recommendation letter for research fellowship

Sample Recommendation Letter for Fellowship Applicant

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A good recommendation letter can help you stand out among other fellowship applicants. You will most likely need at least two letters of recommendation as part of the application process. The best recommendations will come from people who know you well and can offer specific information about you as a student, person, or employee.

The sample recommendation letter shown below has been reprinted (with permission) from EssayEdge.com, which did not write or edit this sample recommendation letter. However, it is a good example of how a business recommendation should be formatted for a fellowship application.

Sample Recommendation Letter for a Fellowship

To Whom It May Concern:

I am proud to recommend a beloved student, Kaya Stone, for your fellowship program . I was asked to write as one who has functioned in the capacity of an employer of Kaya, but I would first like to say a few words about him as a student.

Kaya is a highly intelligent, perceptive young man. He came to our institution committed to capitalizing on the opportunity of his third year of study in Israel, and he left with the satisfaction of having accomplished that goal. Kaya grew in learning, in character, in his depth of understanding. He seeks truth in each area of his life, whether in learning, discussing philosophy, or relating to his fellow students and his teachers. Because of his positive disposition, his reflective way of operating, and all of the character traits that make him so special, Kaya’ s questions never go unanswered, and his searches always bring him to exciting discoveries. As a student , Kaya is outstanding. As an educator, I have watched him grow, seen his talents and abilities not only in the classroom but outside its walls when interacting with all types of people as well.

During his time at our institution, Kaya, who as I’m sure you know is an excellent writer and publicist, also has done a good deal of work for the yeshiva. This has included the text for many public relations brochures and packets, letters to parents, potential donors, and alumni, and essentially any correspondence which I have requested that he compose. The feedback is always overwhelmingly positive, and he has done so much in that way for our yeshiva. Even today, while he studies elsewhere, he continues to do a great deal of this work for our institution, in addition to the recruiting and other services he performs for the yeshiva.

Always, in his work, Kaya is consistent, dedicated and passionate, enthusiastic, cheerful, and a pleasure to work with. He has incredible creative energies and a refreshing idealism tempered only enough to accomplish what needs to be done. I highly recommend him for any position of work, leadership, education, or any other capacity in which he can spread his excitement and share his talents with others. At our institution, we are expecting big things from Kaya in the way of educational and communal leadership in the years to come. And knowing Kaya, he will not disappoint, and probably will exceed our expectations.

Thank you once again for the opportunity to recommend such a special and impressive young man.

Sincerely Yours,

Steven Rudenstein Dean, Yeshiva Lorentzen Chainani

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Recommendation Letters

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

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

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

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

Navigating Recommendations

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

Help them help you.

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

Give thanks and provide updates.

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

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Writing an Effective & Supportive Recommendation Letter

Sarvenaz sarabipour.

1 Institute for Computational Medicine and Department of Biomedical Engineering, Johns Hopkins University, Baltimore, Maryland, United States

Sarah J. Hainer

2 Department of Biological Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, United States

Emily Furlong

3 Sir William Dunn School of Pathology, University of Oxford, Oxford, United Kingdom

Nafisa M. Jadavji

4 Department of Biomedical Sciences, Midwestern University, Glendale, United States

5 Department of Neuroscience, Carleton University, Ottawa, Canada

Charlotte M. de Winde

6 MRC Laboratory for Molecular Cell Biology, University College London, London, United Kingdom

7 Department of Molecular Cell Biology & Immunology, Amsterdam UMC Locatie VUmc, Amsterdam, The Netherlands

Natalia Bielczyk

8 Welcome Solutions, Nijmegen, the Netherlands

9 Stichting Solaris Onderzoek en Ontwikkeling, Nijmegen, the Netherlands

Aparna P. Shah

10 The Solomon H. Snyder Department of Neuroscience, Johns Hopkins University, Baltimore, Maryland, United States

Author Contributions

Writing recommendation letters on behalf of students and other early-career researchers is an important mentoring task within academia. An effective recommendation letter describes key candidate qualities such as academic achievements, extracurricular activities, outstanding personality traits, participation in and dedication to a particular discipline, and the mentor’s confidence in the candidate’s abilities. In this Words of Advice, we provide guidance to researchers on composing constructive and supportive recommendation letters, including tips for structuring and providing specific and effective examples, while maintaining a balance in language and avoiding potential biases.

Introduction

A letter of recommendation or a reference letter is a statement of support for a student or an early-career researcher (ECR; a non-tenured scientist who may be a research trainee, postdoctoral fellow, laboratory technician, or junior faculty colleague) who is a candidate for future employment, promotion, education, or funding opportunities. Letters of recommendation are commonly requested at different stages of an academic research career and sometimes for transitioning to a non-academic career. Candidates need to request letters early on and prepare relevant information for the individual who is approached for recommendation [ 1 , 2 ]. Writing recommendation letters in support of ECRs for career development opportunities is an important task undertaken frequently by academics. ECRs can also serve as mentors during their training period and may be asked to write letters for their mentees. This offers the ECRs an excellent opportunity to gain experience in drafting these important documents, but may present a particular challenge for individuals with little experience. In general, a letter of recommendation should present a well-documented evaluation and provide sufficient evidence and information about an individual to assist a person or a selection committee in making their decision on an application [ 1 ]. Specifically, the letter should address the purpose for which it is written (which is generally to provide support of the candidate’s application and recommendation for the opportunity) and describe key candidate qualities, the significance of the work performed, the candidate’s other accomplishments and the mentor’s confidence in the candidate’s abilities. It should be written in clear and unbiased language. While a poorly written letter may not result in loss of the opportunity for the candidate, a well-written one can help an application stand out from the others, thus well-enhancing the candidate’s chances for the opportunity.

Letter readers at review, funding, admissions, hiring and promotion committees need to examine the letter objectively with a keenness for information on the quality of the candidate’s work and perspective on their scientific character [ 6 ]. However well-intentioned, letters can fall short of providing a positive, effective, and supportive document [ 1 , 3 – 5 ]. To prevent this, it is important to make every letter personal; thus, writing letters requires time and careful consideration. This article draws from our collective experiences as ECRs and the literature to highlight best practices and key elements for those asked to provide recommendation letters for their colleagues, students, or researchers who have studied or trained in their classroom or research laboratory. We hope that these guidelines will be helpful for letter writers to provide an overall picture of the candidate’s capabilities, potential and professional promise.

Decide on whether to write the letter

Before you start, it is important to evaluate your relationship with the candidate and ability to assess their skills and abilities honestly. Consider how well and in what context you know the person, as well as whether you can be supportive of their application [ 7 ]. Examine the description of the opportunity for which the letter is being requested ( Figure 1 ). Often you will receive a request by a student or a researcher whom you know very well and have interacted with in different settings – in and out of the classroom, your laboratory or that of a colleague, or within your department – and whose performance you find to be consistently satisfactory or excellent. Sometimes a mentee may request a recommendation letter when still employed or working with you, their research advisor. This can come as an unpleasant surprise if you are unaware that the trainee was seeking other opportunities (for instance, if they haven’t been employed with you for long, or have just embarked on a new project). While the mentee should be transparent about their goals and searching for opportunities, you should as a mentor offer to provide the letter for your mentee (see Table 1 ).

First, it is important to establish whether you are equipped to write a strong letter of support. If not, it is best to have a candid conversation with the applicant and discuss alternative options or opportunities. If you are in a position to write a strong letter of support, first acquire information regarding the application and the candidate, draft a letter in advance (see Box 1 ) and submit the letter on time. When drafting the letter, incorporate specific examples, avoid biases, and discuss the letter with the candidate (see Tables 1 – 2 for specific examples). After submission, store a digital copy for potential future use for the same candidate.

Key do’s and don’ts when being asked to write a letter of recommendation

Other requests may be made by a candidate who has made no impression on you, or only a negative one. In this case, consider the candidate’s potential and future goals, and be fair in your evaluation. Sending a negative letter or a generic positive letter for individuals you barely know is not helpful to the selection committee and can backfire for the candidate. It can also, in some instances, backfire for you if a colleague accepts a candidate based on your generic positive letter when you did not necessarily fully support that individual. For instance, letter writers sometimes stretch the truth to make a candidate sound better than they really are, thinking it is helpful. If you do not know the applicant well enough or feel that you cannot be supportive, you are not in a strong position to write the recommendation letter and should decline the request, being open about why you are declining to write the letter. Also, be selective about writing on behalf of colleagues who may be in one’s field but whose work is not well known to you. If you have to read the candidate’s curriculum vitae to find out who they are and what they have done, then you may not be qualified to write the letter [ 8 ].

When declining a request to provide a letter of support, it is important to explain your reasoning to the candidate and suggest how they might improve their prospects for the future [ 8 ]. If the candidate is having a similar problem with other mentors, try to help them identify a more appropriate referee or to explore whether they are making an appropriate application in the first place. Suggest constructive steps to improve relationships with mentors to identify individuals to provide letters in the future. Most importantly, do not let the candidate assume that all opportunities for obtaining supportive letters of recommendation have been permanently lost. Emphasize the candidate’s strengths by asking them to share a favourite paper, assignment, project, or other positive experience that may have taken place outside of your class or lab, to help you identify their strengths. Finally, discuss with the candidate their career goals to help them realize what they need to focus on to become more competitive or steer them in a different career direction. This conversation can mark an important step and become a great interaction and mentoring opportunity for ECRs.

Examine the application requirements

Once you decide to write a recommendation letter, it is important to know what type and level of opportunity the candidate is applying for, as this will determine what should be discussed in the letter ( Figure 1 ). You should carefully read the opportunity posting description and/or ask the candidate to summarize the main requirements and let you know the specific points that they find important to highlight. Pay close attention to the language of the position announcement to fully address the requested information and tailor the letter to the specific needs of the institution, employer, or funding organisation. In some instances, a waiver form or an option indicating whether or not the candidate waives their right to see the recommendation document is provided. If the candidate queries a waiver decision, note that often referees are not allowed to send a letter that is not confidential and that there may be important benefits to maintaining the confidentiality of letters (see Table 1 ). Specifically, selection committees may view confidential letters as having greater credibility and, value and some letter writers may feel less reserved in their praise of candidates in confidential letters.

Acquire candidate information and discuss letter content

To acquire appropriate information about the candidate, one or more of the following documents may be valuable: a resume or curriculum vitae (CV), a publication or a manuscript, an assignment or exam written for your course, a copy of the application essay or personal statement, a transcript of academic records, a summary of current work, and specific recommendation forms or questionnaires (if provided) [ 9 ]. Alternatively, you may ask the candidate to complete a questionnaire asking for necessary information and supporting documents [ 10 ]. Examine the candidate’s CV and provide important context to the achievements listed therein. Tailor the letter for the opportunity using these documents as a guide, but do not repeat their contents as the candidate likely submits them separately. Even the most articulate of candidates may find it difficult to describe their qualities in writing [ 11 ]. Furthermore, a request may be made by a person who has made a good impression, but for whom you lack significant information to be able to write a strong letter. Thus, even if you know a candidate well, schedule a brief in-person, phone, or virtual meeting with them to 1) fill in gaps in your knowledge about them, 2) understand why they are applying for this particular opportunity, 3) help bring their past accomplishments into sharper focus, and 4) discuss their short- and long-term goals and how their current studies or research activities relate to the opportunity they are applying for and to these goals. Other key information to gather from the applicant includes the date on which the recommendation letter is due, as well as details on how to submit it.

For most applications (for both academic and non-academic opportunities), a letter of recommendation will need to cover both scholarly capabilities and achievements as well as a broader range of personal qualities and experiences beyond the classroom or the laboratory. This includes extracurricular experiences and traits such as creativity, tenacity, and collegiality. If necessary, discuss with the candidate what they would like to see additionally highlighted. As another example of matching a letter with its purpose, a letter for a fellowship application for a specific project should discuss the validity and feasibility of the project, as well as the candidate’s qualifications for fulfilling the project.

Draft the letter early and maintain a copy

Another factor that greatly facilitates letter writing is drafting one as soon as possible after you have taught or trained the candidate, while your impressions are still clear. You might consider encouraging the candidate to make their requests early [ 11 ]. These letters can be placed in the candidate’s portfolio and maintained in your own files for future reference. If you are writing a letter in response to a request, start drafting it well in advance and anticipate multiple rounds of revision before submission. Once you have been asked by a candidate to write a letter, that candidate may return frequently, over a number of years, for additional letters. Therefore, maintain a digital copy of the letter for your records and for potential future applications for the same candidate.

Structure your letter

In the opening, you should introduce yourself and the candidate, state your qualifications and explain how you became acquainted with the candidate, as well as the purpose of the letter, and a summary of your recommendation ( Table 2 ). To explain your relationship with the candidate you should fully describe the capacity in which you know them: the type of experience, the period during which you worked with the candidate, and any special assignments or responsibilities that the candidate performed under your guidance. For instance, the letter may start with: “This candidate completed their postdoctoral training under my supervision. I am pleased to be able to provide my strongest support in recommending them for this opportunity.” You may also consider ranking the candidate among similar level candidates within the opening section to give an immediate impression of your thoughts. Depending on the position, ranking the candidate may also be desired by selection committees, and may be requested within the letter. For instance, the recommendation form or instructions may ask you to rank the candidate in the top 1%, 5%, 10%, etc., of applicants. You could write "the student is in the top 5% of undergraduate students I have trained" Or “There are currently x graduate students in our department and I rank this candidate at the top 1%. Their experimental/computational skills are the best I have ever had in my own laboratory.”. Do not forget to include with whom or what group you are comparing the individual. If you have not yet trained many individuals in your own laboratory, include those that you trained previously as a researcher as reference. Having concentrated on the candidate’s individual or unique strengths, you might find it difficult to provide a ranking. This is less of an issue if a candidate is unambiguously among the top 10% that you have mentored but not all who come to you for a letter will fall within that small group. If you wish to offer a comparative perspective, you might more readily be able to do so in more specific areas such as whether the candidate is one of the most articulate, original, clear-thinking, motivated, or intellectually curious.

Key do’s and don’ts when writing a letter of recommendation

The body of the recommendation letter should provide specific information about the candidate and address any questions or requirements posed in the selection criteria (see sections above). Some applications may ask for comments on a candidate’s scholarly performance. Refer the reader to the candidate’s CV and/or transcript if necessary but don’t report grades, unless to make an exceptional point (such as they were the only student to earn a top grade in your class). The body of the recommendation letter will contain the majority of the information including specific examples, relevant candidate qualities, and your experiences with the candidate, and therefore the majority of this manuscript focuses on what to include in this section.

The closing paragraph of the letter should briefly 1) summarize your opinions about the candidate, 2) clearly state your recommendation and strong support of the candidate for the opportunity that they are seeking, and 3) offer the recipient of the letter the option to contact you if they need any further information. Make sure to provide your email address and phone number in case the recipient has additional questions. The overall tone of the letter can represent your confidence in the applicant. If opportunity criteria are detailed and the candidate meets these criteria completely, include this information. Do not focus on what you may perceive as a candidate’s negative qualities as such tone may do more harm than intended ( Table 2 ). Finally, be aware of the Forer’s effect, a cognitive error, in which a very general description, that fits almost everyone, is used to describe a person [ 20 ]. Such generalizations can be harmful, as they provide the candidate the impression that they received a valuable, positive letter, but for the committee, who receive hundreds of similar letters, this is non-informative and unhelpful to the application.

Describe relevant candidate qualities with specific examples and without overhyping

In discussing a candidate’s qualities and character, proceed in ways similar to those used for intellectual evaluation ( Box 1 ). Information to specifically highlight may include personal characteristics, such as integrity, resilience, poise, confidence, dependability, patience, creativity, enthusiasm, teaching capabilities, problem-solving abilities, ability to manage trainees and to work with colleagues, curriculum development skills, collaboration skills, experience in grant writing, ability to organize events and demonstrate abilities in project management, and ability to troubleshoot (see section “ Use ethical principles, positive and inclusive language within the letter ” below for tips on using inclusive terminology). The candidate may also have a specific area of knowledge, strengths and experiences worth highlighting such as strong communication skills, expertise in a particular scientific subfield, an undergraduate degree with a double major, relevant work or research experience, coaching, and/or other extracurricular activities. Consider whether the candidate has taught others in the lab, or shown particular motivation and commitment in their work. When writing letters for mentees who are applying for (non-)academic jobs or admission to academic institutions, do not merely emphasize their strengths, achievements and potential, but also try to 1) convey a sense of what makes them a potential fit for that position or funding opportunity, and 2) fill in the gaps. Gaps may include an insufficient description of the candidate’s strengths or research given restrictions on document length. Importantly, to identify these gaps, one must have carefully reviewed both the opportunity posting as well as the application materials (see Box 1 , Table 2 ).

Recommendations for Letter Writers

• Consider characteristics that excite & motivate this candidate.
• Include qualities that you remember most about the candidate.
• Detail their unusual competence, talent, mentorship, teaching or leadership abilities.
• Explain the candidate’s disappointments or failures & the way they reacted & overcame.
• Discuss if they demonstrated a willingness to take intellectual risks beyond the normal research & classroom experience.
• Ensure that you have knowledge of the institution that the candidate is applying for.
• Consider what makes you believe this particular opportunity is a good match for this candidate.
• Consider how they might fit into the institution’s community & grow from their experience.
• Describe their personality & social skills.
• Discuss how the candidate interacts with teachers & peers.
• Use ethical principles, positive & inclusive language within the letter.
• Do not list facts & details, every paper, or discovery of the candidate’s career.
• Only mention unusual family or community circumstances after consulting the candidate.
• A thoughtful letter from a respective colleague with a sense of perspective can be quite valuable.
• Each letter takes time & effort, take it seriously.

When writing letters to nominate colleagues for promotion or awards, place stronger emphasis on their achievements and contributions to a field, or on their track record of teaching, mentorship and service, to aid the judging panel. In addition to describing the candidate as they are right now, you can discuss the development the person has undergone (for specific examples see Table 2 ).

A letter of recommendation can also explain weaknesses or ambiguities in the candidate’s record. If appropriate – and only after consulting the candidate - you may wish to mention a family illness, financial hardship, or other factors that may have resulted in a setback or specific portion of the candidate’s application perceived weakness (such as in the candidate’s transcript). For example, sometimes there are acceptable circumstances for a gap in a candidate’s publication record—perhaps a medical condition or a family situation kept them out of the lab for a period of time. Importantly, being upfront about why there is a perceived gap or blemish in the application package can strengthen the application. Put a positive spin on the perceived negatives using terms such as “has taken steps to address gaps in knowledge”, “has worked hard to,” and “made great progress in” (see Table 2 ).

Describe a candidate’s intellectual capabilities in terms that reflect their distinctive or individual strengths and be prepared to support your judgment with field-specific content [ 12 ] and concrete examples. These can significantly strengthen a letter and will demonstrate a strong relationship between you and the candidate. Describe what the candidate’s strengths are, moments they have overcome adversity, what is important to them. For example: “candidate x is exceptionally intelligent. They proved to be a very quick study, learning the elements of research design and technique y in record time. Furthermore, their questions are always thoughtful and penetrating.”. Mention the candidate’s diligence, work ethic, and curiosity and do not merely state that “the applicant is strong” without specific examples. Describing improvements to candidate skills over time can help highlight their work ethic, resolve, and achievements over time. However, do not belabor a potential lower starting point.

Provide specific examples for when leadership was demonstrated, but do not include leadership qualities if they have not been demonstrated. For example, describe the candidate’s qualities such as independence, critical thinking, creativity, resilience, ability to design and interpret experiments; ability to identify the next steps and generate interesting questions or ideas, and what you were especially impressed by. Do not generically list the applicant as independent with no support or if this statement would be untrue.

Do not qualify candidate qualities based on a stereotype for specific identities. Quantify the candidate’s abilities, especially with respect to other scientists who have achieved success in the field and who the letter reader might know. Many letter writers rank applicants according to their own measure of what makes a good researcher, graduate trainee, or technician according to a combination of research strengths, leadership skills, writing ability, oral communication, teaching ability, and collegiality. Describe what the role of the candidate was in their project and eventual publication and do not assume letter readers will identify this information on their own (see Table 2 ). Including a description about roles and responsibilities can help to quantify a candidate’s contribution to the listed work. For example, “The candidate is the first author of the paper, designed, and led the project.”. Even the best mentor can overlook important points, especially since mentors typically have multiple mentees under their supervision. Thus, it can help to ask the candidate what they consider their strengths or traits, and accomplishments of which they are proud.

If you lack sufficient information to answer certain questions about the candidate, it is best to maintain the integrity and credibility of your letter - as the recommending person, you are potentially writing to a colleague and/or someone who will be impacted by your letter; therefore, honesty is key above all. Avoid the misconception that the more superlatives you use, the stronger the letter. Heavy use of generic phrases or clichés is unhelpful. Your letter can only be effective if it contains substantive information about the specific candidate and their qualifications for the opportunity. A recommendation that paints an unrealistic picture of a candidate may be discounted. All information in a letter of recommendation should be, to the best of your knowledge, accurate. Therefore, present the person truthfully but positively. Write strongly and specifically about someone who is truly excellent (explicitly describe how and why they are special). Write a balanced letter without overhyping the candidate as it will not help them.

Be careful about what you leave out of the letter

Beware of what you leave out of the recommendation letter. For most opportunities, there are expectations of what should be included in a letter, and therefore what is not said can be just as important as what is said. Importantly, do not assume all the same information is necessary for every opportunity. In general, you should include the information stated above, covering how you know the candidate, their strengths, specific examples to support your statements, and how the candidate fits well for the opportunity. For example, if you don’t mention a candidate’s leadership skills or their ability to work well with others, the letter reader may wonder why, if the opportunity requires these skills. Always remember that opportunities are sought by many individuals, so evaluators may look for any reason to disregard an application, such as a letter not following instructions or discussing the appropriate material. Also promote the candidate by discussing all of their scholarly and non-scholarly efforts, including non-peer reviewed research outputs such as preprints, academic and non-academic service, and advocacy work which are among their broader impact and all indicative of valuable leadership qualities for both academic and non-academic environments ( Table 2 ).

Provide an even-handed judgment of scholarly impact, be fair and describe accomplishments fairly by writing a balanced letter about the candidate’s attributes that is thoughtful and personal (see Table 2 ). Submitting a generic, hastily written recommendation letter is not helpful and can backfire for both the candidate and the letter writer as you will often leave out important information for the specific opportunity; thus, allow for sufficient time and effort on each candidate/application.

Making the letter memorable by adding content that the reader will remember, such as an unusual anecdote, or use of a unique term to describe the candidate. This will help the application stand out from all the others. Tailor the letter to the candidate, including as much unique, relevant information as possible and avoid including personal information unless the candidate gives consent. Provide meaningful examples of achievements and provide stories or anecdotes that illustrate the candidate’s strengths. Say what the candidate specifically did to give you that impression ( Box 1 ). Don’t merely praise the candidate using generalities such as “candidate x is a quick learner”.

Use ethical principles, positive and inclusive language within the letter

Gender affects scientific careers. Avoid providing information that is irrelevant to the opportunity, such as ethnicity, age, hobbies, or marital status. Write about professional attributes that pertain to the application. However, there are qualities that might be important to the job or funding opportunity. For instance, personal information may illustrate the ability to persevere and overcome adversity - qualities that are helpful in academia and other career paths. It is critical to pay attention to biases and choices of words while writing the letter [ 13 , 14 ]. Advocacy bias (a letter writer is more likely to write a strong letter for someone similar to themselves) has been identified as an issue in academic environments [ 3 ]. Studies have also shown that there are often differences in the choice of words used in letters for male and female scientists [ 3 , 5 ]. For instance, letters for women have been found not to contain much specific and descriptive language. Descriptions often pay greater attention to the personal lives or personal characteristics of women than men, focusing on items that have little relevance in a letter of recommendation. When writing recommendation letters, employers have a tendency to focus on scholarly capabilities in male candidates and personality features in female candidates; for instance, female candidates tend to be depicted in letters as teachers and trainees, whereas male candidates are described as researchers and professionals [ 15 ]. Also, letters towards males often contain more standout words such as “superb”, “outstanding”, and “excellent”. Furthermore, letters for women had been found to contain more doubt-raising statements, including negative or unexplained comments [ 3 , 15 , 16 ]. This is discriminative towards women and gives a less clear picture of women as professionals. Keep the letter gender neutral. Do not write statements such as “candidate x is a kind woman” or “candidate y is a fantastic female scientist” as these have no bearing on whether someone will do well in graduate school or in a job. One way to reduce gender bias is by checking your reference letter with a gender bias calculator [ 17 , 18 ]. Test for gender biases by writing a letter of recommendation for any candidate, male or female, and then switch all the pronouns to the opposite gender. Read the letter over and ask yourself if it sounds odd. If it does, you should probably change the terms used [ 17 ]. Other biases also exist, and so while gender bias has been the most heavily investigated, bias based on other identities (race, nationality, ethnicity, among others) should also be examined and assessed in advance and during letter writing to ensure accurate and appropriate recommendations for all.

Revise and submit on time

The recommendation letter should be written using language that is straightforward and concise [ 19 ]. Avoid using jargon or language that is too general or effusive ( Table 1 ). Formats and styles of single and co-signed letters are also important considerations. In some applications, the format is determined by the application portal itself in which the recommender is asked to answer a series of questions. If these questions do not cover everything you would like to address you could inquire if there is the option to provide a letter as well. Conversely, if the recommendation questionnaire asks for information that you cannot provide, it is best to explicitly mention this in writing. The care with which you write the letter will also influence the effectiveness of the letter - writing eloquently is another way of registering your support for the candidate. Letters longer than two pages can be counterproductive, and off-putting as reviewers normally have a large quantity of letters to read. In special cases, longer letters may be more favourable depending on the opportunity. On the other hand, anything shorter than a page may imply a lack of interest or knowledge, or a negative impression on the candidate. In letter format, write at least 3-4 paragraphs. It is important to note that letters from different sectors, such as academia versus industry tend to be of different lengths. Ensure that your letter is received by the requested method (mail or e-mail) and deadline, as a late submission could be detrimental for the candidate. Write and sign the letter on your department letterhead which is a further form of identification.

Conclusions

Recommendation letters can serve as important tools for assessing ECRs as potential candidates for a job, course, or funding opportunity. Candidates need to request letters in advance and provide relevant information for the recommender. Readers at selection committees need to examine the letter objectively with an eye for information on the quality of the candidate’s scholarly and non-scholarly endeavours and scientific traits. As a referee, it is important that you are positive, candid, yet helpful, as you work with the candidate in drafting a letter in their support. In writing a recommendation letter, summarize your thoughts on the candidate and emphasize your strong support for their candidacy. A successful letter communicates the writer’s enthusiasm for an individual, but does so realistically, sympathetically, and with concrete examples to support the writer’s associations. Writing recommendation letters can help mentors examine their interactions with their mentee and know them in different light. Express your willingness to help further by concluding the letter with an offer to be contacted should the reader need more information. Remember that a letter writer’s judgment and credibility are at stake thus do spend the time and effort to present yourself as a recommender in the best light and help ECRs in their career path.

Acknowledgements

S.J.H. was supported by the National Institutes of Health grant R35GM133732. A.P.S. was partially supported by the NARSAD Young Investigator Grant 27705.

Abbreviations:

Conflicts of Interest

The authors declare no conflicts of interest.

Writing Letters of Recommendation

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• Examples of what the applicant has done (e.g., if the student wrote a brilliant paper, mention its topic and why it stood out).
• Merits of the proposed research project, course of study, internship, etc.
• Positive impact the fellowship would have on the student's short- or long-term goals and overall educational trajectory.Place the student in a larger context: e.g., a letter could compare the present applicant to past applicants/winners. If possible, the student can be compared to graduate students or professionals. Quantitative remarks and percentages may be useful: "among the three best students I have taught." The strongest comparisons have the widest reach: "top 5% of students in my 20 years of teaching" is stronger than "the best in his section."
• Draw on the remarks of colleagues for supporting evidence or the acknowledgement of specific strengths. Letters from professors may also draw on the comments from teaching assistants who may have worked more closely with the applicants.
• Ask a student to send you a current resume and relevant application materials and have a conversation with the student about what to highlight. These can be helpful guides as you craft your recommendation. 
• Be aware of bias in letter writing (avoid gendered language, racial stereotypes) 
• Be honest with yourself. Consider whether you can dedicate the time and energy to writing a detailed letter. If not, say no (see below.)

  Avoiding Racial Bias in Letter of Reference Writing 

Avoiding Gender Bias in Letter of Reference Writing 

Tip: Think about how your letter of recommendation might help shape an interview with the fellowship committee.

On the whole, the following are not helpful: 

• Letters that consist largely of unsupported praise and fail to provide specific examples of points mentioned or generic letters sent without regard to the specific fellowship, course of study, or project proposed.
• Letters that may be read as implying criticism (beware of left-handed compliments) or whose criticisms might be taken to indicate stronger reservations than stated. Letters should be honest - and honest criticism, if generously presented, can enhance the force of a letter - but committees take critical comments very seriously.

When to Say "No"

There may be times when declining to write a letter is the best thing to do, such as:

• If the student asks too close to the deadline or approaches you in a highly unprofessional manner (We advise students to ask for letters no less than three weeks in advance of a deadline.)
• If you feel that you cannot be emphatically positive in support of a student.
• If you recall little more about a student than the recorded grades.
• If you do not have the time to write a good letter or if you think that you are not the best person to write a letter. 

Tip: You can help the student to consider alternative letter writers, but agreeing to write for a student whom you cannot strongly support does not help.

Other Considerations

• If you are called upon to write letters for two or more applicants for the same fellowship, beware of using too much of the same language in each, especially if they will be read by the same committee. If you have questions about whether your students are applying through the same region for external fellowships, please contact Fellowship Programs ( [email protected] or 203-432-8685).
• Although we encourage students to provide their recommenders with helpful, detailed information, it is not ethical to request that students provide drafts of their own letters. Faculty should also beware of leaning too heavily on material provided by students, since students give much the same information to each recommender and following this too closely can lead to letters that sound too similar.
• If you have written a letter in collaboration with another faculty member, be mindful about how you and your colleague use subsequent versions of that letter. We want to avoid situations in which a student is represented by different letters with largely identical language from two different faculty members.

(Some of the items above are responses to an informal survey of Truman Scholarship selection panel members. With thanks to Mary Tolar, former Deputy Secretary of the Truman Scholarship Foundation.)

Note: Lost your copy of a letter you wrote? If it was submitted through our office and we still have it on file, we'll gladly send it to you upon your request.

If you are writing for an external award like the Truman, Rhodes, Marshall, or Fulbright, the applicant should provide you with specific guidelines pertaining to that competition.

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Recommendation Letters

Tips for writing letters of recommendation.

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

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

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

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

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

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

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

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

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

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

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

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

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Writing Recommendation Letters

Letters of recommendation are crucial to a student’s success in a prestigious fellowship competition. After the student’s own essays, they are the most influential part of an application. As such, your role as a letter writer is fundamental.

These tips are intended to help you tailor your letter for the scholarship competition at hand; they are based on feedback given directly from members of selection committees for the Rhodes, Marshall, Goldwater, Truman and others in workshops and conferences within the National Association of Fellowship Advisors  (of which KU is an institutional member).

If you have questions or need additional resources, please email the Office of Fellowships at  [email protected] .

Writing Recommendation Letter Tips

Address the criteria.

Each fellowship or scholarship has a specific set of criteria that they want the letters to address. Note that what may be useful in a recommendation for graduate school or a job is not always well regarded by scholarship committees. Most of these awards are interested in much more than what a student did in the classroom.

Familiarize yourself with the mission of the foundation, and find concrete examples of the way that the student meets their expectations.

For some awards, you may need to explicitly address a specific topic in your letter, such as leadership.

Some foundations provide very specific advice (Truman, Marshall, Rhodes), which we encourage you to read.

Be Vivid and Specific

It can help a student stand out for the selection committee if you can relate anecdotes about the student that provide a sense of the student’s character, as well as his or her achievements.  

Prestigious awards often include programs and events for all the recipients, so the committee is interested in the student’s personal qualities that will make them a part of the scholarship community.

It is usually not necessary for letter writers to go into detail about a student’s GPA or other awards, as this information is typically covered elsewhere in the application.

Make Careful Comparisons

It can be very helpful to rank the student in comparison to other groups of students – i.e., among the best undergraduates I’ve ever taught; as good as my graduate students.

However, we recommend that you be careful with comparisons to specific past winners, as several foundation representatives have expressed that this is frowned upon in their committees. One committee member mentioned that she tends to have one of two reactions: “That person was awful; there’s no way I want another one like that!” or “That person was so good; there’s no way this student can compare!” Neither helps the student. The Goldwater Scholarship is one exception to this rule, but if you are ever in doubt, we are happy to provide guidance.

Keep in mind that at the national level, committees see only outstanding students, so they are unmoved to learn, for example, that "Student X was in the top 15% of my class."

Dos and Don'ts

• State how long and in what capacity you’ve known the student.
• Make a declaration early in the letter of your general assessment of the student to frame the rest of your text.
• Take advantage of short paragraphs to create more “white space” on the page. (This may seem trivial, but committee members mention it very frequently!)
• Describe the student’s individual contributions to the classroom, a lab project, community service project, etc.
• Comment on the student’s potential for success in graduate school, in a tutorial setting (at Oxford or Cambridge), as an independent researcher, etc. as appropriate for the scholarship at hand.

Please don’t:

• Give a lengthy description of your course syllabus or your grading policy.
• Write very long letters. Some scholarships have strict limits of 750 or 1000 words. A two-page letter is typical.
• Overly emphasize that the student always came to class on time and did homework, etc. – committee members tend to think two things: Is the student so unremarkable that this is worth mentioning? And, are the rest of the students at your university slackers?
• Mention “grade inflation.” This seems to be a running joke with committee members, who apparently do not take claims of universities or departments “not participating in grade inflation” at all seriously.
• Write letters unless you know the student well and are comfortable doing so.
• Ask students to write their own letters. Students should provide you with the information you need and could perhaps give you a list of things they would like you to highlight, but it is against the  NAFA Code of Ethics  to have students draft their own letters of recommendation. Please contact us with questions. We are happy to advise you through the process of writing your letter.

Submitting Your Letter

Most applications are now submitted electronically, so in most cases we will only need a PDF of your letter on letterhead. The student or the fellowship advisor will contact you to let you know the details of submission.

Some programs (such as the Marshall Scholarship) require you to paste the text of your letter into a textbox in an online form, thus preventing any formatting. While some foundations require that you submit the letter yourself, others (such as Astronaut, Truman and Udall) have you submit the letter to the campus representative.

When students are still at the campus nomination stage of the process, we ask that you submit your letters via the KU campus online letter submission form.

Letter Confidentiality

The Office of Fellowships requires that students waive their right of access for all letters submitted on their behalf and will never share your letter with students. If you wish to share a letter you may do so, but we leave that decision to you. Our policy is in keeping with the wishes of the foundations, many of which will only accept confidential letters.

Keep in mind that letters submitted to the Office of Fellowships will be read by campus nomination committee members. At the campus nomination stage, you may consider your letter a draft to be read by KU colleagues; there is usually plenty of time to make revisions before the national deadline.

Writing Recommendation Letters

Information for referees.

A crucial part of each applicant’s application for fellowship programs is the quality of the supporting recommendation letters.  While each referee has their own style and approach to recommendation letters, the suggestions below synthesize guidance provided by fellowship foundations and faculty advisors who have successfully supported past fellowship recipients. 

What Fellowship Foundations look for in recommendation letters

Fellowship foundations have repeatedly emphasized that  fellowship  recommendation letters should be more than just general recommendation letters.  Individuals who write recommendation letters should pay close attention to  the applicant criteria and recommender guidelines found on each fellowship's website . 

Broadly speaking, fellowship letters should focus on:

• The applicant’s  intellectual and academic strengths  (If a referee knows an applicant well, it is also appropriate to comment on any personal knowledge you may have of an  applicant’s character )
• Specific examples of when the referee   has witnessed the applicant actively demonstrating their abilities  (this is much more important than the applicant’s score in a referee's class exams, although this is worth noting if the applicant was at the very top of their class)
• Why the applicant is  a good fit for the specific academic program  they have chosen to pursue (e.g., the MPhil in Biological Science in Pathology at Cambridge)
• How the applicant  meets the specific criteria for the fellowship  for which they are applying (recommendation writers are asked to pay particular attention to the  Applicant Criteria  and  Recommender Guidelines  found on specific fellowship websites)

Recommendation letter writers should mention how the referee knows the applicant (and for how long) and make certain to write a letter that  adheres to a specific fellowship’s word or character count limits , since some fellowships reject letters that do not adhere to their regulations.

What does not typically impress Fellowship Foundations in recommendation letters

• Generic short letters that do not indicate significant familiarity with the applicant
• Letters that summarize or repeat – without elaboration – information found elsewhere in the application, such as the applicant’s resume
• General praise of the applicant without specific examples
• Comments that focus on activities that are in the distant past
• Letters written by someone who lacks knowledge of the applicant’s accomplishments and goals

Avoiding biases in recommendation letters

• A large body of social science research indicates that even individuals with egalitarian beliefs can unintentionally discriminate in recommendation letters
• Common patterns of bias include describing women as warm (hardworking, collaborative, kind) and men as competent (brilliant, stellar, exceptional)
• Common bias patterns include writing shorter letters for women than men, and unintentionally communicating reservations about candidates in underrepresented groups with faint praise (smart, qualified, articulate, etc.)

Tips on formatting recommendation letters

• Letters should be addressed to the individual who chairs the fellowship committee (if known), or to the committee as a whole (students should provide referees with this information)
• Letters for major fellowships are typically on letterhead, and 1.5 - 2 pages, single spaced

Other considerations

• Referees are encouraged to ask the applicant who else is writing for them, so they can consider what else is being written (students should provide referees with this information)
• Referees are asked to consider other applicants for whom they are writing letters, so referees won’t repeat the same language for all applicants

Potential referees might wish to decline a request

• If the referee does not feel they can be emphatically positive about applicant
• If the referee recalls little more about an applicant than grade the applicant earned in a class
• If the referee does not believe s/he is an appropriate person to write a letter
• If the applicant approaches the referee in an unprofessional manner
• If the applicant does not provide ample time for the referee to craft a substantial letter

Recommendation letters

Choosing your recommender(s) wisely is an important step of the application process., desired qualities of a recommender, familiarity with your academic and personal self.

Ideally, your recommender should be familiar with not only your academic and research abilities, but also know you as a person. For example, knowing how your personal interests and background will enhance your research and general educational experience.

Recent or continued connection

Just because you remember that faculty member does not mean they won’t get you confused with another of their many students. Having a recommender who was a professor for a first-year lecture hall course is probably not enough, unless you did such a stellar job in that course that you clearly stick out in that faculty member’s mind as one of the best and the brightest they have ever seen.

Availability

Recommenders should not just be an important name. A world-famous recommender will be of little use if they can’t speak about whom you truly are and/or your potential in the field. Your choice for a recommender should be able to have relevant discussions with you as well the time to draft the actual recommendation.

Department officers and administrators often have information about faculty members’ time constraints. Consider asking these individuals about your recommender choice and ask for advice. Will the faculty member be traveling, on sabbatical, working on their new book, etc.?

Student action items

One of the largest reasons for failed fellowship applications is that a recommender doesn’t send their recommendation in by the deadline. It is important to remember that a recommender is also working within a deadline and you should make sure you both reach it on time.

Even if they are incredibly diligent and organized people, you should always be sure to follow up and remind your recommenders of their obligations.

Faculty are busy, emergencies happen, people travel, etc., but these shouldn’t be reasons you don’t get a fellowship.

Provide enough information

Providing recommenders with the necessary information to draft thorough and impressive recommendations is important. The more information the recommender has, the better the recommendation will be.

Don’t ask for or expect a blanket recommendation. You deserve more than that! You should send your recommenders:

• Relevant “information for recommenders” provided by the fellowship organization (deadline, formatting or other guidelines, specific questions that should be addressed etc.)
• An updated CV
• Your academic record
• Your proposed course of study and area of research
• A draft of your research proposal
• Perhaps even your personal statement (especially if you don’t know the person well).

Being thorough and organized here will likely impress your recommender and make their job easier (possibly influencing a better recommendation).

Talk to your recommender

Along with paper documentation, try to have actual discussions with your recommenders.

At this point, you should have done your research on the fellowship(s) you are applying to, so inform your recommenders of what the fellowship organization is looking for (selection criteria, goals, targeted types of people, backgrounds etc.).

This is also a chance to discuss your research topic in detail. This will not only give recommenders the information they need for the letter, but may also help you clarify your research proposal. These conversations are a good opportunity to ask for feedback as well.

Make suggestions

Don’t be afraid to make suggestions of things a recommender can include in the recommendation.

You may already have a close relationship with your recommender, but it doesn’t hurt for you to remind them of your background, strengths, and accomplishments. A faculty member’s time is important, and they are often very busy people. You may not have another chance for such an extensive exchange like this. Milk it for all it is worth!

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Letters of recommendations are a crucial component in all applications. They provide unique insights into your ability and character that are not apparent in other parts of your application.

Who should you ask to write for you?

Faculty are the main source of letters of recommendation, particularly when you are seeking to undertake a research project. Faculty members should be able to talk about your intellectual interests in a way that sets you apart from others and confirms your ability to conduct research on a particular topic or in a specific field. Ideally, they would be able to talk about your project and its significance as well.

How to ask for a letter

When approaching potential letter writers, consider the goals of each particular research opportunity; letters should reflect what the selection committee sees as their core values. People are usually enthusiastic to write a letter when they have gotten to know you well and when you help prepare them. Here are some guidelines:

• Request the letter no fewer than three weeks before a deadline and offer an in-person meeting.

• Give letter writers an outline of your research proposal or plan of study.

• Remind them of your relevant interactions with them.

• Provide them your written work to help them write an informative, enthusiastic letter.

• Instruct them about deadlines, application processes, and the focus of the opportunity at hand.

Don't forget to thank your recommenders (by e-mail) for writing on your behalf, and keep everyone posted on how the competition goes!

Getting to know faculty

Office hours are the best way to get to know your professors outside of the classroom. Use these hours to build relationships with them and to learn more about your field. Relationships with faculty members make you a more thoughtful and directed student. This will benefit you as a student as a potential fellowship applicant.

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Letters of recommendation, requesting  strong  letters of recommendation.

Download our guide for Requesting Letters of Recommendation  (.doc).

Your letters of recommendation are, without exception, an absolutely critical component of your application.  They provide for the campus and national review committees are better sense of the "whole picture" being presented in your application and will often introduce aspects of you, your preparation, and potential that only they could speak of.  Recommendation letters for national scholarships and fellowships are significantly different from those that may be submitted for campus opportunity, for a professional experience, and even for graduate school.  They are typically longer (up to two pages) and provide a detailed account of who you are as seen by that particular faculty member or other professional individual.  Remember that, generally speaking, these kinds of letters should come from either those relevant to your academic pursuits or who can speak about specific leadership, volunteer, international, or research experiences.  Therefore, it is critical that you give time and attention to this part of the process and identify those who will write the very best letters in support of your applications.  Make every effort to identify individuals who can speak well to those specific parts of your undergraduate experience that are most relevant to your preparation and potential success.  These individuals need to know you will and not just because you say in the front row of their class.

Before asking for letter, make sure you’ve actually built a relationship with the individual. The best letters will come from those who know you best. Make point of starting build those relationships as soon as you step foot on the UChicago campus.

Once you have identified your letter writers (expect to need at least 4 strong letters and in the case of some opportunities, like the Rhodes, as many as 8), consider taking the following steps:

• Make every effort to set up an actual face-to-face appointment with those faculty or individuals you are asking to write on your behalf.  This is especially important if you don’t have regular contact with that person;
• In advance of your meeting or email request, prepare a detailed and comprehensive CV, decent drafts of your project proposal, personal statement, and clear description of the program(s) to which you are applying.  Provide a single-page document that also details the process and clearly outlines the deadlines for each opportunity.  Most applications on now online but if you have to request an actual letter be mailed, extend the common courtesy of providing an addressed, stamped envelope;
• If your faculty or others agree to write on your behalf, leave those materials with them for their reference and make a point of both following-up and thanking them for their time and efforts within a day or so of your initial meeting;
• Note that in the case of those opportunities where there is a formal campus process in place, the CCSA will ask you to provide the names of all those writing on your behalf in order to ensure that your letter writers are well-supported in crafting strong letters for you.

It is imperative that you provide your letter-writers with time to plan and write your letter.  Make the actual request at least one-month in advance , if not two, and certainly keep summer and holiday schedules in mind when requesting letters.  Faculty often disappear during the summers to attend to their own work; make sure you connect with them well in advance so as not to miss out on the opportunity to have them support your application.  Also, be aware of schedules kept by letter writers in foreign jurisdictions.  For example, you can be certain that during August, getting in touch with anyone in Western Europe will prove challenging as that month is their summer holidays.  So, anticipate any particular schedules and academic calendars that may impact those writing on your behalf.

Take heart.  If a potential letter writer says ‘no’ it is most likely because they simply don’t know you well enough to write the best letter possible.  Or, you haven’t given them enough time.  You can certainly avoid the second situation by planning ahead.  But, if you find that you are still puzzled over who and how to ask, simply make an appointment with the CCSA to discuss your options.

Finally, follow-up with your letter writers, thanking them for supporting your efforts and writing on your behalf.  And, certainly, let them know of the outcome of your application; your success is very much their success as well.   Make a point of staying in touch.  Presumably you didn’t build your relationship with them just for the sake of asking for a letter of recommendation one day (where is the authenticity and sincerity in that?), so do your best not to let that relationship drop away.  Faculty, research advisors, key staff and mentors are the beginning of a life-long academic and professional family and therefore, it is worth every effort to stay in touch as best able. 

Writing Letters of Recommendation

Faculty letters of recommendation are enormously important components of any application for a nationally competitive scholarship.  Candidates for these awards face very long odds; for many scholarships, fewer than 5% of endorsed applicants will be selected for the award. Given this level of competition, scholarship applicants must have truly exceptional letters of recommendation to stand out.

Before Writing the Letter

Before you begin writing, you should have the student complete a Student Recommendation Request Form . This form will provide you with information about the award itself, what motivates the student to apply for this award, why they think they are a good fit for it, and why they believe you are the best person to write a letter on their behalf. The form also prompts students to send you their current résumé or CV and drafts of their application essay(s). Reading the student’s essay(s) can help you assess a student’s talents and ambitions within the context of a particular scholarship.  Effective recommendation letters often amplify or expand on the points that applicants highlight in their essays.

General Guidelines for Strong Letters of Recommendation

• Discuss how long you have known the student and in what context.
• Provide concrete, specific details about the student’s academic performance and scholarly work that show you know the student well and give substance to your claims of the student’s excellence. Be wary of providing hyperbolic praise without examples. If the student is in fact extraordinary and the best student you've ever taught, say that in your letter—but substantiate your point with concrete examples of what makes the student so extraordinary.
• Letters praising good attendance, completing all readings/assignments, and receiving A grades are generally not helpful for national scholarships. Many candidates for national scholarships will share these qualities, so reviewers are looking for more substantive information on the student’s potential as an outstanding scholar and future leader in their field.
• Include rankings or comparisons of the student to peers and/or to previous students you have taught.
• Present a clear account of the ways the student fits the qualifications of the scholarship to which they are applying. One of the best ways to do this is to draw from the language used by the foundation or organization themselves.
• Make sure your final letter appears on official letterhead and is signed.
• Address your letter to the selection committee for the scholarship or fellowship (e.g. “Dear Truman Scholarship Selection Committee,”).
• Leave out information about yourself and your academic background unless it is directly pertinent to your assessment of the student and their qualifications for the scholarship.
• Don’t forget to proofread! If you are writing multiple letters for the same student, double check that your letter references the corresponding scholarship.

Saying “No”

At times, it may be appropriate to say “no” when a student requests a letter of recommendation. This may be the best response if:

• You cannot write a letter that includes positive, specific, substantive information about the student and examples of their scholarly achievements and academic performance. A generic or less than supportive letter can be detrimental to a student’s chances at receiving a competitive award.
• If you do not have the time to craft a carefully worded, highly detailed, and tailored letter.
• If the student approaches you in an unprofessional manner.

Specific Guidelines

The information below provides writers of recommendation letters with specific content suggestions for some of the awards that CFSA students may pursue. As we note above, the strongest letters are those that underscore how the student fits with the specific mission or goal of the award. Some seek students with significant leadership experience and a commitment to service. Others are focused solely on supporting students with exceptional research experience. Knowing what the foundation or organization values is pivotal when writing an effective letter.

If you have any questions regarding your letter of recommendation or the application process, please contact Jolynn Parker at [email protected] or by phone at 315-443-2091.

The Astronaut Scholarship recognizes outstanding undergraduates (sophomores or juniors) in a STEM field who are planning careers in research.  Recommenders should emphasize the applicant’s research achievements and assess their likelihood to influence and advance their field through a future career in research.  The Astronaut Scholarship Foundation values initiative, creativity, and academic excellence.

Send or deliver your completed recommendation letter, signed and on letterhead, to CFSA. Upon receiving all of the applicant’s materials, CFSA will submit them to the Astronaut Scholarship.  Syracuse University nominates two students each year for the Astronaut Scholarship.

The Beinecke Scholarship supports juniors of “exceptional promise” in the humanities, social sciences, or arts who have concrete plans to earn a graduate degree in their field.  The Beinecke Scholarship provides a substantial award to be applied toward graduate school tuition.  Recommenders should highlight students’ intellectual curiosity and character, and comment on their sincere commitment to and aptitude for graduate work and a career of research and academic or creative accomplishment. Letters should speak to students’ significant intellectual experiences, including independent research, conference presentations, exhibitions, and publications. Beinecke letters can be similar to recommendation letters to graduate school since the scholarship supports students who will succeed in graduate study and in academic careers.

Students must demonstrate a financial need to be eligible for this award. Recommenders may comment on how receiving this scholarship would significantly increase the student’s likelihood to attend graduate school if they are familiar with the applicant's circumstances.

Send or deliver your completed recommendation letter, signed and on letterhead, to CFSA. Upon receiving all of the applicant’s materials, CFSA will submit them to the Beinecke Scholarship.  Syracuse University nominates one student for the Beinecke Scholarship each year.

The Boren Fellowship and the Boren Scholarship, for graduate students and undergraduate students respectively, funds the immersive study of a critical need language through coursework and/or independent study abroad. The Boren is awarded to students focused on learning a critical need language and whose career interests align with U.S. national security. Recommenders complete a form submitted through the online application that asks the following questions:

• How long and in what capacity have you known the applicant?
• Please comment on the applicant’s academic, linguistic, and personal preparation for the study plan, especially as they relate to Boren Fellowship objectives. Please comment on the feasibility of the applicant’s ability to carry out the plan in the allotted time. If possible, comment on the applicant’s understanding of the relationship between his or her plan and U.S. national security, broadly defined, as well as his or her career interests.
• Please add anything else that you think is relevant for the reviewers to know.

Recommenders should comment on on the student’s academic, linguistic, and personal preparation for their proposed study plan, including their level of commitment to studying the target language consistently when abroad. Previous language study is not necessary but a history of successful study of the target language, or a demonstrated aptitude for language learning generally, helps to illustrate a student’s level of commitment. Recommenders should evaluate how the proposed experience abroad will prepare the applicant to achieve their career goals, including the Boren required public sector work commitment.

Applicants enter their recommenders’ email addresses into the online Embark application. Recommenders will receive an email generated from the system with login information and directions on how to submit letters of recommendations through the online application system.  Letters should be signed and on letterhead.

The James G. Gaither Junior Fellows Program, administered by the Carnegie Endowment, is designed to provide a substantive work experience for students who have a serious career interest in the area of international affairs.  Strong applicants have excellent research skills, a competitive GPA in a relevant field, and a commitment to a career in international affairs. Recommenders should speak to all of these qualities, particularly emphasizing the candidate's research and writing skills. If possible, comment on coursework or independent research directly related to the applicant's interest in a specific Carnegie Endowment project. If applicable, comment on the applicants's language skills, or other special skills or experiences relevant to the research project in which the candidate is interested.

Syracuse University may nominate two students for the Gaither Junior Fellows Program each year.  CFSA coordinates submission of Gaither Junior Fellows applications. Letters should be signed and on letterhead, and may be sent electronically or by mail to CFSA.

The Critical Language Scholarship (CLS) is an intensive overseas language and cultural immersion programs designed to promote rapid language gains in a critical need language. Recommenders should comment on the following selection criteria: academic record and potential to succeed in a rigorous academic setting; ability to adapt to a different cultural environment; plan for continuation of study of the language; and plan to use the language in future career.

Recommendations should be written as a narrative letter. In the most recent recommendation request form, writers were asked to respond to the following questions within their letters:

• How long have you known the applicant? In what capacity?
• Please comment on the applicant’s overall academic preparation and promise.
• If you are familiar with the applicant’s language-learning abilities, please comment on the applicant’s aptitude for learning a new language.
• This program requires students to study a language intensively in a situation of prolonged interaction with fellow students and to function in a challenging social and cultural environment. Please comment on the applicant’s nonacademic attributes (e.g. emotional and social maturity, motivation, adaptability, cooperation, patience, articulation, politeness, self-reliance, self-image/confidence, open-mindedness, and ability to work well within a group and relate to others).

Applicants will register contact information for recommenders in teh online application system.  Recommenders will receive an email from CLS containing a link with instructions for submitting a recommendation letter.

The German government offers a variety of scholarships and grants through the DAAD program to students, recent graduates, researchers, and professionals. Each program has a specific set of criteria for applicants. Please see the website and/or contact CFSA for detailed requirements.

For all DAAD programs, recommenders are asked to comment on:

• academic achievements
• academic and personal qualities
• (if applicable) the feasibility, relevance, quality, and planning of the student’s project
• the significance of this scholarship to the applicant’s academic and professional career goals

Recommenders should submit letters on university letterhead, signed, and in a sealed envelope to CFSA, as well as three additional copies. The letters will be attached to other application materials and sent to the scholarship’s New York office. For some programs, recommenders will also be asked to email their letter to the appropriate email address below:

Graduate study scholarship (current and rising graduate students): [email protected]

Undergraduate study scholarship: [email protected]

Research (graduate and undergraduate): [email protected]

Recommenders for students applying to one of the DAAD RISE programs must upload their letters through the online application portal.  Recommenders receive instructions by email after an applicant submits their contact information.

Competitive applicants show evidence of superior academic achievement and a high degree of promise of continuing achievement as scholars and teachers. The Ford Fellowships emphasize diversity as an educational resource and expect Fellows to engage with underrepresented communities in higher education. When possible, highlight applicants’ capacity to engage students from diverse backgrounds and sustain or encourage representation from historically underrepresented groups in learning, teaching, and scholarship at the university level.

Recommendations should expand on applicants’ personal statement and statement of previous research. It is highly recommended that you read both of these essays to provide additional detail and to shape a coherent and cohesive application.

Applicants will enter your contact information into their online application. You will receive an email notification containing your login information and requesting a letter of recommendation. Letters must be uploaded to the online application portal. All letters must be PDF files written in a standard 12-point font. Please do not include headers or footers.

Recommendation letters are considered “supplementary materials” and are therefore due by the supplementary materials deadline (generally several weeks later than the application deadline).

Recommendations should expand on applicants’ personal statement, statement of previous research and scholarly productivity, and proposed plan of graduate study. It is highly recommended that you read these essays to provide additional detail and to shape a coherent and cohesive application.

Fulbright English Teaching Assistantship recommenders will be asked to fill out and submit an electronic form rather than uploading a letter.  The Fulbright ETA recommendation form containing a series of short-answer questions that ask you to assess the candidate's communication skills, interest in teaching, ability to facilitate cultural exchange, and ability to work in unstructured environments.  Please be aware that the form has character limits and compose your responses accordingly.  Brief, single sentence answers are unlikely to be helpful--please try to make the most of the character limit available to you.

It can be helpful to read the candidate's Statement of Grant Purpose - the essay in which applicants propose how they will spend their Fulbright year - and Personal Statement before filling out the form. Strong recommendations will attest to the candidate's suitability to the ETA placement using vivid, compelling and specific examples. Fulbright notes that these letters should not merely be character references; the Commission asks recommenders to evaluate applicants’ ability to teach English in a classroom abroad.

The most recent Fulbright ETA sample reference form includes the following questions:

• Based on your observation of and experience with the applicant, comment on their ability to overcome challenges. (120 words or approx. 10 lines)
• In your view, how has this applicant demonstrated qualities associated with teaching or mentoring? (120 words or approx. 10 lines)
• Based on your observation, how might the applicant interact with students, faculty, and community members, among others, in an unfamiliar or unstructured situation or in a different cultural environment? (120 lines or approx. 10 lines)
• What kind of impression, in your view, would the applicant make as a representative of the United States abroad? (120 words or approx. 10 lines)
• Please comment on any other factors which you believe may have a bearing on the applicant's potential to have a successful experience abroad as a Fulbright ETA (comments regarding academic and/or personal experience, maturity, adaptability and flexibility are welcome). (120 words or approx. 10 lines)

References will receive an email from the Fulbright Application system after the applicant has submitted your contact information. Follow the link and the instructions in the email to log in to the online application system. References must be submitted online through this system.

For further instructions and tips, visit Fulbright's Instructions for ETA Recommendation Writers .

Recommenders should highlight applicants’ maturity, adaptability,  (the student will need to persevere through any culture shock or other emotional obstacles), and motivation. Strong letters will address a candidate’s academic and linguistic preparation for the proposed project or study program, and ability to adapt to a different cultural environment. You should also consider the applicant’s likelihood of making a favorable impression of the United States as a cultural ambassador.

It will be useful to take a look at the applicant's Statement of Grant Purpose – the essay in which applicants propose how they will spend their Fulbright year – and Personal Statement. Strong letters will confirm that the candidate's proposed project is feasible and has merit. Letters should speak to an applicant’s level of knowledge and potential for future growth, their research skills (if applicable), as well as their ability to think and write analytically. Fulbright notes that study/research recommendation letters should not merely be character references; the Commission asks recommenders to evaluate applicants’ ability to complete the proposed project.

Only comment on what you feel prepared to comment on or what falls within your area of experience/expertise. For example, while recommenders are asked by the Fulbright Commission to comment on an applicant’s linguistic ability, do not feel compelled to comment if you are unsure of or do not know your student’s linguistic ability.

Vivid, compelling, and specific examples illustrating your assessment of the applicant’s project and character are essential to a candidate’s success in this competition.

Recommenders will receive an email from the Fulbright Application system after the applicant has submitted their contact information. Prepare your letter as a Word document or a PDF, on institutional letterhead and signed. Log in to the online application system using the login information in the Embark email and upload your letter to the system. Letters of recommendation must be submitted online through this system.

For further instructions and tips, visit Fulbright's Instructions for Study/Research Recommendation Writers .

The Fulbright Commission lists “evidence of leadership qualities and initiative, academic ability, character, adaptability and ambassadorial qualities, as well as an interest in the UK and its culture.” Ideally, recommenders will be able to speak to and highlight these characteristics, as well as comment on how the specific program goals align with the student’s academic goals. Students should tell you which program they are pursuing.

Letters should be written specifically for this Fulbright application (the US-UK Fulbright Commission especially discounts any recommendations that appear to be generic in content). Letters will be pasted into an online submission form. All references must be submitted through this form. Applicants should direct referees to the form.

The Gates Cambridge requires three letters of recommendation; two are academic and one is a personal reference which specifically addresses the Gates criteria. The applicant should indicate which letter you are providing.

References are submitted by the referee via an Electronic Reference System, which referees have access to after the student registers the referee in the University of Cambridge GRADSAF online application.

Equally weighted, the Gates criteria include: outstanding intellectual ability; leadership potential; a commitment to improving the lives of others; a good fit between the applicant's qualifications and aspirations and the postgraduate program at Cambridge for which they are applying

Academic reference:

The letter should not be pro forma; discuss the student’s suitability for their chosen program at Cambridge. Selectors consistently indicate that they look for specific actions rather than general qualities, with detailed evidence or suggestive anecdotes to support adjectives. Straightforward letters about the student doing all of the coursework, writing good papers, and getting good grades are not helpful. In fact, boilerplate letters with general praise probably hurt a student more than they help in this competition.

Explain how long and in what capacity you have known the student and clarify where the student ranks in relation to other students you have taught or worked with. If possible, the letter might compare the student with other students who have gone on to top graduate/professional programs.

Please discuss the student’s research interests and projects you have supervised. Be specific in relating instances of academic achievement, be it in a classroom, laboratory, or individual setting. If describing research or a final paper, the letter should help the committee understand its significance and the contribution it has made. If the candidate performed highly efficient lab work, explain if and why that particular work was especially challenging. Is there evidence of creativity and innovation in the candidate’s approach to answering questions or solving problems?

A commitment to improving the lives of others: Discuss the implication's of the student's work and future goals in relation to community and public service. Comment on the prospects for the student to play an influential part in the betterment of society at a local or global level through both their scholarly and personal activities.

A good fit between the applicant's qualifications and aspirations and the postgraduate program at Cambridge for which they are applying: How does the proposed academic program fit the candidate’s scholarly and career plans? Make it clear that the applicant has the potential to perform well in his or her chosen program of study, knowing that students will be expected to work much more independently than in a US program. Explain how study at Cambridge will make a difference in the student’s intellectual growth.

Personal reference:

Outstanding intellectual ability: What is the potential for the student to be a productive member of the discipline? Note any evidence of the candidate's growth over time and how you see potential for further growth.

Leadership potential: Remark upon the leadership qualities of the applicant. Describe the student’s personality, work habits and interpersonal skills. Has s/he built productive relationships with people, engaging with them in his/her field or beyond? Does s/he appreciate the needs, motives and concerns of others? Is the student self‐confident and able to seize opportunities?

A commitment to improving the lives of others: Discuss the work of the student in relation to community and public service. Comment on the prospects for the student to play an influential part in the betterment of society at a local or global level through both their scholarly and personal activities. Non-academic examples might include events organized by the student and volunteer work that demonstrates the candidate’s commitment to helping others.

A good fit between the applicant's qualifications and aspirations and the postgraduate program at Cambridge for which they are applying: How does the proposed academic program fit the candidate’s scholarly and career plans? Make it clear that the applicant has the potential to perform well in his or her chosen program of study, knowing that students will be expected to work much more independently than in a US program. Explain how study at Cambridge will make a difference in the student’s intellectual growth; like the student’s application essay, the letters can help demonstrate a consistent story line of where the students have come from, where they are now and why they ought to be going to this program.

Goldwater referees should comment on the following criteria:

• potential and intent for a career in mathematics, the natural sciences, or those engineering disciplines that contribute significantly to technological advances
• the ability and desire to pursue advanced degrees in the sciences and engineering
• developed career objectives and involvement in an academic program that fosters the student’s ability to make a significant contribution to the chosen field
• demonstrated outstanding academic performance, maturity, initiative, and motivation

Successful letters present the student as a mature researcher and express confidence in the applicant’s research abilities and desire to pursue an advanced degree. Winners are expected to contribute significantly to their fields and display intellectual intensity in their disciplines. It is acceptable for references to provide details of a student’s research to present context, significance, or demonstrating the student’s personality or achievements. However, referees should avoid getting too detailed, clinical, or impersonal with their letters.

Recommendations are submitted online. You will be emailed instructions immediately after the applicant submits the application.

The Hertz Fellowship is one of the most prestigious fellowships available to graduate students in the applied physical, biological, and engineering sciences. Given the financial value and freedom offered by the award, it is extremely competitive and selective.

Hertz Fellows make a unique moral commitment to apply their "skills available to the United States in times of national emergency.” Although the Foundation does not offer a definition for “national emergency,” it lists several examples, including fuel shortages, transportation or communication system overloads, deterioration of environmental quality, and malevolent use of cyberspace. Fellows are charged with responding to these “emergencies” if and when they personally determine that they pose a threat to the United States. That said, the Hertz has a hint of patriotism incorporated into its values and selection process. Referees may want to consider this when writing letters.

The Hertz Fellowship uses the following criteria to screen applicants. References should speak to these cri

• exceptional intelligence and creativity, with particular emphasis on those aspects pertinent to technical endeavors
• excellent technical education evidenced not only by transcripts and reference reports from senior technical professionals, but also by the results of a personal, technical interview
• orientation and commitment to the applications of the physical sciences
• extraordinary accomplishment in technical or related professional studies, which may offset slightly lower academic records, or add luster to outstanding ones
• features of temperament and character conducive to high attainment as a technical professional(the assessment of which is difficult, albeit important to the Foundation)
• appropriate moral and ethical values(of considerable interest to the Foundation in the furthering of its basic goals)
• leverage(what difference the award of the Hertz Fellowship is likely to make in the kind, quality, and/or personal creativity of the student's graduate research)

References must submit the requested Reference Report through an online portal. After the applicant has registered you as a referee, you will receive an email with the necessary access ID and password. Follow the directions in this email to submit your Reference Report. You must use the Hertz Fellowship’s format to answer specific questions presented through the online portal.

The Luce Scholars Program awards recent graduates with a professional placement and language training in Asia. The program is for young professionals who have had limited exposure to Asia. Although candidates may have taken Asian language or Asia-focused courses and may have spent up to 12 weeks in Asia, it is not helpful (and may be harmful) for you to emphasize an applicant’s familiarity or expertise in Asia.

Because the Luce Scholars Program is experiential rather than academic in nature, personal qualities such as flexibility, adaptability, creativity, humility, openness to new ideas, and sensitivity to cultural differences are as important as academic achievement. You should emphasize all relevant personal characteristics in your letter.

Luce Scholars demonstrate an outstanding capacity for leadership and have a record of high achievement. They have mature and clearly defined career interests with evidence of potential for professional accomplishments. Recommenders should reference these criteria in their letters of recommendation. Explain how participation in the Luce program fits the candidate’s scholarly and career plans. Make it clear that the applicant has the potential to perform well in a professional placement in an Asian country, knowing that Scholars will be placed in extremely different business and linguistic environments. Explain how exposure to Asia and the ability to come to know Asian culture will make a difference in the student’s professional and intellectual growth. Like the student’s application essay, the letters can help demonstrate a consistent story line of where the students have come from, where they are now and why they ought to be going to Asia.

Please note that nominees are not judged on whether they have developed specific plans for experience abroad. A candidate may have general ideas about the kind of placement preferred, but this is not considered as either a negative or positive factor.

Straightforward letters about the student completing coursework work, writing good papers, and earning good grades are not very helpful. In fact, boilerplate letters with general praise probably hurt a student more than they help in this competition.

Letters must be signed and sent (as a hard copy) to CFSA. The letters will be added to the candidate’s application and then sent directly to Luce.

Created to honor James Madison’s legacy, Madison Fellows supports graduate study for social science teachers in grades 7-12. The Program seeks to improve teaching about the US Constitution in secondary schools. Recommenders should read the candidate’s application essays and are highly encouraged to discuss specific attributes, personal qualities, and professional accomplishments that were not addressed elsewhere in the application.

Recommendations must be submitted online. You will receive an email with instructions for completing the online recommendation after the applicant submits your contact information.

Candidates for the Marshall are evaluated based on three selection criteria: academic merit, leadership potential, and ambassadorial potential. Reviewers look for candidates who have the potential to excel as scholars, as leaders and as contributors to improved UK-US understanding, especially students who will be active in their host university. For a more detailed review of the selection criteria, see the  Marshall Scholarship - Candidate Evaluation Criteria .

Recommenders should include frank, detailed, and focused evaluations of the candidate, including reviews of the candidate’s character and self-esteem. You may include how the student’s “fares” by criteria outside of academics and university life. Recommendations should explain how studying in the UK in the applicant’s proposed course of study will benefit their future career and prepare them to contribute significantly to society.

Applicants elect one of their recommenders as the “preferred recommender,” who should have supervised the applicant’s university training/study. All recommenders, if possible, are encouraged to evaluate the candidate’s academic proposal and how the proposed academic program fits with the candidate’s academic and career goals. However, the “preferred recommender” is expected to speak to the candidate’s adequate preparation for the proposed course of study.

Marshall reviewers find recommendations without any acknowledgement of a student’s weaknesses to be suspect and therefore discredit them. Be careful of hyperbole and stay specific. It is appropriate to incorporate criticism and a discussion of the student’s areas for growth into this recommendation. It may be helpful to read about constructive ways to incorporate criticism here .

After logging in through the provided URL (sent via email), you will be able to type or copy and paste your recommendation into a form. You will also have full access to the candidate’s application. The word limit for your letter is 1000 words, and a word count facility has been provided.

For more guidance and suggestions on writing a recommendation letter for a Marshall candidate, please contact CFSA.

Applicants are judged on three criteria: scholarship, leadership, and a sustained commitment to community and public service. More specifically, Mitchell selectors are looking for the following criteria and all three fields are equally important:

• Demonstrated record of intellectual distinction, and strong preparation for the proposed course of study;
• Character, integrity, generosity of spirit, leadership; and
• Sustained commitment to service and community, indicating potential for future leadership and contribution to society.

Make sure to include leadership and service directly, and feel free to define these broadly. Evaluate how the student’s proposed academic program fits into the candidate’s scholarly and career plans. Explain how study in Ireland will make a difference in the student’s intellectual growth; like the student’s application essay, the letters can help demonstrate a consistent story line of where the students have come from, where they are now and why they ought to be going to this particular graduate program in Ireland.

The Mitchell Scholarship funds a small cohort of scholars to study in Ireland each year. The small size makes it a more personal program, so application readers are especially interested in applicants’ character. Do not hesitate to include specifics when evaluating a student’s character.

While it is not necessary, it is highly encouraged to include peace and conflict issues in Ireland and US-Irish history and their relevance to the student’s course of study or career goals if appropriate. Mitchell scholars serve as cultural ambassadors and must demonstrate a desire to get to know the culture and people of Ireland and Northern Ireland.

Mitchell reviewers find recommendations without any acknowledgement of a student’s weaknesses to be suspect and therefore discredit them. Be careful of hyperbole and stay specific. The Mitchell Scholarship recommends that references are forthright and acknowledge an applicant’s limitations and potential for growth. It may be helpful to read about constructive ways to incorporate criticism here .

Recommenders will receive a link to submit their letter of recommendation online. You may either type directly into the text field or copy and paste from a recommendation written in a word processing program. Please note that there is no special formatting in the long text fields provided (bold text, indentation, etc. will be stripped). The web browser will time out every 20 minutes, so save your recommendation if you are typing it directly into the online field.

For more guidance and suggestions on writing a recommendation letter for a Mitchell candidate, please contact CFSA.

Rising juniors spend five weeks at George Washington’s Mount Vernon learning from experienced corporate, government, and military leaders. The leadership development program culminates in a community service-focused capstone project.

Letters should speak to the candidate’s character, academic achievement, and leadership potential. The program is looking for young adults “of action” who will commit themselves to a cause they believe in. When possible, share details about how your applicant has shown excitement, passion, and creativity when encountering a challenge. Comment on the student’s sense of adventure and vision.

Because all Fellows complete a capstone project, it is recommended that references speak to the applicant’s ability to prepare and pursue an action plan around a central cause. If possible, discuss the applicant’s past work on this cause.

Recommendations are sent by email to [email protected] and can be addressed to the Manager of the Leadership Fellows, Amanda Hadad. Please write the subject line as “Recommendation for Firstname Lastname.”

This unique dual-mentored program supports doctoral study and research both at the National Institutes of Health and either the University of Oxford or Cambridge.

Letters of recommendation are weighed especially heavily in the application process, particularly letters written by research mentors. Because of the intensive nature of the program, recommenders should comment on the applicant’s organizational, time management, and research skills. Referees should also speak to the student’s focus, drive, and intellect, as well as the applicant’s potential for a productive career in the biomedical sciences.

NIH OxCam administrators outline a number of criteria for selecting recipients. Not all of the criteria below are necessary, but they will bolster the applicant’s application. Letters of recommendation should comment on these criteria when possible. It is highly recommended that referees read the applicant’s personal statement and expand on the themes therein to help craft a cohesive and coherent application.

• Academic achievements
• Substantial research experience (This is one of the best predictive factors for success in the program. The Director of Admissions notes that most successful applicants worked in a laboratory during college and it is not unusual for applicants to have at least two to three years of research experience.)
• Scientific publications (co-authored manuscripts, poster presentations, conference participation)
• Honors and awards from the university or outside agencies

Referees will receive an email request for a letter of recommendation after the applicant has entered recommenders’ contact information and has saved the application. Letters must be submitted through the online application.

The NSF GRFP considers two overarching criteria – intellectual merit and broader impacts – and gives the following guidelines:

Intellectual Merit : The intellectual merit criterion includes demonstrated intellectual ability and other accepted requisites for scholarly scientific study, such as the ability to: (1) plan and conduct research; (2) work as a member of a team as well as independently; and (3) interpret and communicate research findings. Panelists are instructed to consider: the strength of the academic record, the proposed plan of research, the description of previous research experience, the appropriateness of the choice of references and the extent to which they indicate merit, Graduate Record Examinations (GRE) General and Subject Tests scores, and the appropriateness of the choice of institution for fellowship tenure relative to the proposed plan of research.

Broader Impacts : The broader impacts criterion includes contributions that (1) effectively integrate research and education at all levels, infuse learning with the excitement of discovery, and assure that the findings and methods of research are communicated in a broad context and to a large audience; (2) encourage diversity, broaden opportunities, and enable the participation of all citizens—women and men, underrepresented minorities, and persons with disabilities—in science and research; (3) enhance scientific and technical understanding; and (4) benefit society. Applicants may provide characteristics of their background, including personal, professional, and educational experiences, to indicate their potential to fulfill the broader impacts criterion.

It is especially important for NSF GRFP recommendation writers to read their student’s graduate research plan and to focus on the student’s ability to contribute significantly to their field. Recommenders should discuss the student as a scientist/mathematician/engineer. In addition to noting the applicant’s publications, lab work, and teaching (if applicable), recommenders should speak to the applicant’s temperament and resourcefulness, as well as comment on how the applicant has or could represent the university well at recruiting events, presentations, or conferences. Feel free to share your opinion of the applicant’s potential for future significant achievement. Discuss the unique qualities or activities of the applicant; help your student stand out from the crowd.

Unlike other recommendation letters, it is appropriate and sometimes necessary to give some scientific detail and background to provide context for the student’s research goals and/or previous work.

GRFP reference letters may be up to two pages in length. If possible, submit your letter on letterhead. Letters should be signed, prepared on standard 8.5” x 11” page size, and use 12-point Times New Roman or Computer Modern font.

Letters must be submitted through the Fastlane online application portal. Referees will receive an email with instructions on submitting letters through this portal after the applicant completes the appropriate section of the application.

For further information and tips from NSF GRFP, see their reference requirements here .

Both the Payne and the Rangel Fellowships fund a combined graduate study, internship, and mentorship program for students interested in pursuing a career in the Foreign Service. The Payne Fellowship prepares award recipients for work in the USAID specifically while the Rangel Fellowship presents a pathway into the Foreign Service more broadly. The fellowships have different deadlines, but they share selection criteria and are both administered by Howard University. Letters of recommendation have the same parameters and submission protocol. However, Payne Fellowship applicants and referees must speak specifically to the applicant’s interest, commitment, and suitability to working for the USAID.

The selection panels for these awards judge applicants on several criteria, including: clear interest in a Foreign Service career with the U.S. Department of State; academic background and achievement; potential to succeed in graduate school; commitment to service; leadership skills; financial need for graduate school; diverse interests in areas such as international affairs and government; cultural sensitivity; writing skills; resourcefulness; integrity; composure; and an ability to overcome obstacles.

Referees should speak to the applicant’s strengths, particularly of the skills in the chart below. Make sure to comment on the applicant’s potential to succeed in graduate school and the Foreign Service. Referees are also invited to comment on the applicant’s areas for improvement.

Of the two letters of recommendation required for these scholarships, one should come from a faculty member, and one should come from a community leader. These referees should speak to different qualifications. The community leader should comment on an applicant's non-academic accomplishments and potential, including work ethic, initiative, dependability, composure, goal-orientation, inter-personal skills, etc. Examples of community leaders could include an internship supervisor, a faculty advisor for a student organization, or a work employer or supervisor. The faculty reference should speak to the student’s academic performance and likelihood to excel in the chosen graduate program.

Referees will receive an email with directions and a recommendation form. You are asked to both provide a narrative recommendation as well as ranking the applicant in several criteria in the provided chart:

Letters of recommendation should be limited to 12-point font or larger and should not exceed two pages.

Letters of recommendation for the Pickering Fellowship at both the undergraduate and the graduate levels should reference the “ 13 dimensions ” of a Foreign Service Officer. Whenever possible, speak to these qualities in your student. Referees should explain why the applicant is uniquely qualified for the fellowship and, if possible, the applicant’s potential to thrive in a graduate program.

Once the applicant has submitted your email address, you will receive an email from The Washington Center, which administers the Pickering application process. The email will direct you to an online form where you will enter some basic information and upload your letter.

CFSA highly recommends that referees read the applicant’s personal statement before crafting a letter of recommendation to help shape a coherent and cohesive application.

The Rhodes criteria include:

Applicants are also more competitive if they can demonstrate a desire and a need to study at Oxford and their specific program of choice.

The Rhodes Trust requires applicants to submit at least five but no more than eight letters of recommendation. At least four of these letters must come from academic instructors at the undergraduate or graduate level, and at least one letter must speak to an applicant’s character. Because of the high number of recommendations, it is important for recommenders to get detailed in how you know and have worked with the student, and to show concrete evidence that this student is among the nation’s best. Address what is most relevant to you, your discipline, and your relationship with the applicant.

Recommenders must distinguish what makes the student especially accomplished and especially able to influence the nation (now or in the future). If possible, emphasize the student’s public service and athletic ability

Rhodes reviewers find recommendations without any acknowledgement of a student’s weaknesses to be suspect and therefore discredit them. Be careful of hyperbole and stay specific. It is appropriate to incorporate criticism and a discussion of the student’s areas for growth into this recommendation. It may be helpful to read about constructive ways to incorporate criticism here .

The student will register you as a recommender in the online application system. The Rhodes online application system will send an email with instructions for submitting your letter by the national deadline. The letter should be signed and on letterhead. Address your letter to the Rhodes Scholarship Selection Committee.

For more guidance and suggestions on writing a recommendation letter for a Rhodes candidate, please contact CFSA.

For guidance and suggestions on writing a recommendation letter for a St. Andrew’s candidate, please contact CFSA.

New in the 2016-2017 academic year, the Schwarzman Scholars program requires four letters of recommendation. For current students, one of these letters comes from the institution and provides context for university-specific awards, grading systems, extracurricular activities, scholarships, etc.

All referees should comment on the applicant’s leadership qualities, experience, and potential. If possible, speak to the candidate’s ability to thrive in an intensive academic and cross-cultural setting. Although the scholarship only has one cohort of successful applicants thus far, the award winners are all extraordinarily high-achieving, innovative, and risk-taking students.

Submitted in narrative form, Schwarzman requests that letters address the following questions:

• How long have you know the candidate and in what capacity?
• How does this candidate’s intellectual and academic abilities compare to other students from your institution? Does s/he demonstrate broad interests, sharp insights on complex issues, flexibility of thinking, and curiosity about the world? To the extent that your knowledge of the candidate permits, please provide specific examples.
• Please describe this candidate’s personal characteristics and experiences that will contribute to her/his potential to take on leadership roles in the future. How does this candidate compare to others who have gone on to leadership positions after studying/working/volunteering with you?

After the applicant has completed and saved the recommendations portion of the online application, referees will receive an email with instructions on how to upload letters of recommendations online. All letters must be submitted electronically.

Successful applicants demonstrate exceptional academic achievement and a strong interest in peace and security issues. Candidates have preferably completed graduate study, a college major, extensive coursework or independent reading that relates directly to the fellowship’s subject of focus. Selectors especially seek out candidates with experience in public-interest activism and/or advocacy, particularly if these activities relate to peace and security issues. The fellowship gives preference to applicants without substantial experience in Washington, DC public-interest or governmental work.

Letters of reference should address: the accomplishments and standing of the candidate; the candidate’s interest and experience in international peace and security issues; the candidate’s ability to communicate, both orally and in writing; the candidate’s maturity and judgment, and the candidate’s potential to make a significant contribution to peace and security issues.

Referees may submit their letters either directly to Scoville (at [email protected] ) or to CFSA, where the letters will be bundled with the student’s other application materials. Signatures are preferred but are not required. The letter must be submitted as an attached Word of PDF document rather than in the body of the email. Please title the document “Last name of applicant-Last name of letter writer.” In certain cases, Scoville will (reluctantly) accept paper references.

Soros Fellows are selected as examples of the richness that refugees and immigrants contribute to the United States. The Soros Fellowship program awards especially promising New Americans in an effort to “level the playing field.” In addition to suggesting that all referees read the applicant’s essays (which are unique to the Soros Fellowship application), Soros offers the following suggestions for recommenders:

• Highlight how an applicant meets the Fellowship's criteria, which emphasize creativity, initiative, originality and sustained accomplishment.
• Explore the applicant's commitment to the Bill of Rights and Constitution, or more broadly, their sense of citizenship in a community.
• Contextualize the challenges, opportunities and choices that an applicant has faced, whether they are cultural or educational.
• Educate the reader about an applicant's field or sub-field, and the level of an applicant's strengths and work within that context.
• Describe the extent of the applicant's promise of significant contributions to US society, culture or their respective academic field.
• Explain the relevance an applicant's graduate training to his or her long-term career goals, and of potential value in enhancing his or her future accomplishments.

Once an applicant registers you as a recommender, you will receive an email from the online application system directing you to the “Recommender Registration” page. After registering, you will be able to upload your letter of recommendation. Please save and upload your letter as a PDF or a Word document. You cannot type the recommendation directly into the online system.

The Tillman Scholars program supports American active-duty service members, veterans and military spouses.   Only one character recommendation is required for Tillman applicants.

Tillman Scholars are chosen based on the following criteria: record of personal achievement, academic and career ambitions, demonstration of service to others in the community, desire to continue to serve others and make a positive impact on your community, leadership potential, compelling, thoughtful, genuine and thorough essay question responses, record of military service and/or community impact as a military spouse. It is recommended that referees speak to these criteria and read the applicant’s essay to help craft a cohesive and coherent application.

Applicants must submit the name and contact information of one referee. After doing so, the referee will receive log-in information from the Pat Tillman Foundation and will answer “three standardized short questions” about the candidate’s character. Each question has a maximum word count of no more than 200 words. No separate letters are required.

Successful applicants usually demonstrate an extensive record of campus and community service, commitment to a career in government, nonprofit, or advocacy, communication skills, a high probability of becoming a “change agent,” and a strong academic record with likely acceptance to the graduate school of the candidate’s choice. In general, the record of campus and community service and the commitment to a career in public service are the most important criteria. Letter writers should focus on these two criteria. It is important to read through the student’s application essays to align your recommendation letter with the applicant’s goals written therein.

Truman applicants submit three letters of recommendation. Each letter addresses one of three selection criteria outlined below. References are welcome to address more than one criteria in one letter, but you must address the criteria written on the cover sheet provided to you by the student. It may be helpful to know who the other letter writers are and the angle they are taking so you can provide a different perspective.

• Leadership Abilities and Potential:   This letter should confirm the experience described in Question 7 (specific example of your leadership).  The letter writer need not have witnessed the example first hand, but he or she should be able to discuss the example and how it fits within the context of the student's leadership.
•   Commitment to a Career in Public Service:   This letter should confirm the experience described in Question 8 (recent, satisfying public service activity).  The letter writer need not have witnessed the activity first hand, but he or she should be able to discuss the example and how it fits within the context of the student's commitment to a career in public service.
•   Intellect and Prospects for Continuing Academic Success:   This letter should discuss the student's overall academic background in context of the student's future plans for career and graduate school (Questions 11 to 13).  It is recommended, though not required, that the writer have taught the student at some point.

Unlike many other scholarships, the Truman Scholarship does not shy away from students who are comfortable with public abrasion; in fact, the Foundation celebrates these students. Truman Scholars are expected to be the movers and shakers of the future. Do not be afraid to incorporate anecdotes or other specific examples that speak to the applicant’s fervor or comfort with public abrasion.

Letters should be addressed to the Truman Selection Committee and should not be more than two pages. Complete and sign the cover sheet provided by the student, attach your letter of recommendation, and send or deliver the letter to CFSA. CFSA will package all application materials together and send them to the Truman Scholarship Foundation.

It is especially helpful to read the student’s prepared essays before writing a recommendation letter for the Udall Scholarship. Applicants must prepare several responses that clearly articulate their personal background, educational and career plans, as well as an essay applying Congressman Udall’s achievements to the applicant’s own background. These responses can provide excellent substance, and tying the content of these responses into your letter can have a big impact on the reader. Refer to the applicant’s written materials when you can.

It is important to be very clear about the student’s relation to their chosen topic (environmental issues, tribal health care, tribal policy, Native American issues). Tailor your letter to reflect the student’s interest and commitment to the topic.

In addition to the suggestions above, recommenders should include the following criteria in their letters: evidence of academic success and confidence in future academic success; communication skills, especially those that may be used to contribute to the applicant’s chosen field; confidence about the student’s potential to contribute significantly contributions to the chosen field. Candidates who most often stand out are those that demonstrate a commitment to activities, volunteerism, and leadership.

Udall selection committee members warn references not to focus too much on the content of the scholarship or Congressman Udall. If you choose to do so, relate the information back to the applicant as soon as possible.

Letter writers are recommended to keep their letters to one page. Recommenders should send their letters to CFSA via email. CFSA will upload them to the online application portal.

Record Five Syracuse University Students Selected for Prestigious 2024 Goldwater Scholarship

University’s phi kappa phi chapter ready to relaunch, university named a fulbright top producing institution for us students for second consecutive year, save the date: fulbright day march 20th, ryan st. jean named 2024 pickering fellow.

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Additional Resources for Writing Recommendation Letters

The following resources may help you get started when preparing to write strong, detailed recommendation letters:

• Writing Recommendation Letters Online . In this online handbook, Joe Schall details best practices for writing recommendation letters. He touches on ethical issues to consider as well as tips for students pursuing national, competitive fellowships. For quicker reference, you can also consult Schall’s 10 Commandments for Writing Recommendation Letters .
• 10 Tips for Writing Recommendation Letters from Inside Higher Ed by Manya Whitaker.

The Center for Research and Fellowships is also happy to answer any questions or provide additional guidance on writing recommendation letters for particular fellowships. Please email [email protected] .

Letter of Recommendation for a Fellowship (Template)

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Learn how to ace your interview with superior confidence.

A letter of recommendation for fellowship is a letter written to a fellowship committee on behalf of a candidate. The letter should highlight the candidate's strengths and why they would be a good fit for the fellowship. It is important to tailor the letter to the specific fellowship for which the candidate is applying.

A letter of recommendation for fellowship should include

• The candidate's name, contact information, and academic history.
• Details about the fellowship program and why the candidate is interested in it.
• A description of the candidate's academic and professional achievements.
• Details about the candidate's skills and qualifications.
• Why the candidate would be a good fit for the fellowship program.

A letter of recommendation for a fellowship should be well-written and tailored to the specific fellowship for which the candidate is applying. It should highlight the candidate's strengths and explain why they would be a good fit for the program. The letter should be professional and concise, and it should be signed by someone who knows the candidate well and can speak to their qualifications.

There are many different types of fellowships, and each one requires a different type of recommendation letter. However, most fellowship applications require letters from professors or other professionals who can speak to your academic or professional achievements.

The following are four sample letters of recommendation for a fellowship application. Each letter is tailored to a specific type of fellowship.

Letter for a research fellowship

Dear _________,

It is my great pleasure to recommend ____________ for a research fellowship at your esteemed institution. ____________ is an outstanding young scholar with an impressive record of academic achievement. His/Her work in the field of ____________ has already garnered his/her national recognition, and I do not doubt that she will continue to produce groundbreaking research during his/her fellowship.

I have had the privilege of working with ____________ for several years, and I can attest to his/her passion for her work and her dedication to excellence. He/She is an excellent student and a gifted researcher, and I am confident that she will make significant contributions to the field of ____________ during his/her fellowship.

Please do not hesitate to contact me if you have any questions about ____________'s qualifications or suitability for this fellowship. I am happy to provide additional information.

Thank you for your consideration.

(Your Name)

(Your Email)

Letter for a teaching fellowship

To Whom It May Concern,

I am writing to recommend __________ for the teaching fellowship she has applied for. I have had the pleasure of working with ____________ as his/her teacher during the past school year, and I can say without hesitation that he/she is an outstanding educator.

____________ has a true passion for teaching, and he/she is constantly seeking new ways to engage her students in learning. He/She has a gift for taking complex concepts and making them understandable for students of all ages. His/Her classroom is always lively and engaging, and his/her students are always eager to learn more.

__________would be an excellent addition to any teaching team, and I highly recommend her for the teaching fellowship he/she has applied for. If you have any questions, please do not hesitate to contact me.

Thank you for your time and consideration.

Letter for a grant writing fellowship

Dear (the person you are recommending),

I am very pleased to recommend (name of the person you are recommending) for the grant writing fellowship. (He/She) is an exceptional writer and has a true gift for crafting compelling proposals. I have worked with (him/her) on numerous proposals, and I can attest to (his/her) skills in this area.

Moreover, (name of the person you are recommending) is a motivated and hard-working individual who is always willing to go the extra mile. I am confident that (he/she) will be an asset to any organization that hires (him/her).

If you have any questions, please do not hesitate to contact me. I look forward to hearing from you soon.

Letter for a general fellowship

I am writing in regards to the general fellowship that I saw advertised online. I am extremely interested in the opportunity and would love to learn more about it.

I am a recent graduate of (university name) with a degree in (major). I have experience in (relevant experience) , and I believe that I would be a great candidate for the fellowship.

I am eager to learn more about the program and what is required of me. Can you please send me more information, including the application deadline? I look forward to hearing from you soon.

(Your name)

Final Thoughts

When writing a letter of recommendation for fellowship, it is important to highlight the applicant's qualifications and to express your confidence in their ability to succeed. 

You should also be sure to include any relevant information about your relationship with the applicant, such as how long you have known them and what you have observed of their work ethic and academic ability.

Recommendation Letter Templates

More recommendation letter resources.

• College Student
• Eagle Scout
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• How to Ask for a Letter of Recommendation
• How to Ask Someone to be a Professional Reference

Letter Resources

• Letter of Recommendation
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• Letter of Interest
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• Termination Letter

About the author

Patrick Algrim is a Certified Professional Resume Writer (CPRW), NCDA Certified Career Counselor (CCC), and general career expert. Patrick has completed the NACE Coaching Certification Program (CCP). And has been published as a career expert on Forbes , Glassdoor , American Express , Reader's Digest , LiveCareer , Zety , Yahoo , Recruiter.com , SparkHire , SHRM.org , Process.st , FairyGodBoss , HRCI.org , St. Edwards University , NC State University , IBTimes.com , Thrive Global , TMCnet.com , Work It Daily , Workology , Career Guide , MyPerfectResume , College Career Life , The HR Digest , WorkWise , Career Cast , Elite Staffing , Women in HR , All About Careers , Upstart HR , The Street , Monster , The Ladders , Introvert Whisperer , and many more. Find him on LinkedIn .

Fact checked: Our small and dedicated team rigorously evaluates every article, guide, and reference to ensure the information is accurate and factual. Learn more .

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Letters of recommendation are one of the most important elements in a student's application for a national or international scholarship. Many of these awards are incredibly competitive. Applicants require excellent letters of recommendation in order to stand out.

Tips and Suggestions

• Address your letter to the selection committee for the scholarship or fellowship they are applying for. (For example, "Dear Goldwater Scholarship Selection Committee.")
• Discuss how long you have known the applicant and in what context.
• Wherever possible, provide specific and detailed examples of what the applicant has done. Be careful of giving hyperbolic praise without evidence. 
• Avoid listing academic information that is likely to be on the student's transcript (GPA, class rank, majors, minors) unless there is something not captured in the data that is important to share. 
• Many awards prefer you to include rankings or comparisons of the student to peers and/or to previous students you have taught. Percentages sometimes help: "This student ranks in the top 10% of students I have taught during my career in terms of intellectual curiosity."
• Letters praising good attendance, completing all assignments, and receiving A grades are generally not helpful. Many candidates for national scholarships will share these qualities. Reviewers are looking for more substantive information on the student’s potential as an outstanding scholar or future leader in their field.
• Be honest, but cautious about criticism. Committees take it seriously. Be fair to both the candidate and to the reader.
• Make the case for why the student is a strong candidate for the specific award they are applying to. Connect the student's talents and experiences to the selection criteria for the award. (See below for guidance on writing for specific awards.)
• While you can always ask students for resumes, descriptions of awards, and their particular interests, please do not ask the student to write the letter for you as an academic exercise, even if you plan to make substantial changes to their draft; this is specifically prohibited by most competitive fellowships.

Recommendation Guidance for Specific Awards

English Teaching Assistant (ETA) Awards: The application uses an online recommendation form rather than traditional letters. You will be asked to complete several short-answer questions online on such things as the applicant's communication skills, interest in teaching, and ability to work in unstructured environments. You should speak to the applicant's ability to teach English in a classroom abroad based on their intellectual and professional preparation.

Research/Study Awards: These applications require traditional letters of recommendation . Letters should be written in English (or accompanied by an official English translation), printed on institutional letterhead, and signed by you. The letter should discuss the applicant's ability to carry out the proposed project or course of study, their preparation and suitability for the endeavor, and their ability to represent the U.S. abroad.

For both ETA and research/study , recommenders should, according to Fulbright, “keep in mind that the applicant will be serving as a cultural ambassador representing the United States and that personal suitability, as well as academic excellence, is an important criterion to be considered.” These are not general character references. They should speak directly to the specific award type and the applicant's potential to be an excellent Fulbrighter.

From Goldwater Scholarship website:

• Letter format and submission requirements
• Letter writing guidance

Marshall website: Information for Recommenders.

Mitchell website: Recommenders and Endorsers .

NSF-GRFP website: Reference Writers .

Rhodes website: Guidance for Referees - USA .

Truman website: Letters of Recommendation .

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Fellowship Letter of Recommendation Writing Guide 2024

Trying to guarantee yourself a spot in the fellowship program at your dream university? A powerful recommendation letter for fellowship might do the magic.

In the face of the raging competition to join the top institutes, you must strengthen your application in every way possible. Remember, when applying to a leading institution, you’re competing against other candidates with similarly impressive academic merit. The word of a credible recommender can make a huge difference and increase your chances of getting selected.

If you seek a sample letter of recommendation for fellowship program, you’ve come to the right page. However, this article also covers a step-by-step guide on how to write a reference letter for fellowship programs, along with the best practices.

Table of Contents

What is a Fellowship Letter of Recommendation? Why is it Important?

What do admission officers expect to find in a recommendation letter for fellowship?

Recommendation letter for fellowship sample

Write your fellowship reference letter in 6 steps

Who can write a recommendation letter for fellowship?

Your fellowship LOR is an integral part of your application to a fellowship program. To put it simply, a recommendation letter is a letter endorsing your competence and assuring the admission committee that you’re indeed a deserving candidate.

A Recommendation Letter for research fellowship usually comes from a professor or other academic professional who has taught or mentored you. However, considering how busy they are and how often they receive requests for such letters, they don’t always have the time to write one. Instead, you might have to draft the letter yourself and get it signed by the recommender.

A recommendation letter for fellowship plays a huge role in your application, because it testifies to your qualities and abilities. Not everything can be included in your CV; there are various additional aspects that might influence the admission committee’s decision.

Your reference letter for postdoctoral fellowship can be the difference between getting selected for the fellowship program or having your application rejected. This is why it’s crucial to make sure that your LOR is powerful and puts you in the best light possible.

consulting a professional academic writer can reduce rejection/mistake risks. 

What Questions Should You Ask Before Writing a Reference Letter for Fellowship?

It’s imperative to cover all the relevant details in your recommendation letter. The LOR should also be tailored to your profile and your requirements. Make sure to ask yourself the following questions before you draft your recommendation letter for fellowship program. In case your recommender is the one writing it, discuss these with him/her.

How is the recommender connected to you?

The person recommending you for the fellowship program must be in a trustable position to do so. Explaining the recommender’s connection to the candidate makes the letter a lot more credible.

How well does your endorser know you?

Being in a trustable position to recommend you isn’t enough – the recommender should also know you well enough to provide valuable insights.

What kind of fellowship program are you applying to?

If you check out our fellowship recommendation letter sample, you’d notice that a good recommendation later is tailored according to the fellowship program it is for. The letter must elaborate on why the candidate is perfect for the program in particular.

What makes you a deserving candidate for the program?

The whole point of a reference letter for fellowship is to reinforce the idea that you deserve a chance to prove yourself through the fellowship program. Think of all the qualities that make you a deserving candidate.

Is there a specific format you need to follow?

Often, institutes set specific formats and other requirements that candidates must follow when writing their recommendation letters. If nothing is specified, you may follow the format used in our recommendation letter sample for fellowship application.

• LOR For Doctor
• LOR For Harvard
• LOR For Volunteer
• LOR For Cyber Security
• LOR For MBA
• LOR For Fulbright
• LOR For Internship
• LOR For Sorority
• LOR For Fellowship
• LOR For Civil Engineer
• LOR For Co-Worker
• LOR For Teacher
• LOR For Friend
• LOR For Scholarship
• LOR For Character
• LOR For Law School
• LOR For Promotion
• LOR For Job
• LOR For Court

What Do Admission Officers Expect to Find in a Recommendation Letter for Fellowship?

The reason why LORs hold such importance is that the admission officers rely on them for a variety of information and insights on the candidates. Here are some of the details that your recommendation letter must cover.

Personality:

The recommender’s impression of your personality can have a strong influence on the admission committee’s decision. The more your personality is relevant to the program, the better.

Soft skills:

Your hard skills are already covered in your CV, but your endorser can prove additional insights into your soft skills.

Uniqueness:

Let’s face it – basic qualities like being a hardworking student and having strong academic merit are too common in LORs. Your recommendation letter must cover unique individual traits that set you apart from the rest.

Justification:

Hollow praise doesn’t do much good in a recommendation letter for fellowship doctor When discussing the candidate’s qualities, the recommender must justify them with examples.

Professionalism:

Admission officers judge the authenticity of an LOR based on its tone and pitch. Of course, an LOR written by an experienced academic professional would usually be very different from one written by a candidate who is new to writing recommendation letters.

How long should a fellowship reference letter be?

As you might notice in our sample recommendation letter for fellowship program, LORs are usually 400 to 500 words long. Unless the institute’s LOR guidelines state otherwise, try to keep it within one page of an A4-sized sheet.

The font size should be either 11 or 12, and stick to professional fonts only. Arial and Times New Roman are good choices. Remember to maintain a 1-inch margin on each side of the page.

Recommendation Letter for Fellowship Sample

The following sample recommendation letter for fellowship program will help you get a better understanding of what your LOR should look like. Take note of how the recommender has endorsed the candidate without seeming to praise him blindly or excessively. You may follow this sample fellowship letter of recommendation to fine-tune the tone, pitch, and format in your own LOR.

To whom it may concern,

It’s my privilege to recommend Mr Sounak Basu for your Journalism and Mass communication fellowship program. I am writing this later in the capacity of an educator who supervised Sounak through his research efforts during his postgraduate program. Having him as my student was a pleasure, for he always showed qualities that set him apart from the rest.

Sounak is a dedicated and hardworking student to say the least. However, it’s his inquisitive nature and hunger for knowledge that drew my attention. He has a strong passion for understanding complex theories down to their roots. However, he doesn’t just stop at learning the theories – he takes a practical approach and seeks to utilise them in his research endeavours.

I believe Sounak would be an ideal candidate for the fellowship program at your institute, not only due to his commitment to learning but also because of his active participation. I’ve grown to know him as a team player who’s always ready to volunteer for different projects and events. Not many students I’ve supervised have displayed his level of integrity, practicality, and dedication.

I’d also like to point out that Sounak took up a number of side projects on his own initiative during his postgraduate program under my guidance. I feel gratified to have had the privilege of guiding him with those projects and evaluating them. He certainly has the ability to think out of the box, always coming up with unique research ideas.

Lastly, I should mention that during my time as his mentor, I got to know him quite well as a person. Sounak is a cheerful and passionate student who is always ready to assist others as needed. Not only is he a committed learner himself, but he also takes pleasure in guiding other students with complex concepts and projects.

At this stage of his academic life, Sounak needs the global exposure offered by an esteemed institution like yours. I believe that pursuing a fellowship program at your institute will help him unlock his true potential and reach new heights. Considering his inquisitive nature, unrelenting commitment, and creativity, I don’t doubt that his success would, in turn, benefit the academic world.

I sincerely thank you for the opportunity to recommend an amazing student like Sounak, and can assure you that he would be a great addition to your esteemed institute. Do feel free to reach out to me if you have any questions.

Yours Sincerely,

Rajiv Sharma,

Department of Journalism and Mass Communication,

University of Calcutta,

Guidelines for Using Samples

Of course, you can’t simply use the sample as a template – it would become too generic. Here’s how you can leverage LOR samples.

• First, go through multiple (at least four) sample letters of recommendation for fellowship program to check out different angles that a recommender can cover.
• Always customize and contextualise your recommendation letter with your personal information. This is very important to avoid getting your application rejected.
• The quality of your LOR must match that of the sample letter of recommendation for fellowship program.

Write Your Fellowship Reference Letter in 6 Steps

Here’s a simple step-by-step guide on writing an effective recommendation letter for fellowship program.

Step 1: Explain the endorser’s connection with you

As mentioned earlier, establishing the endorser’s credibility is crucial. The introductory paragraph should explain the endorser’s relationship with the candidate.

Cover the academic qualities

Since the recommendation letter is for an academic program, your academic qualities take priority. In this regard, don’t forget to cover personality traits that enhance your academic performance.

Talk about extracurricular and additional activities

In addition to the candidate’s academic excellence in general, the endorser should also bring up any extra projects or activities that the candidate has partaken in.  

Write about the candidate’s personality

Step 5: summarise the contents and persuade.

The second-last section of the recommendation letter should summarize the candidate’s qualities and push the recommendation, emphasizing that he/she would be a great candidate.

Step 6: Conclude the letter

Finally, conclude the letter on a positive note, thanking the reader. The recommender should also share his/her contact details and assure the admission officers that they can contact him/her if they have any queries.

Who Can Write a Recommendation Letter for Fellowship?

The person writing your recommendation letter for fellowship must be in a position of authenticity and authority. The letter should also come from someone who knows you well enough to vouch for you. Usually, fellowship recommendation letters are written by professors, mentors, and HODs.

Final Checklist

• Does the letter establish the recommender’s credibility?
• Has the letter been written in the right format?
• Is the flow of information sequential and logical?
• Did you customize the LOR properly?
• Is your LOR as good as the sample letter of recommendation for fellowship program?

Dos and don’ts

• Maintain a professional tone
• Proofread the document multiple times
• Stay positive and enthusiastic
• Emphasize your nature and personality
• Use a flawless and high-quality language
• Refrain from copying a recommendation letter for postdoc position sample and simply changing the names and course details.
• Don’t exceed the specified word count.
• Refrain from using any informal words or phrases.
• Never use false information or exaggerate the candidate’s qualities.
• Don’t spend too many words on generic qualities and achievements.

Tips for Writing a Fellowship LOR

• Make sure the strengths discussed in the letter align with the requirements of the fellowship program in question.
• Dedicate a paragraph explaining why the applicant is an ideal candidate for the institute.
• Justify your statements about the candidate using practical examples.
• Open the letter with a strong introduction and close it with a convincing conclusion.
• Follow the sample recommendation letter for fellowship program closely.

Hopefully, the detailed guide and the sample above should be enough to help you draft a powerful recommendation letter for fellowship for yourself.

However, don’t hesitate to seek out professional assistance if you aren’t confident about writing a good LOR or find it too difficult.

Expert LOR writers can craft highly tailored recommendation letters for every purpose.

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• Professional Development

How To Write a Fellowship Letter of Recommendation in 6 Steps

A letter of recommendation for a fellowship can be a powerful tool in helping students become competitive applicants for highly sought after awards. It helps to provide an objective assessment of the applicant’s qualifications and background and can be an important factor in the selection process. When writing a letter of recommendation for a fellowship, it is important to keep in mind the purpose and goals of the fellowship for which the applicant is applying. Demonstrating an understanding of the program and the applicant’s potential to excel in it can help to make a compelling case for their candidacy. When crafting a letter of recommendation, one should include information on the applicant’s academic background, work experience, and relevant accomplishments. In addition, it is also important to provide a candid assessment of the applicant’s character and ability to contribute to the fellowship program. Finally, your letter should be written in a professional and respectful tone, while making sure to highlight the applicant’s unique talents and skills.

What to include in a fellowship recommendation letter

If you’re writing a letter of recommendation for someone who is applying for a fellowship, take into account the following points:

Specific examples

It’s crucial to provide specific examples of the applicant’s or student’s accomplishments. This demonstrates your knowledge of their skills and abilities. Additionally, it demonstrates to the admissions committee that you are speaking truthfully when discussing the applicant. The applicant’s qualifications are better explained with specific examples, which can strengthen the letter and increase their chances of admission.

Purpose of the program

An explanation of how the student fits the program’s goals should also be included in the letter of recommendation. For instance, if submitting a research project proposal is a requirement of the fellowship program, you should discuss why you believe the proposed study will be worthwhile. Strengthening the recommendation letter by offering more assistance with the student’s research or course of study

Impact on the applicant

A description of how the fellowship might benefit the applicant is another thing you could put in. This section might discuss how a fellowship could help an applicant achieve their academic and professional objectives. Include a description of your thoughts in this section if you think the fellowship would help the applicant personally.

Positively framed weaknesses

Try to frame any of the applicants’ flaws you point out in the letter in a positive light. Instead of saying that the applicant struggled to properly cite sources in research papers, you could say that they showed a commitment to enhancing their citation styles. Explaining shortcomings in a constructive manner can show the admissions committee that the applicant wants to keep developing their knowledge and skills.

Accurate details

It’s crucial to be as accurate as possible when adding specifics to the letter’s body. Instead of overstating a student’s abilities, try to back up your assertions with facts or figures. For instance, you might mention that the applicant completed their program in the top 10% of their class rather than merely stating that they were good students. By including a statistic, you can improve the accuracy of the information and give the admissions committee a better idea of the applicant’s range of skills.

Why is it important to write a letter of recommendation for a fellowship?

When submitting an application for a fellowship, a letter of recommendation is crucial because it enables the applicant to set themselves apart from other candidates. A fellowship is a program that broadens education through study, research, or an internship. Fellowships typically include a financial grant, stipend, or other compensation to help the fellow with program expenses. Given the fierce competition for many fellowship programs, a letter of recommendation can strengthen an application.

How to write a letter of recommendation for a fellowship

Consider taking the following actions if someone asks you to write a letter of recommendation for a fellowship program:

1. Converse with the applicant

Try to speak with the applicant for a while before you start writing. Ask them about the fellowship, the program, their research proposal, and any other topics that might help you write a stronger letter during this conversation. This knowledge will help you decide what kind of material to put in the letter’s body.

2. Address the letter to the appropriate recipient

It’s crucial to make sure you’ve addressed the letter to the correct recipient at the top. Sometimes, the fellowship program is overseen by a single person, and other times, an entire committee evaluates applicants. It’s best to either mention a specific person or address the committee as a whole. This shows that you are aware of the application process and have made an effort to comprehend the particular fellowship program.

3. Write an introduction

You can mention your relationship with the student in the letter’s opening paragraph. This could include your relationship with the applicant, how long you’ve known them, and your impressions of them overall. The admissions committee will better understand your qualifications to represent the applicant after reading your introduction. Additionally, it gives you a chance to highlight your own academic and professional accomplishments. A thorough opening can lay a solid groundwork for the remainder of the recommendation letter.

4. Write body paragraphs

There are one or two body paragraphs you can write following the introduction. Recommendation letters are ordinarily one to one and a half pages long. Employers may see from a longer letter that you have a lot of positive things to say about the applicant. The body paragraphs of the letter may describe the applicant’s prior work, discuss why you believe they would be a good fit for the fellowship program, or discuss the qualities of their character that would make them a strong student. The body paragraphs contain the bulk of your recommendation.

5. Write a conclusion

Try to conclude your letter by summarizing it after the body paragraphs. The main points of the letter are reemphasized in this paragraph, which also summarizes the key information. You could say in your conclusion that the admissions team can get in touch with you if they have any additional questions. This demonstrates your willingness to speak on behalf of the applicant in addition to the recommendation letter’s contents. The letter is more effective overall when it has a solid conclusion.

6. Proofread

Before mailing the letter, its important to proofread thoroughly. You can use proofreading to make sure you wrote the details clearly and included all the necessary information. If you frequently write letters of recommendation for students, proofreading can assist you in staying organized as you work. You can verify with the applicant at this time the recipient’s name, the mailing address for the letter, and the title of the fellowship program.

A sample recommendation letter for a fellowship application is provided below:

Dear [ admissions counselors name ] ,

Introduction:

Im writing this letter on behalf of [applicants name]. Theyre applying for admission to [name of fellowship program]. I had a working relationship with the applicant for [period of time] and was [type of relationship with applicant]. I was able to learn more about the applicant’s ability to work under pressure, conduct research, and dedication to getting things done during this time. I highly recommend [applicant] for this fellowship program.

Body paragraph:

This applicant has demonstrated their abilities in a number of situations, including [description of situation]. They also demonstrated the following skills [list a few pertinent skills or abilities] The applicant has proven their suitability, and I think they possess the necessary abilities to make a valuable contribution to this fellowship.

Conclusion:

In conclusion, I think [applicants name] is a fantastic choice for [fellowship name] because of their all-encompassing skills and credentials. I would be happy to have a phone conversation with you about the applicant if you have any additional questions.

[ Your name ]

Heres an example of a fellowship letter of recommendation:

January 5, 2022

Dear Political Science Fellowship Committee,

Harrison Rodriguez, who is applying for a position in your Political Theory Fellowship Program, has asked me to write on his behalf. My name is Dr. Jones, and Ive had the pleasure of supervising Mr. Rodriguez through his postgraduate research efforts. He has made significant contributions to numerous political theory research projects, so I think he qualifies for this fellowship.

Mr. Rodriguez is a committed student with a strong passion for comprehending how political theory affects how society functions. By compiling survey data and conducting various tests, he contributed to a study on voting patterns and socioeconomic status. Mr. If Rodriguez is awarded this fellowship, I believe the academic community would greatly benefit from the way his research would address important issues in politics and contemporary society.

In conclusion, I think Mr. Rodriguez is a driven and enthusiastic student who enhances any project in which he is involved. I sincerely recommend him for this fellowship, please take that into consideration. Please reach out if you have any questions.

Dr. Jones, Ph.D.

Writing Recommendation Letters for Fellowship Applicants

Who should I ask for a letter of recommendation for fellowship?

People who know you well enough to vouch for you in your application should write you letters of recommendation. It won’t help your application if a Nobel laureate who doesn’t know you recommends you.

How long should a fellowship recommendation letter be?

The letter should provide comprehensive but detailed information on observed performance in no more than two pages. Comments should be as succinct as possible. To ensure maximum availability to fellowship program directors, the letters must be finished by July 1.

Do you need a letter of recommendation for fellowship?

Most fellowships require at least one letter from a professor who specializes in the area you are applying for. Make sure you have at least one rotation during the course of the year that will give you time with a subspecialty faculty member who can serve as your letter of recommendation writer.

What is a fellowship letter?

SHARE. Individuals in a variety of fields who have attained a certain level of education and training and wish to begin a program of further studies in a specific specialty are intended for fellowship recommendation letters.

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• Weill Cornell Medicine

Psychology Fellowship - Manhattan

Student mental health fellowship.

The Department of Psychiatry at Weill Cornell Medicine New York, New York is accepting applications for a one-year postdoctoral psychology fellowship position available in our Student Mental Health Program.   The fellowship position in Student Mental Health offers an opportunity for postdoctoral level clinicians to increase their expertise in providing evidence-based psychotherapy with a population of diverse emerging adults. Clinicians in Student Mental Health provide time-limited therapy to medical, doctoral, and master’s level students at Weill Cornell Medicine who present with a wide range of diagnoses and presenting problems. Student Mental Health is comprised of a multi-disciplinary team of psychologists, psychiatrists, nurse practioners and social workers. Fellows will conduct diagnostic evaluations and provide evidenced-based interventions, including both individual and group therapy, in an outpatient setting. Past group interventions include: Executive Functioning Skills, Anxiety Skills, Mindfulness, and CBT for Insomnia. Fellows will have the opportunity to provide comprehensive DBT (i.e. individual therapy, co-leading DBT skills group, phone coaching and weekly consultation team), as well as, CBT, and dynamic approaches. Fellows in Student Mental Health are offered a variety of didactics, case conferences, and workshops to enhance their training experience and advance their professional development. We aim to train ethical and culturally sensitive future clinicians and fellows are encouraged to attend multicultural workshops and diversity, equity, and inclusion discussion groups available through the WCM Department of Psychiatry. If interested, fellows are welcomed to participate in ongoing research projects within Student Mental Health, as well as, consider their own projects. The fellowship is based in Manhattan, NY and services are conducted both virtually and in person. Services are primarily conducted via telehealth in order to increase access and utilization of therapeutic services among students. Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information. Requirements : Applicants must have a doctorate in Clinical Psychology from an APA-accredited program and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date.   Application Deadline :  December 12, 2023   Start Date :  September 1, 2024 (pending limited permit)   Fellowship Duration : One year   Salary Minimum Stipend: $58,500 Maximum Stipend: $58,500   Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.   The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting. Application : Applicants should submit a current curriculum vitae, three letters of recommendation, and a letter of intent. In the letter of intent, applicants should specify their career goals, status of your dissertation, and their clinical training goals for the fellowship.   Applicants : please compile the application materials into a single PDF document labeled with your last name, first initial (e.g., "Doe J”) and then submit the PDF file by emailing Gina Ortiz at [email protected] . Please note: If your mentors prefer to submit their letters separately, please request that they indicate your name in their email. Address your letter of intent to:   Patricia Marino

PhD Associate Professor of Clinical Psychiatry at Weill Cornell Medicine Director of the Student Mental Health Program and Alyssa DePasquale, PhD Assistant Professor of Clinical Psychiatry at Weill Cornell Medicine

Lifespan Neuropsychology Fellowship

The Department of Psychiatry at Weill Cornell Medicine offers a two-year postdoctoral fellowship position in pediatric neuropsychology. WCM/NYPH offers training in the scientist/clinician model for neuropsychologists who are interested in becoming academic leaders. 

The fellowship is designed to provide advanced training in Clinical Neuropsychology following the guidelines of the Houston Conference so as to prepare the fellow to become certified in Clinical Neuropsychology by the American Board of Professional Psychology/American Board of Clinical Neuropsychology (ABPP/ABCN) and to complete the Subspecialty Certification in Pediatric Neuropsychology.

The Division of Neuropsychology within the Department of Psychiatry consists of six neuropsychologists, two of whom work with individuals across the lifespan and will serve as the fellow’s primary supervisors. One of those supervisors is an ABPP certified neuropsychologist and pediatric subspecialist and the other supervisor is in the process of attaining board certification. Both neuropsychologists bring to supervision a variety of developmental models and theoretical orientations. The fellow will receive training and experience working with individuals ranging in age from toddlerhood through young adulthood - in both inpatient and outpatient settings.  Clinical cases primarily involve patients who present with a variety of psychiatric illnesses with accompanying cognitive symptoms and/or comorbid medical illnesses (e.g., autism spectrum disorders, ADHD, learning disorders, mood disorders, seizure disorders, traumatic brain injury, substance abuse). Training is based on an apprenticeship model in which the fellows work closely with clinical neuropsychologists. Extensive experience in report writing that integrates demographic, historical, medical, and psychological information is emphasized. The fellow will also gain considerable experience in providing oral feedback to patients, family members, treatment team members, and school personnel. Additionally, the fellow will assist in teaching practicum students methods of assessment, scoring, interpretation, and report writing. These exams, as well as the fellow’s supervision techniques, will be supervised by an attending.

The primary focus of our postdoctoral program is clinical training, with clinical activities comprising approximately 60% of the fellow’s time. The remaining time will be devoted to education and to research. A broad range of didactics are offered including neuropsychology case conferences, neuropsychology seminars, psychiatry grand rounds, and psychology rounds. The fellow will also work closely with a research mentor. Areas of research may include using cognitive and affective neuroscience techniques (MRI, EEG) to investigate the neurobiology of developmental disorders, the development of the social brain, the development of novel treatment approaches (e.g., transcranial magnetic stimulation, cognitive remediation approaches, behavioral interventions) for psychiatric and/or cognitive symptoms, and a longitudinal study evaluating cognitive and psychiatric outcomes after COVID-19. The goal will be to submit a scholarly work to relevant conferences (e.g., INS, AACN) and to peer-reviewed journals.

Please note that we are not currently recruiting for this position.

Fellowship in Pediatric Psychology & Integrated Care

Weill cornell medicine fellowship in pediatric psychology & integrated care.

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine p is accepting applications for a one-year postdoctoral clinical psychology fellowship with a focus on pediatric integrated care services within the Center for Youth Mental Health.

The Pediatric Psychology & Integrated Care fellowship provides an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults in medical settings. The fellow will provide behavioral health care to youth with acute and chronic medical illness within pediatric primary care, outpatient sub-specialty care, and the inpatient medical service, under the supervision of licensed clinical psychologists and in collaboration with a multi-disciplinary team. The fellow will participate in training in the assessment and triage of mental health concerns presented by youth in primary care and pediatric care settings. Consultation and teaching to Pediatric residents and attendings on the recognition and treatment of behavioral health concerns are core components of the fellowship. A variety of didactics, case conferences, and grand rounds complement the fellow’s clinical training and support their professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of integrated care models within Pediatrics and increasing access to evidence based treatments for anxiety and related disorders via these approaches. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for a second year and transitioning to faculty following the fellowship period may be available but are not guaranteed.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. One year experience in a pediatric integrated care setting is required.

Minimum Stipend: $58,500

Maximum Stipend: $58,500

Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.

The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application deadline: December 12, 2023

Interviews held in January

Start Date: September 1, 2024

Fellowship Duration: One year

Salary: Salary is competitive with full health benefits and vacation package included. Application: Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Corinne Catarozoli, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry and Pediatrics Weill Cornell Medicine, New York-Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in the Pediatric OCD, Anxiety, and Tic Disorders Program (POCAT)

Weill Cornell Medicine Postdoctoral Fellowship in Pediatric OCD, Anxiety and Tic Disorders. We are currently accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on children and adolescents struggling with OCD, anxiety, and/or tic disorders through the Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program.

The POCAT fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children and adolescents with OCD, anxiety, and related disorders. In the first year, the fellow will be actively involved in program development and clinical care to increase programming for OCD and related disorders in the outpatient and adolescent partial hospital program at NewYork-Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multi-disciplinary team of psychology, psychiatry, social work, and other specialized care providers. In the second year, the fellow will continue engaging in program development, research and clinical care in another branch of POCAT and will work within Weill Cornell Medicine’s Intensive Treatment Program for OCD and Anxiety.

A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions and the effective dissemination and implementation of existing evidence based treatments for OCD, anxiety, and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged.

Opportunities for transitioning to faculty following the fellowship period may be available.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Requirements: Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments across a range of clinical settings is encouraged.

Application Deadline: December 12, 2023. Interviews are offered on a rolling basis upon receipt of application.

Fellowship Duration: Two years

Full health benefits, professional development and vacation package included. Second year bonus eligible.

Application: Applicants should send current curriculum vitae and two letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Avital Falk, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry Director, Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program Program Director, Intensive Treatment Program (ITP) for OCD and Anxiety [email protected]

Fellowship in the Program for Anxiety and Traumatic Stress Studies (PATSS)

Weill Cornell Medicine and the Program for Anxiety and Traumatic Stress Studies (PATSS) is seeking a fulltime postdoctoral fellow to start immediately. Postdoctoral fellows will participate in clinical and research endeavors targeting survivors of trauma, which may include populations such as healthcare workers caring for COVID-19 patients, MST survivors, active-duty service members, veterans and their family members, and other trauma populations, including burn and World Trade Center survivors.

Training will be provided in state-of-the art-clinical assessment and treatment of trauma-related diagnoses distance technologies for the provision of treatment and virtual reality simulations in the treatment of trauma. Responsibilities include conducting assessments, providing evidence-based treatments, serving as project coordinator, aiding in recruitment, and other clinical and administrative roles. The individual will be an integral member of a vibrant trauma program.

Applicants should have the following qualifications : 1) doctorate from an APA-accredited doctoral program; 2) completion of an APA-accredited internship; 3) eligible for a New York State limited permit or have a New York State psychology license; 4) demonstrated interest in trauma. Interest in CBT, PTSD, and trauma treatment is preferred, as is a strong background in clinical research (scientist-practitioner). We anticipate hiring 1-2 postdoctoral fellows.

Interested parties should:

Apply by emailing the following materials to Research Coordinator Olivia Baryluk: [email protected] . • Cover letter • CV (with references) • Two (2) letters of recommendation Applications are reviewed on a rolling basis. Start date is immediate.

JoAnn Difede, PhD Director, Program for Anxiety and Traumatic Stress Studies Weill Cornell Medicine 525 East 68th Street, Box 200 New York, NY 10065

Fellowship in the Cognitive Therapy Clinic

Weill Cornell Medicine's Department of Psychiatry offers a one-year post-doctoral clinical fellowship for a psychologist, starting September 1, 2024 .  The fellowship offers intensive training in individual cognitive-behavior psychotherapy.  The patient population consists of adults with a wide variety of acute emotional and behavioral disorders.  There are many opportunities to participate in, and to develop clinical research studies. Candidates must have Doctorate by start date.

Please send C.V. and letter of interest by December 12, 2023  to:

Susan Evans, Ph.D. Director of Education in Psychology 425 East 61st Street, PH Floor New York, NY 10065

or e-mail to:  [email protected]

Fellowship in Child, Adolescent & Young Adult Anxiety Disorders

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine is accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on adolescent and young adults services within the Center for Youth Mental Health. 

The Center for Youth Mental Health fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults with anxiety and related disorders. The fellow will provide clinical care in the outpatient and partial hospital programs at New York Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multidisciplinary team of psychology, psychiatry, social work, and other specialized care providers. A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will also participate in supervising graduate student externs. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions, the neurobiology of anxiety disorders, and the effective dissemination and implementation of existing evidence based treatments for anxiety and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for transitioning to faculty following the fellowship period may be available but are not guaranteed.

Requirements:  Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments (e.g. CBT, DBT) across a range of clinical settings is encouraged.

Application Deadline:  December 1, 2023. Interviews held in January. Start Date:  September 1, 2024 Fellowship Duration:  Two years

Full health benefits and vacation package included.

 The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application:  Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Shannon M. Bennett, Ph.D. Clinical Director, Center for Youth Mental Health at Weill Cornell Medicine Weill Cornell Medicine, New York Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in Rehabilitation and Psychiatric Neuropsychology

The Department of Psychiatry at Weill Cornell Medicine is offers a two-year postdoctoral fellowship position in clinical neuropsychology. The fellowship provides advanced training in clinical neuropsychology in physical medicine & rehabilitation and psychiatry settings that are consistent with the Houston Conference guidelines. The goal is to prepare the fellow for a career as a clinical neuropsychologist and for board certification by the American Board of Professional Psychology/American Board of Clinical Neuropsychology.

The position is located at NewYork-Presbyterian/Weill Cornell Medical Center on Manhattan’s Upper East Side.  Clinical cases involve: (1) neuropsychological assessment of inpatients undergoing acute rehabilitation; (2) neuropsychological assessment of psychiatric inpatients; and (3) outpatient neuropsychological evaluations of patients across the lifespan. Presenting concerns on the acute rehabilitation unit commonly include stroke, brain tumor, traumatic brain injury, and cognitive dysfunction in the context of medical illness. Referral questions in psychiatry include diagnostic clarification for neurodegenerative diseases such as Alzheimer’s disease, frontotemporal dementia, and Lewy Body dementia; neuropsychological assessment in first-episode psychosis and prodromal schizophrenia; and evaluation of cognitive function in neurodevelopmental disorders such as ADHD and autism spectrum disorder. The fellow will also learn and implement cutting-edge, evidence-based cognitive rehabilitation approaches. Training is based on an apprenticeship model in which the fellow works closely with clinical neuropsychologists and is integrated within interdisciplinary treatment teams. The fellow will also have opportunities to supervise junior trainees.

A broad range of didactic opportunities are available that include biweekly neuropsychology didactics focused on topical presentations, case conferences, and journal club; weekly Department of Psychiatry grand rounds; monthly Psychology grand rounds; and monthly Department of Rehabilitation Medicine grand rounds.

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Oak Ridge Institute for Science and Education

Epa environmental health and water quality research fellowship.

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Application Deadline

4/12/2024 3:00:00 PM Eastern Time Zone

Description

*Applications may be reviewed on a rolling-basis and this posting could close before the deadline. Click here for information about the selection process.

EPA Office/Lab and Location: A postgraduate research project training opportunity is currently available in the U.S. Environmental Protection Agency’s (EPA) Office of Water (OW). The appointment will be served with the Ecological Risk Assessment Branch (ERAB) in the Health and Ecological Criteria Division (HECD) of the Office of Science and Technology (OST) in Washington, D.C.

Research Project: The goal of this project is to assess the potential ecological effects of toxic pollutants on aquatic life as it relates to Clean Water Act ambient water quality criteria development.

Under the guidance of a mentor, research activities may include:

• Gathering and evaluating information on the toxicity of pollutants to aquatic organisms and developing ecological effects assessments
• Investigating recent scientific developments and evolving ecological risk assessment approaches
• Collaborating with scientific experts in the Office of Water and across EPA supporting the Clean Water Act and a variety of other water regulatory programs
• Communicating complex scientific or technical information to a non-technical audience
• Attending meetings and conferences regarding water quality and ecological effects
• Reaching out to stakeholders and developing water-related research/practitioner skills

Learning Objectives: The participant will have the opportunity to learn about the development of Clean Water Act ambient water quality criteria and benchmarks to help ensure that water is safe for aquatic life. The participant will be part of a multi-disciplinary and/or cross-program team on any given project or issue. The participant will work with a mentor who will introduce you to EPA scientists and leaders in environmental science and policy. Additionally, the participant will have the opportunity to assist in the development of criteria, prioritization approaches and/or methodologies for criteria development. Close collaboration with other EPA offices, other Federal agencies and external groups is expected.

Mentor(s)/Coordinator: The mentor for this opportunity is Kathryn Gallagher ( [email protected] ). If you have questions about the nature of the research, please contact the mentor(s) or program coordinator.

Anticipated Appointment Start Date: Spring 2024. All start dates are flexible and vary depending on numerous factors. Click here for detailed information about start dates.

Appointment Length: The appointment may initially be for one year and may be renewed upon EPA recommendation and subject to availability of funding.

Level of Participation: The appointment is full-time.

Participant Stipend: The participant will receive a monthly stipend commensurate with educational level and experience. The current stipends for this opportunity are Master’s ~$68,405; PhD ~$82,764. Funding may be made available to reimburse the participant’s travel expenses to travel to workshops, trainings, or conferences related to their participation with the EPA. Click here for detailed information about full-time stipends.

EPA Security Clearance: Completion of a successful background investigation by the Office of Personnel Management (OPM) is required for an applicant to be on-boarded at EPA.

ORISE Information: This program, administered by ORAU through its contract with the U.S. Department of Energy (DOE) to manage the Oak Ridge Institute for Science and Education (ORISE), was established through an interagency agreement between DOE and EPA. Participants do not become employees of EPA, DOE or the program administrator, and there are no employment-related benefits. Proof of health insurance is required for participation in this program. Health insurance can be obtained through ORISE.

ORISE offers all ORISE EPA graduate students and Postdocs a free 5-year membership to the National Postdoctoral Association (NPA).

The successful applicant(s) will be required to comply with Environmental, Safety and Health (ES&H) requirements of the hosting facility, including but not limited to, COVID-19 requirements (e.g. facial covering, physical distancing, testing, vaccination).

Questions: Please see the FAQ section of our website. After reading, if you have additional questions about the application process, please email [email protected] and include the reference code for this opportunity.

Qualifications

The qualified candidate should have received a master’s or doctoral degree in one of the relevant fields or be currently pursuing one of the degrees with completion before the appointment start date. Degree must have been received within the past five years.

Preferred skills:

• Experience in aquatic toxicology and ecology
• Experience in risk assessment methods and tools
• Excellent written and oral communication skills
• Ability to conduct assignments on multiple projects under deadlines
• Knowledge of Clean Water Act or other environmental statutes
• Experience with MS Office and Spreadsheets

Eligibility Requirements

• Citizenship: U.S. Citizen Only
• Degree: Master’s Degree or Doctoral Degree received within the last 60 months or currently pursuing.

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