great, it can result in a rather boring set of pages full of nitty-gritty details rather than an immersive story about research experiences and potential. If there is one thing you take away from this article, your research path is magical and you want your readers to be invested in your magical story .

Now, I realize in my particular area of research (statistics and numerical reasoning), magical is not the word that most people would use as a descriptor. But therein lies the catch. When you are applying for academic positions, you aren’t selling just your research focus. Rather, you are selling the idea of you, your work, and your potential. Yes, your focus is a part of this, but only one part. You are the truly magical component, and your research is just one aspect of that.

When I did my cycle through academic application season, I wanted the review board to see who I was as a researcher, but I also wanted them to see how I approached my research content. The value my research adds to the field is the icing on the cake. I know my research is valuable. Generally speaking, scientists agree that most research in always valuable. But I needed the review board to see more than just my research value because I was competing against literally hundreds of applications. In such a competitive arena, every component of my application portfolio needed to stand out and grab attention.

As with other aspects of your portfolio, your research statement has some core components:

• a brief summary of your research program
• an overarching research question that ties all the individual studies together
• what you are currently working on
• where your research program is expected to go

Talking through these core aspects in a serial, linear way can be rather … Boring. You definitely do not want to be placed in the discard pile simply because your portfolio wasn’t engaging enough.  Which brings me to storytelling.   When I say storytelling, I’m not saying academics need to be master weavers of fantasy, complete with plots and characters that draw people out of reality into an imaginary world. Instead, I mean that people need to be walked through a narrative that logically carries the reader from one sentence to the next. This research statements connects the readers to you and invests them in your future research potential. Every sentence should be designed to make them want to keep reading.

Don’t feel bad if this statement takes some time to draft. Not all of us are naturally gifted with the talent for wordsmithing. It, like many other aspects of your portfolio, takes time, effort, energy, and self-reflection. Each aspect should be built with thoughtfulness and insight, and those things cannot be drawn overnight. Take your time and really develop your ideas. Over time, you’ll find that your research statement will evolve into a mature, guiding light of where you’ve been and where you’re going. And your readers will enjoy placing your files in the accept pile.

Alaina Talboy, PhD Research Statement Example

“Science and everyday life cannot and should not be separated.” – Rosalind Franklin

Research Interests

     Over the last eight years, my research interests have focused on how people understand and utilize information to make judgments and decisions. Of particular interest are the mechanisms which underlie general abilities to reason through complex information when uncertainty is involved.  In these types of situations, the data needed to make a decision are often presented as complicated statistics which are notoriously difficult to understand. In my research, I employ a combination of quantitative and qualitative research methods and analyses to evaluate how people process statistical data, which has strong theoretical contributions for discerning how people may perceive and utilize statistics in reasoning and decision making. This research also has valuable practical implications as statistical reasoning is one of the foundational pillars required for scientific thinking. I plan to continue this research via several avenues in both theoretical and applied contexts.

Statistics and the Reference Class Problem

     It is easy to feel overwhelmed when presented with statistics, especially when the meaning of the statistical data is not clear. For example, what does it mean when the newscaster says there is a 20% chance of showers? Does that mean it will only rain 20% of the day? Or that only 20% of the area will get rain? Or that 20% of the possible rain will actually fall? Without a knowing the appropriate reference class, or group from which the data are drawn, reasoners are often forced to make a decision based on an improper assessment of the numbers provided. (The correct answer is that out of 100 days with these weather conditions, rain occurs on 20 of them.) Although this is a rather benign version of the reference class problem, difficulties with this issue extends well into the very core of understanding statistics.

     Statistical testing involves an inherently nested structure in which values are dependent on the expression of other values. Understanding these relationships are foundational for appropriate use and application of statistics in practice. However, difficulties understanding statistics has been widely documented throughout numerous fields, contributing to the current research crisis as well as patient diagnostic errors (e.g., Gelman & Loken, 2014; Ioannidis, 2005; Ioannidis, Munafò, Fusar-Poli, Nosek, & David, 2014; Pashler & Wagenmakers, 2012). Therefore, research that can improve general statistical literacy is highly sought after. 

     As a stepping stone toward the more difficulty reference classes in statistics, a slightly less complicated version of the reference class problem can be found in Bayesian reasoning tasks (e.g., Gigerenzer, Gaissmaier, Kurz-Milcke, Schwartz, & Woloshin, 2007; Gigerenzer & Hoffrage, 1995; Hoffrage, Krauss, Martignon, & Gigerenzer, 2015; Johnson & Tubau, 2015; Reyna & Brainerd, 2008; Sirota, Kostovičová, & Vallée-Tourangeau, 2015; Talboy & Schneider, 2017, 2018, in press). In these types of reasoning tasks, there are difficulties with representing the inherently nested structure of the problem in a way that clearly elucidates the correct reference class needed to determine the solution. Additionally, computational demands compound these representation difficulties, contributing to generally low levels of accuracy.

     In my own research, we have tackled the representational difficulties of reasoning by fundamentally altering how information is presented and which reference classes are elucidated in the problem structure (Talboy & Schneider, 2017, 2018, in press).  In a related line, we break down the computational difficulties into the component processes of identification, computation, and application of values from the problem to the solution (Talboy & Schneider, in progress). In doing so, we discovered a general bias in which reasoners tend to select values that are presented in the problem text as the answer even when computations are required (Talboy & Schneider, in press, in progress, 2018). Moving forward, I plan to apply the advances made in understanding how people work through the complicated nested structure of Bayesian reasoning tasks to the more difficult nested structure of statistical testing.

Reference Dependence in Reasoning

     While completing earlier work on a brief tutorial designed to increased understanding of these Bayesian reasoning problems through both representation and computation training (Talboy & Schneider, 2017), I realized that the reasoning task could be structurally reformed to focus on the information needed to solve the problem rather than using the traditional format which focuses on conflicting information that only serves to confuse the reasoner. In doing so, we inadvertently found a mechanism for reference dependence in Bayesian reasoning that was not previously documented (Talboy & Schneider, 2018, in press). 

     Reference dependence is the tendency to start cognitive deliberations from a given or indicated point of reference, and is considered to be one of the most ubiquitous findings through judgment and decision making literature (e.g., Dinner, Johnson, Goldstein, & Liu, 2011; Hájek, 2007; Lopes & Oden, 1999; Tversky & Kahneman, 1991). Although the majority of research documenting reference dependence comes from the choice literature, the importance of context in shaping behavior has also been noted in several other domains, including logical reasoning (Johnson-Laird, 2010), problem solving (Kotovsky & Simon, 1990), extensional reasoning (Fox & Levav, 2004)—and now in Bayesian reasoning as well (Talboy & Schneider, 2018, in press).

     I parlayed my previous research on representational and computational difficulties into the foundation for my dissertation, with an eye toward how reference dependence affects uninitiated reasoners’ abilities to overcome these obstacles (Talboy, dissertation). I also evaluated the general value selection bias to determine the circumstances in which uninitiated reasoners revert to selecting values from the problem rather than completing computations (Talboy & Schneider, in progress, in press). I plan to extend this line of research to further evaluate the extent to which a value selection bias is utilized in other types of reasoning tasks involving reference classes, such as relative versus absolute risk.

Advancing Health Literacy

     Although the majority of my research focuses on the theoretical underpinnings of cognitive processes involved in reasoning about inherently nested problem structures, I also have an applied line of research that focuses on applying what we learn from research to everyday life. We recently published a paper geared toward the medical community that takes what we learned about Bayesian reasoning and applies it to understanding the outcomes of medical diagnostic testing, and how patients would use that information to make future medical decisions (Talboy & Schneider, 2018). I also led an interdisciplinary team on a collaborative project to evaluate how younger and older adults evaluate pharmaceutical pamphlet information to determine which treatment to use (Talboy, Aylward, Lende, & Guttmann, 2016; Talboy & Guttmann, in progress). I plan to continue researching how information presented in medical contexts can be more clearly elucidated to improve individual health literacy, as well as general health decision making and reasoning.

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Graduate School Applications: Writing a Research Statement

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What is a Research Statement?

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

The research statement is a common component of a potential candidate’s application for post-undergraduate study. This may include applications for graduate programs, post-doctoral fellowships, or faculty positions. The research statement is often the primary way that a committee determines if a candidate’s interests and past experience make them a good fit for their program/institution.

What Should It Look Like?

Research statements are generally one to two single-spaced pages. You should be sure to thoroughly read and follow the length and content requirements for each individual application.

Your research statement should situate your work within the larger context of your field and show how your works contributes to, complicates, or counters other work being done. It should be written for an audience of other professionals in your field.

What Should It Include?

Your statement should start by articulating the broader field that you are working within and the larger question or questions that you are interested in answering. It should then move to articulate your specific interest.

The body of your statement should include a brief history of your past research . What questions did you initially set out to answer in your research project? What did you find? How did it contribute to your field? (i.e. did it lead to academic publications, conferences, or collaborations?). How did your past research propel you forward?

It should also address your present research . What questions are you actively trying to solve? What have you found so far? How are you connecting your research to the larger academic conversation? (i.e. do you have any publications under review, upcoming conferences, or other professional engagements?) What are the larger implications of your work?

Finally, it should describe the future trajectory on which you intend to take your research. What further questions do you want to solve? How do you intend to find answers to these questions? How can the institution to which you are applying help you in that process? What are the broader implications of your potential results?

Note: Make sure that the research project that you propose can be completed at the institution to which you are applying.

Other Considerations:

• What is the primary question that you have tried to address over the course of your academic career? Why is this question important to the field? How has each stage of your work related to that question?
• Include a few specific examples that show your success. What tangible solutions have you found to the question that you were trying to answer? How have your solutions impacted the larger field? Examples can include references to published findings, conference presentations, or other professional involvement.
• Be confident about your skills and abilities. The research statement is your opportunity to sell yourself to an institution. Show that you are self-motivated and passionate about your project.

/images/cornell/logo35pt_cornell_white.svg" alt="one page research statement example"> Cornell University --> Graduate School

Research statement, what is a research statement.

The research statement (or statement of research interests) is a common component of academic job applications. It is a summary of your research accomplishments, current work, and future direction and potential of your work.

The statement can discuss specific issues such as:

• funding history and potential
• requirements for laboratory equipment and space and other resources
• potential research and industrial collaborations
• how your research contributes to your field
• future direction of your research

The research statement should be technical, but should be intelligible to all members of the department, including those outside your subdiscipline. So keep the “big picture” in mind. The strongest research statements present a readable, compelling, and realistic research agenda that fits well with the needs, facilities, and goals of the department.

Research statements can be weakened by:

• overly ambitious proposals
• lack of clear direction
• lack of big-picture focus
• inadequate attention to the needs and facilities of the department or position

Why a Research Statement?

• It conveys to search committees the pieces of your professional identity and charts the course of your scholarly journey.
• It communicates a sense that your research will follow logically from what you have done and that it will be different, important, and innovative.
• It gives a context for your research interests—Why does your research matter? The so what?
• It combines your achievements and current work with the proposal for upcoming research.
• areas of specialty and expertise
• potential to get funding
• academic strengths and abilities
• compatibility with the department or school
• ability to think and communicate like a serious scholar and/or scientist

Formatting of Research Statements

The goal of the research statement is to introduce yourself to a search committee, which will probably contain scientists both in and outside your field, and get them excited about your research. To encourage people to read it:

• make it one or two pages, three at most
• use informative section headings and subheadings
• use bullets
• use an easily readable font size
• make the margins a reasonable size

Organization of Research Statements

Think of the overarching theme guiding your main research subject area. Write an essay that lays out:

• The main theme(s) and why it is important and what specific skills you use to attack the problem.
• A few specific examples of problems you have already solved with success to build credibility and inform people outside your field about what you do.
• A discussion of the future direction of your research. This section should be really exciting to people both in and outside your field. Don’t sell yourself short; if you think your research could lead to answers for big important questions, say so!
• A final paragraph that gives a good overall impression of your research.

Writing Research Statements

• Avoid jargon. Make sure that you describe your research in language that many people outside your specific subject area can understand. Ask people both in and outside your field to read it before you send your application. A search committee won’t get excited about something they can’t understand.
• Write as clearly, concisely, and concretely as you can.
• Keep it at a summary level; give more detail in the job talk.
• Ask others to proofread it. Be sure there are no spelling errors.
• Convince the search committee not only that you are knowledgeable, but that you are the right person to carry out the research.
• Include information that sets you apart (e.g., publication in  Science, Nature,  or a prestigious journal in your field).
• What excites you about your research? Sound fresh.
• Include preliminary results and how to build on results.
• Point out how current faculty may become future partners.
• Acknowledge the work of others.
• Use language that shows you are an independent researcher.
• BUT focus on your research work, not yourself.
• Include potential funding partners and industrial collaborations. Be creative!
• Provide a summary of your research.
• Put in background material to give the context/relevance/significance of your research.
• List major findings, outcomes, and implications.
• Describe both current and planned (future) research.
• Communicate a sense that your research will follow logically from what you have done and that it will be unique, significant, and innovative (and easy to fund).

Describe Your Future Goals or Research Plans

• Major problem(s) you want to focus on in your research.
• The problem’s relevance and significance to the field.
• Your specific goals for the next three to five years, including potential impact and outcomes.
• If you know what a particular agency funds, you can name the agency and briefly outline a proposal.
• Give broad enough goals so that if one area doesn’t get funded, you can pursue other research goals and funding.

Identify Potential Funding Sources

• Almost every institution wants to know whether you’ll be able to get external funding for research.
• Try to provide some possible sources of funding for the research, such as NIH, NSF, foundations, private agencies.
• Mention past funding, if appropriate.

Be Realistic

There is a delicate balance between a realistic research statement where you promise to work on problems you really think you can solve and over-reaching or dabbling in too many subject areas. Select an over-arching theme for your research statement and leave miscellaneous ideas or projects out. Everyone knows that you will work on more than what you mention in this statement.

Consider Also Preparing a Longer Version

• A longer version (five–15 pages) can be brought to your interview. (Check with your advisor to see if this is necessary.)
• You may be asked to describe research plans and budget in detail at the campus interview. Be prepared.
• Include laboratory needs (how much budget you need for equipment, how many grad assistants, etc.) to start up the research.

Samples of Research Statements

To find sample research statements with content specific to your discipline, search on the internet for your discipline + “Research Statement.”

• University of Pennsylvania Sample Research Statement
• Advice on writing a Research Statement (Plan) from the journal  Science