parts of a research title

6 Important Tips on Writing a Research Paper Title

When you are searching for a research study on a particular topic, you probably notice that articles with interesting, descriptive research titles draw you in. By contrast, research paper titles that are not descriptive are usually passed over, even though you may write a good research paper with interesting contents. This shows the importance of coming up with a good title for your research paper when drafting your own manuscript.

Importance of a Research Title

The research title plays a crucial role in the research process, and its importance can be summarized as follows:

Why do Research Titles Matter?

Before we look at how to title a research paper, let’s look at a research title example that illustrates why a good research paper should have a strong title.

Imagine that you are researching meditation and nursing, and you want to find out if any studies have shown that meditation makes nurses better communicators.  You conduct a keyword search using the keywords “nursing”, “communication”, and “meditation.” You come up with results that have the following titles:

• Benefits of Meditation for the Nursing Profession: A Quantitative Investigation
• Why Mindful Nurses Make the Best Communicators
• Meditation Gurus
• Nurses on the Move: A Quantitative Report on How Meditation Can Improve Nurse Performance

All four of these research paper titles may describe very similar studies—they could even be titles for the same study! As you can see, they give very different impressions.

• Title 1 describes the topic and the method of the study but is not particularly catchy.
• Title 2 partly describes the topic, but does not give any information about the method of the study—it could simply be a theoretical or opinion piece.
• Title 3 is somewhat catchier but gives almost no information at all about the article.
• Title 4 begins with a catchy main title and is followed by a subtitle that gives information about the content and method of the study.

As we will see, Title 4 has all the characteristics of a good research title.

Characteristics of a Good Research Title

According to rhetoric scholars Hairston and Keene, making a good title for a paper involves ensuring that the title of the research accomplishes four goals as mentioned below:

• It should predict the content of the research paper .
• It should be interesting to the reader .
• It should reflect the tone of the writing .
• It should contain important keywords that will make it easier to be located during a keyword search.

Let’s return to the examples in the previous section to see how to make a research title.

As you can see in the table above, only one of the four example titles fulfills all of the criteria of a suitable research paper title.

Related: You’ve chosen your study topic, but having trouble deciding where to publish it? Here’s a comprehensive course to help you identify the right journal .

Tips for Writing an Effective Research Paper Title

When writing a research title, you can use the four criteria listed above as a guide. Here are a few other tips you can use to make sure your title will be part of the recipe for an effective research paper :

• Make sure your research title describes (a) the topic, (b) the method, (c) the sample, and (d) the results of your study. You can use the following formula:

[ Result ]: A [ method ] study of [ topic ] among [ sample ] Example : Meditation makes nurses perform better: a qualitative study of mindfulness meditation among German nursing students

• Avoid unnecessary words and jargons. Keep the title statement as concise as possible. You want a title that will be comprehensible even to people who are not experts in your field. Check our article for a detailed list of things to avoid when writing an effective research title .
• Make sure your title is between 5 and 15 words in length.
• If you are writing a title for a university assignment or for a particular academic journal, verify that your title conforms to the standards and requirements for that outlet. For example, many journals require that titles fall under a character limit, including spaces. Many universities require that titles take a very specific form, limiting your creativity.
• Use a descriptive phrase to convey the purpose of your research efficiently.
• Most importantly, use critical keywords in the title to increase the discoverability of your article.

Resources for Further Reading

In addition to the tips above, there are many resources online that you can use to help write your research title. Here is a list of links that you may find useful as you work on creating an excellent research title:

• The University of Southern California has a guide specific to social science research papers: http://libguides.usc.edu/writingguide/title
• The Journal of European Psychology Students has a blog article focusing on APA-compliant research paper titles: http://blog.efpsa.org/2012/09/01/how-to-write-a-good-title-for-journal-articles/
• This article by Kristen Hamlin contains a step-by-step approach to writing titles: http://classroom.synonym.com/choose-title-research-paper-4332.html

Are there any tips or tricks you find useful in crafting research titles? Which tip did you find most useful in this article? Leave a comment to let us know!

• Hairston, M., & Keene, M. 2003. Successful writing . 5th ed. New York: Norton.
• University of Southern California. 2017. Organizing your social sciences research paper: choosing a title . [Online] Available at: http://libguides.usc.edu/writingguide/title

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Hi Zubair, Thank you for your question. However, the information you have provided is insufficient for drafting an appropriate title. Information on what exactly you intend to study would be needed in order to draft a meaningful title. Meanwhile, you can try drafting your own title after going through the following articles our website: https://www.enago.com/academy/top-10-tips-on-choosing-an-attractive-research-title/ , https://www.enago.com/academy/writing-a-good-research-title-things-to-avoid/ , https://www.enago.com/academy/write-irresistible-research-paper-title/ We would be happy to give you feedback and suggest changes if required. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter https://www.enago.com/academy/subscribe-now/ .

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Hi Joan, Thank you for your question. We are glad to know that you found our resources useful. Your feedback is very valuable to us. You can try drafting your own title after going through the following articles on our website: https://www.enago.com/academy/top-10-tips-on-choosing-an-attractive-research-title/ , https://www.enago.com/academy/writing-a-good-research-title-things-to-avoid/ , https://www.enago.com/academy/write-irresistible-research-paper-title/

We would be happy to give you feedback and suggest changes if required. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter https://www.enago.com/academy/subscribe-now/ .

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I need help. I need a research title for my study about early mobilization of the mechanically ventilated patients in the ICU. Any suggestions would be highly appreciated.

Thank you for posting your query on the website. When writing manuscripts, too many scholars neglect the research title. This phrase, along with the abstract, is what people will mostly see and read online. Title research of publications shows that the research paper title does matter a lot. Both bibliometrics and altmetrics tracking of citations are now, for better or worse, used to gauge a paper’s “success” for its author(s) and the journal publishing it. Interesting research topics coupled with good or clever yet accurate research titles can draw more attention to your work from peers and the public alike. You can check through the following search results for titles on similar topics: https://www.google.com/search?q=early+mobilization+of+the+mechanically+ventilated+patients+in+the+icu&rlz=1C1GCEU_enIN907IN907&oq=&aqs=chrome.0.69i59.4920093j0j7&sourceid=chrome&ie=UTF-8 .

We hope this would be helpful in drafting an attractive title for your research paper.

Please let us know in case of any other queries.

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How to Make a Research Paper Title with Examples

What is a research paper title and why does it matter?

A research paper title summarizes the aim and purpose of your research study. Making a title for your research is one of the most important decisions when writing an article to publish in journals. The research title is the first thing that journal editors and reviewers see when they look at your paper and the only piece of information that fellow researchers will see in a database or search engine query. Good titles that are concise and contain all the relevant terms have been shown to increase citation counts and Altmetric scores .

Therefore, when you title research work, make sure it captures all of the relevant aspects of your study, including the specific topic and problem being investigated. It also should present these elements in a way that is accessible and will captivate readers. Follow these steps to learn how to make a good research title for your work.

How to Make a Research Paper Title in 5 Steps

You might wonder how you are supposed to pick a title from all the content that your manuscript contains—how are you supposed to choose? What will make your research paper title come up in search engines and what will make the people in your field read it? 

In a nutshell, your research title should accurately capture what you have done, it should sound interesting to the people who work on the same or a similar topic, and it should contain the important title keywords that other researchers use when looking for literature in databases. To make the title writing process as simple as possible, we have broken it down into 5 simple steps.

Step 1: Answer some key questions about your research paper

What does your paper seek to answer and what does it accomplish? Try to answer these questions as briefly as possible. You can create these questions by going through each section of your paper and finding the MOST relevant information to make a research title.

Step 2: Identify research study keywords

Now that you have answers to your research questions, find the most important parts of these responses and make these your study keywords. Note that you should only choose the most important terms for your keywords–journals usually request anywhere from 3 to 8 keywords maximum.

Step 3: Research title writing: use these keywords

“We employed a case study of 60 liver transplant patients around the US aged 20-50 years to assess how waiting list volume affects the outcomes of liver transplantation in patients; results indicate a positive correlation between increased waiting list volume and negative prognosis after the transplant procedure.”

The sentence above is clearly much too long for a research paper title. This is why you will trim and polish your title in the next two steps.

Step 4: Create a working research paper title

To create a working title, remove elements that make it a complete “sentence” but keep everything that is important to what the study is about. Delete all unnecessary and redundant words that are not central to the study or that researchers would most likely not use in a database search.

“ We employed a case study of 60 liver transplant patients around the US aged 20-50 years to assess how the waiting list volume affects the outcome of liver transplantation in patients ; results indicate a positive correlation between increased waiting list volume and a negative prognosis after transplant procedure ”

Now shift some words around for proper syntax and rephrase it a bit to shorten the length and make it leaner and more natural. What you are left with is:

“A case study of 60 liver transplant patients around the US aged 20-50 years assessing the impact of waiting list volume on outcome of transplantation and showing a positive correlation between increased waiting list volume and a negative prognosis” (Word Count: 38)

This text is getting closer to what we want in a research title, which is just the most important information. But note that the word count for this working title is still 38 words, whereas the average length of published journal article titles is 16 words or fewer. Therefore, we should eliminate some words and phrases that are not essential to this title.

Step 5: Remove any nonessential words and phrases from your title

Because the number of patients studied and the exact outcome are not the most essential parts of this paper, remove these elements first:

 “A case study of 60 liver transplant patients around the US aged 20-50 years assessing the impact of waiting list volume on outcomes of transplantation and showing a positive correlation between increased waiting list volume and a negative prognosis” (Word Count: 19)

In addition, the methods used in a study are not usually the most searched-for keywords in databases and represent additional details that you may want to remove to make your title leaner. So what is left is:

“Assessing the impact of waiting list volume on outcome and prognosis in liver transplantation patients” (Word Count: 15)

In this final version of the title, one can immediately recognize the subject and what objectives the study aims to achieve. Note that the most important terms appear at the beginning and end of the title: “Assessing,” which is the main action of the study, is placed at the beginning; and “liver transplantation patients,” the specific subject of the study, is placed at the end.

This will aid significantly in your research paper title being found in search engines and database queries, which means that a lot more researchers will be able to locate your article once it is published. In fact, a 2014 review of more than 150,000 papers submitted to the UK’s Research Excellence Framework (REF) database found the style of a paper’s title impacted the number of citations it would typically receive. In most disciplines, articles with shorter, more concise titles yielded more citations.

Adding a Research Paper Subtitle

If your title might require a subtitle to provide more immediate details about your methodology or sample, you can do this by adding this information after a colon:

“ : a case study of US adult patients ages 20-25”

If we abide strictly by our word count rule this may not be necessary or recommended. But every journal has its own standard formatting and style guidelines for research paper titles, so it is a good idea to be aware of the specific journal author instructions , not just when you write the manuscript but also to decide how to create a good title for it.

Research Paper Title Examples

The title examples in the following table illustrate how a title can be interesting but incomplete, complete by uninteresting, complete and interesting but too informal in tone, or some other combination of these. A good research paper title should meet all the requirements in the four columns below.

Tips on Formulating a Good Research Paper Title

In addition to the steps given above, there are a few other important things you want to keep in mind when it comes to how to write a research paper title, regarding formatting, word count, and content:

• Write the title after you’ve written your paper and abstract
• Include all of the essential terms in your paper
• Keep it short and to the point (~16 words or fewer)
• Avoid unnecessary jargon and abbreviations
• Use keywords that capture the content of your paper
• Never include a period at the end—your title is NOT a sentence

Research Paper Writing Resources

We hope this article has been helpful in teaching you how to craft your research paper title. But you might still want to dig deeper into different journal title formats and categories that might be more suitable for specific article types or need help with writing a cover letter for your manuscript submission.

In addition to getting English proofreading services , including paper editing services , before submission to journals, be sure to visit our academic resources papers. Here you can find dozens of articles on manuscript writing, from drafting an outline to finding a target journal to submit to.

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The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words needed to adequately describe the content and/or purpose of your research paper.

Importance of Choosing a Good Title

The title is the part of a paper that is read the most, and it is usually read first . It is, therefore, the most important element that defines the research study. With this in mind, avoid the following when creating a title:

• If the title is too long, this usually indicates there are too many unnecessary words. Avoid language, such as, "A Study to Investigate the...," or "An Examination of the...." These phrases are obvious and generally superfluous unless they are necessary to covey the scope, intent, or type of a study.
• On the other hand, a title which is too short often uses words which are too broad and, thus, does not tell the reader what is being studied. For example, a paper with the title, "African Politics" is so non-specific the title could be the title of a book and so ambiguous that it could refer to anything associated with politics in Africa. A good title should provide information about the focus and/or scope of your research study.
• In academic writing, catchy phrases or non-specific language may be used, but only if it's within the context of the study [e.g., "Fair and Impartial Jury--Catch as Catch Can"]. However, in most cases, you should avoid including words or phrases that do not help the reader understand the purpose of your paper.
• Academic writing is a serious and deliberate endeavor. Avoid using humorous or clever journalistic styles of phrasing when creating the title to your paper. Journalistic headlines often use emotional adjectives [e.g., incredible, amazing, effortless] to highlight a problem experienced by the reader or use "trigger words" or interrogative words like how, what, when, or why to persuade people to read the article or click on a link. These approaches are viewed as counter-productive in academic writing. A reader does not need clever or humorous titles to catch their attention because the act of reading research is assumed to be deliberate based on a desire to learn and improve understanding of the problem. In addition, a humorous title can merely detract from the seriousness and authority of your research. 
• Unlike everywhere else in a college-level social sciences research paper [except when using direct quotes in the text], titles do not have to adhere to rigid grammatical or stylistic standards. For example, it could be appropriate to begin a title with a coordinating conjunction [i.e., and, but, or, nor, for, so, yet] if it makes sense to do so and does not detract from the purpose of the study [e.g., "Yet Another Look at Mutual Fund Tournaments"] or beginning the title with an inflected form of a verb such as those ending in -ing [e.g., "Assessing the Political Landscape: Structure, Cognition, and Power in Organizations"].

Appiah, Kingsley Richard et al. “Structural Organisation of Research Article Titles: A Comparative Study of Titles of Business, Gynaecology and Law.” Advances in Language and Literary Studies 10 (2019); Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; Jaakkola, Maarit. “Journalistic Writing and Style.” In Oxford Research Encyclopedia of Communication . Jon F. Nussbaum, editor. (New York: Oxford University Press, 2018): https://oxfordre.com/communication.

Structure and Writing Style

The following parameters can be used to help you formulate a suitable research paper title:

• The purpose of the research
• The scope of the research
• The narrative tone of the paper [typically defined by the type of the research]
• The methods used to study the problem

The initial aim of a title is to capture the reader’s attention and to highlight the research problem under investigation.

Create a Working Title Typically, the final title you submit to your professor is created after the research is complete so that the title accurately captures what has been done . The working title should be developed early in the research process because it can help anchor the focus of the study in much the same way the research problem does. Referring back to the working title can help you reorient yourself back to the main purpose of the study if you find yourself drifting off on a tangent while writing. The Final Title Effective titles in research papers have several characteristics that reflect general principles of academic writing.

• Indicate accurately the subject and scope of the study,
• Rarely use abbreviations or acronyms unless they are commonly known,
• Use words that create a positive impression and stimulate reader interest,
• Use current nomenclature from the field of study,
• Identify key variables, both dependent and independent,
• Reveal how the paper will be organized,
• Suggest a relationship between variables which supports the major hypothesis,
• Is limited to 5 to 15 substantive words,
• Does not include redundant phrasing, such as, "A Study of," "An Analysis of" or similar constructions,
• Takes the form of a question or declarative statement,
• If you use a quote as part of the title, the source of the quote is cited [usually using an asterisk and footnote],
• Use correct grammar and capitalization with all first words and last words capitalized, including the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the first and last words of the title are also capitalized, and
• Rarely uses an exclamation mark at the end of the title.

The Subtitle Subtitles are frequently used in social sciences research papers because it helps the reader understand the scope of the study in relation to how it was designed to address the research problem. Think about what type of subtitle listed below reflects the overall approach to your study and whether you believe a subtitle is needed to emphasize the investigative parameters of your research.

1.  Explains or provides additional context , e.g., "Linguistic Ethnography and the Study of Welfare Institutions as a Flow of Social Practices: The Case of Residential Child Care Institutions as Paradoxical Institutions." [Palomares, Manuel and David Poveda.  Text & Talk: An Interdisciplinary Journal of Language, Discourse and Communication Studies 30 (January 2010): 193-212]

2.  Adds substance to a literary, provocative, or imaginative title or quote , e.g., "Listen to What I Say, Not How I Vote": Congressional Support for the President in Washington and at Home." [Grose, Christian R. and Keesha M. Middlemass. Social Science Quarterly 91 (March 2010): 143-167]

3.  Qualifies the geographic scope of the research , e.g., "The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine." [Marcu, Silvia. Geopolitics 14 (August 2009): 409-432]

4.  Qualifies the temporal scope of the research , e.g., "A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library, 1895-1940." [Grossman, Hal B. Libraries & the Cultural Record 46 (2011): 102-128]

5.  Focuses on investigating the ideas, theories, or work of a particular individual , e.g., "A Deliberative Conception of Politics: How Francesco Saverio Merlino Related Anarchy and Democracy." [La Torre, Massimo. Sociologia del Diritto 28 (January 2001): 75 - 98]

6.  Identifies the methodology used , e.g. "Student Activism of the 1960s Revisited: A Multivariate Analysis Research Note." [Aron, William S. Social Forces 52 (March 1974): 408-414]

7.  Defines the overarching technique for analyzing the research problem , e.g., "Explaining Territorial Change in Federal Democracies: A Comparative Historical Institutionalist Approach." [ Tillin, Louise. Political Studies 63 (August 2015): 626-641.

With these examples in mind, think about what type of subtitle reflects the overall approach to your study. This will help the reader understand the scope of the study in relation to how it was designed to address the research problem.

Anstey, A. “Writing Style: What's in a Title?” British Journal of Dermatology 170 (May 2014): 1003-1004; Balch, Tucker. How to Compose a Title for Your Research Paper. Augmented Trader blog. School of Interactive Computing, Georgia Tech University; Bavdekar, Sandeep B. “Formulating the Right Title for a Research Article.” Journal of Association of Physicians of India 64 (February 2016); Choosing the Proper Research Paper Titles. AplusReports.com, 2007-2012; Eva, Kevin W. “Titles, Abstracts, and Authors.” In How to Write a Paper . George M. Hall, editor. 5th edition. (Oxford: John Wiley and Sons, 2013), pp. 33-41; Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; General Format. The Writing Lab and The OWL. Purdue University; Kerkut G.A. “Choosing a Title for a Paper.” Comparative Biochemistry and Physiology Part A: Physiology 74 (1983): 1; “Tempting Titles.” In Stylish Academic Writing . Helen Sword, editor. (Cambridge, MA: Harvard University Press, 2012), pp. 63-75; Nundy, Samiran, et al. “How to Choose a Title?” In How to Practice Academic Medicine and Publish from Developing Countries? A Practical Guide . Edited by Samiran Nundy, Atul Kakar, and Zulfiqar A. Bhutta. (Springer Singapore, 2022), pp. 185-192.

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Writing the title and abstract for a research paper: Being concise, precise, and meticulous is the key

Milind s. tullu.

Department of Pediatrics, Seth G.S. Medical College and KEM Hospital, Parel, Mumbai, Maharashtra, India

This article deals with formulating a suitable title and an appropriate abstract for an original research paper. The “title” and the “abstract” are the “initial impressions” of a research article, and hence they need to be drafted correctly, accurately, carefully, and meticulously. Often both of these are drafted after the full manuscript is ready. Most readers read only the title and the abstract of a research paper and very few will go on to read the full paper. The title and the abstract are the most important parts of a research paper and should be pleasant to read. The “title” should be descriptive, direct, accurate, appropriate, interesting, concise, precise, unique, and should not be misleading. The “abstract” needs to be simple, specific, clear, unbiased, honest, concise, precise, stand-alone, complete, scholarly, (preferably) structured, and should not be misrepresentative. The abstract should be consistent with the main text of the paper, especially after a revision is made to the paper and should include the key message prominently. It is very important to include the most important words and terms (the “keywords”) in the title and the abstract for appropriate indexing purpose and for retrieval from the search engines and scientific databases. Such keywords should be listed after the abstract. One must adhere to the instructions laid down by the target journal with regard to the style and number of words permitted for the title and the abstract.

Introduction

This article deals with drafting a suitable “title” and an appropriate “abstract” for an original research paper. Because the “title” and the “abstract” are the “initial impressions” or the “face” of a research article, they need to be drafted correctly, accurately, carefully, meticulously, and consume time and energy.[ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 ] Often, these are drafted after the complete manuscript draft is ready.[ 2 , 3 , 4 , 5 , 9 , 10 , 11 ] Most readers will read only the title and the abstract of a published research paper, and very few “interested ones” (especially, if the paper is of use to them) will go on to read the full paper.[ 1 , 2 ] One must remember to adhere to the instructions laid down by the “target journal” (the journal for which the author is writing) regarding the style and number of words permitted for the title and the abstract.[ 2 , 4 , 5 , 7 , 8 , 9 , 12 ] Both the title and the abstract are the most important parts of a research paper – for editors (to decide whether to process the paper for further review), for reviewers (to get an initial impression of the paper), and for the readers (as these may be the only parts of the paper available freely and hence, read widely).[ 4 , 8 , 12 ] It may be worth for the novice author to browse through titles and abstracts of several prominent journals (and their target journal as well) to learn more about the wording and styles of the titles and abstracts, as well as the aims and scope of the particular journal.[ 5 , 7 , 9 , 13 ]

The details of the title are discussed under the subheadings of importance, types, drafting, and checklist.

Importance of the title

When a reader browses through the table of contents of a journal issue (hard copy or on website), the title is the “ first detail” or “face” of the paper that is read.[ 2 , 3 , 4 , 5 , 6 , 13 ] Hence, it needs to be simple, direct, accurate, appropriate, specific, functional, interesting, attractive/appealing, concise/brief, precise/focused, unambiguous, memorable, captivating, informative (enough to encourage the reader to read further), unique, catchy, and it should not be misleading.[ 1 , 2 , 3 , 4 , 5 , 6 , 9 , 12 ] It should have “just enough details” to arouse the interest and curiosity of the reader so that the reader then goes ahead with studying the abstract and then (if still interested) the full paper.[ 1 , 2 , 4 , 13 ] Journal websites, electronic databases, and search engines use the words in the title and abstract (the “keywords”) to retrieve a particular paper during a search; hence, the importance of these words in accessing the paper by the readers has been emphasized.[ 3 , 4 , 5 , 6 , 12 , 14 ] Such important words (or keywords) should be arranged in appropriate order of importance as per the context of the paper and should be placed at the beginning of the title (rather than the later part of the title, as some search engines like Google may just display only the first six to seven words of the title).[ 3 , 5 , 12 ] Whimsical, amusing, or clever titles, though initially appealing, may be missed or misread by the busy reader and very short titles may miss the essential scientific words (the “keywords”) used by the indexing agencies to catch and categorize the paper.[ 1 , 3 , 4 , 9 ] Also, amusing or hilarious titles may be taken less seriously by the readers and may be cited less often.[ 4 , 15 ] An excessively long or complicated title may put off the readers.[ 3 , 9 ] It may be a good idea to draft the title after the main body of the text and the abstract are drafted.[ 2 , 3 , 4 , 5 ]

Types of titles

Titles can be descriptive, declarative, or interrogative. They can also be classified as nominal, compound, or full-sentence titles.

Descriptive or neutral title

This has the essential elements of the research theme, that is, the patients/subjects, design, interventions, comparisons/control, and outcome, but does not reveal the main result or the conclusion.[ 3 , 4 , 12 , 16 ] Such a title allows the reader to interpret the findings of the research paper in an impartial manner and with an open mind.[ 3 ] These titles also give complete information about the contents of the article, have several keywords (thus increasing the visibility of the article in search engines), and have increased chances of being read and (then) being cited as well.[ 4 ] Hence, such descriptive titles giving a glimpse of the paper are generally preferred.[ 4 , 16 ]

Declarative title

This title states the main finding of the study in the title itself; it reduces the curiosity of the reader, may point toward a bias on the part of the author, and hence is best avoided.[ 3 , 4 , 12 , 16 ]

Interrogative title

This is the one which has a query or the research question in the title.[ 3 , 4 , 16 ] Though a query in the title has the ability to sensationalize the topic, and has more downloads (but less citations), it can be distracting to the reader and is again best avoided for a research article (but can, at times, be used for a review article).[ 3 , 6 , 16 , 17 ]

From a sentence construct point of view, titles may be nominal (capturing only the main theme of the study), compound (with subtitles to provide additional relevant information such as context, design, location/country, temporal aspect, sample size, importance, and a provocative or a literary; for example, see the title of this review), or full-sentence titles (which are longer and indicate an added degree of certainty of the results).[ 4 , 6 , 9 , 16 ] Any of these constructs may be used depending on the type of article, the key message, and the author's preference or judgement.[ 4 ]

Drafting a suitable title

A stepwise process can be followed to draft the appropriate title. The author should describe the paper in about three sentences, avoiding the results and ensuring that these sentences contain important scientific words/keywords that describe the main contents and subject of the paper.[ 1 , 4 , 6 , 12 ] Then the author should join the sentences to form a single sentence, shorten the length (by removing redundant words or adjectives or phrases), and finally edit the title (thus drafted) to make it more accurate, concise (about 10–15 words), and precise.[ 1 , 3 , 4 , 5 , 9 ] Some journals require that the study design be included in the title, and this may be placed (using a colon) after the primary title.[ 2 , 3 , 4 , 14 ] The title should try to incorporate the Patients, Interventions, Comparisons and Outcome (PICO).[ 3 ] The place of the study may be included in the title (if absolutely necessary), that is, if the patient characteristics (such as study population, socioeconomic conditions, or cultural practices) are expected to vary as per the country (or the place of the study) and have a bearing on the possible outcomes.[ 3 , 6 ] Lengthy titles can be boring and appear unfocused, whereas very short titles may not be representative of the contents of the article; hence, optimum length is required to ensure that the title explains the main theme and content of the manuscript.[ 4 , 5 , 9 ] Abbreviations (except the standard or commonly interpreted ones such as HIV, AIDS, DNA, RNA, CDC, FDA, ECG, and EEG) or acronyms should be avoided in the title, as a reader not familiar with them may skip such an article and nonstandard abbreviations may create problems in indexing the article.[ 3 , 4 , 5 , 6 , 9 , 12 ] Also, too much of technical jargon or chemical formulas in the title may confuse the readers and the article may be skipped by them.[ 4 , 9 ] Numerical values of various parameters (stating study period or sample size) should also be avoided in the titles (unless deemed extremely essential).[ 4 ] It may be worthwhile to take an opinion from a impartial colleague before finalizing the title.[ 4 , 5 , 6 ] Thus, multiple factors (which are, at times, a bit conflicting or contrasting) need to be considered while formulating a title, and hence this should not be done in a hurry.[ 4 , 6 ] Many journals ask the authors to draft a “short title” or “running head” or “running title” for printing in the header or footer of the printed paper.[ 3 , 12 ] This is an abridged version of the main title of up to 40–50 characters, may have standard abbreviations, and helps the reader to navigate through the paper.[ 3 , 12 , 14 ]

Checklist for a good title

Table 1 gives a checklist/useful tips for drafting a good title for a research paper.[ 1 , 2 , 3 , 4 , 5 , 6 , 12 ] Table 2 presents some of the titles used by the author of this article in his earlier research papers, and the appropriateness of the titles has been commented upon. As an individual exercise, the reader may try to improvise upon the titles (further) after reading the corresponding abstract and full paper.

Checklist/useful tips for drafting a good title for a research paper

Some titles used by author of this article in his earlier publications and remark/comment on their appropriateness

The Abstract

The details of the abstract are discussed under the subheadings of importance, types, drafting, and checklist.

Importance of the abstract

The abstract is a summary or synopsis of the full research paper and also needs to have similar characteristics like the title. It needs to be simple, direct, specific, functional, clear, unbiased, honest, concise, precise, self-sufficient, complete, comprehensive, scholarly, balanced, and should not be misleading.[ 1 , 2 , 3 , 7 , 8 , 9 , 10 , 11 , 13 , 17 ] Writing an abstract is to extract and summarize (AB – absolutely, STR – straightforward, ACT – actual data presentation and interpretation).[ 17 ] The title and abstracts are the only sections of the research paper that are often freely available to the readers on the journal websites, search engines, and in many abstracting agencies/databases, whereas the full paper may attract a payment per view or a fee for downloading the pdf copy.[ 1 , 2 , 3 , 7 , 8 , 10 , 11 , 13 , 14 ] The abstract is an independent and stand-alone (that is, well understood without reading the full paper) section of the manuscript and is used by the editor to decide the fate of the article and to choose appropriate reviewers.[ 2 , 7 , 10 , 12 , 13 ] Even the reviewers are initially supplied only with the title and the abstract before they agree to review the full manuscript.[ 7 , 13 ] This is the second most commonly read part of the manuscript, and therefore it should reflect the contents of the main text of the paper accurately and thus act as a “real trailer” of the full article.[ 2 , 7 , 11 ] The readers will go through the full paper only if they find the abstract interesting and relevant to their practice; else they may skip the paper if the abstract is unimpressive.[ 7 , 8 , 9 , 10 , 13 ] The abstract needs to highlight the selling point of the manuscript and succeed in luring the reader to read the complete paper.[ 3 , 7 ] The title and the abstract should be constructed using keywords (key terms/important words) from all the sections of the main text.[ 12 ] Abstracts are also used for submitting research papers to a conference for consideration for presentation (as oral paper or poster).[ 9 , 13 , 17 ] Grammatical and typographic errors reflect poorly on the quality of the abstract, may indicate carelessness/casual attitude on part of the author, and hence should be avoided at all times.[ 9 ]

Types of abstracts

The abstracts can be structured or unstructured. They can also be classified as descriptive or informative abstracts.

Structured and unstructured abstracts

Structured abstracts are followed by most journals, are more informative, and include specific subheadings/subsections under which the abstract needs to be composed.[ 1 , 7 , 8 , 9 , 10 , 11 , 13 , 17 , 18 ] These subheadings usually include context/background, objectives, design, setting, participants, interventions, main outcome measures, results, and conclusions.[ 1 ] Some journals stick to the standard IMRAD format for the structure of the abstracts, and the subheadings would include Introduction/Background, Methods, Results, And (instead of Discussion) the Conclusion/s.[ 1 , 2 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 17 , 18 ] Structured abstracts are more elaborate, informative, easy to read, recall, and peer-review, and hence are preferred; however, they consume more space and can have same limitations as an unstructured abstract.[ 7 , 9 , 18 ] The structured abstracts are (possibly) better understood by the reviewers and readers. Anyway, the choice of the type of the abstract and the subheadings of a structured abstract depend on the particular journal style and is not left to the author's wish.[ 7 , 10 , 12 ] Separate subheadings may be necessary for reporting meta-analysis, educational research, quality improvement work, review, or case study.[ 1 ] Clinical trial abstracts need to include the essential items mentioned in the CONSORT (Consolidated Standards Of Reporting Trials) guidelines.[ 7 , 9 , 14 , 19 ] Similar guidelines exist for various other types of studies, including observational studies and for studies of diagnostic accuracy.[ 20 , 21 ] A useful resource for the above guidelines is available at www.equator-network.org (Enhancing the QUAlity and Transparency Of health Research). Unstructured (or non-structured) abstracts are free-flowing, do not have predefined subheadings, and are commonly used for papers that (usually) do not describe original research.[ 1 , 7 , 9 , 10 ]

The four-point structured abstract: This has the following elements which need to be properly balanced with regard to the content/matter under each subheading:[ 9 ]

Background and/or Objectives: This states why the work was undertaken and is usually written in just a couple of sentences.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 ] The hypothesis/study question and the major objectives are also stated under this subheading.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 ]

Methods: This subsection is the longest, states what was done, and gives essential details of the study design, setting, participants, blinding, sample size, sampling method, intervention/s, duration and follow-up, research instruments, main outcome measures, parameters evaluated, and how the outcomes were assessed or analyzed.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 17 ]

Results/Observations/Findings: This subheading states what was found, is longer, is difficult to draft, and needs to mention important details including the number of study participants, results of analysis (of primary and secondary objectives), and include actual data (numbers, mean, median, standard deviation, “P” values, 95% confidence intervals, effect sizes, relative risks, odds ratio, etc.).[ 3 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 17 ]

Conclusions: The take-home message (the “so what” of the paper) and other significant/important findings should be stated here, considering the interpretation of the research question/hypothesis and results put together (without overinterpreting the findings) and may also include the author's views on the implications of the study.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 17 ]

The eight-point structured abstract: This has the following eight subheadings – Objectives, Study Design, Study Setting, Participants/Patients, Methods/Intervention, Outcome Measures, Results, and Conclusions.[ 3 , 9 , 18 ] The instructions to authors given by the particular journal state whether they use the four- or eight-point abstract or variants thereof.[ 3 , 14 ]

Descriptive and Informative abstracts

Descriptive abstracts are short (75–150 words), only portray what the paper contains without providing any more details; the reader has to read the full paper to know about its contents and are rarely used for original research papers.[ 7 , 10 ] These are used for case reports, reviews, opinions, and so on.[ 7 , 10 ] Informative abstracts (which may be structured or unstructured as described above) give a complete detailed summary of the article contents and truly reflect the actual research done.[ 7 , 10 ]

Drafting a suitable abstract

It is important to religiously stick to the instructions to authors (format, word limit, font size/style, and subheadings) provided by the journal for which the abstract and the paper are being written.[ 7 , 8 , 9 , 10 , 13 ] Most journals allow 200–300 words for formulating the abstract and it is wise to restrict oneself to this word limit.[ 1 , 2 , 3 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 22 ] Though some authors prefer to draft the abstract initially, followed by the main text of the paper, it is recommended to draft the abstract in the end to maintain accuracy and conformity with the main text of the paper (thus maintaining an easy linkage/alignment with title, on one hand, and the introduction section of the main text, on the other hand).[ 2 , 7 , 9 , 10 , 11 ] The authors should check the subheadings (of the structured abstract) permitted by the target journal, use phrases rather than sentences to draft the content of the abstract, and avoid passive voice.[ 1 , 7 , 9 , 12 ] Next, the authors need to get rid of redundant words and edit the abstract (extensively) to the correct word count permitted (every word in the abstract “counts”!).[ 7 , 8 , 9 , 10 , 13 ] It is important to ensure that the key message, focus, and novelty of the paper are not compromised; the rationale of the study and the basis of the conclusions are clear; and that the abstract is consistent with the main text of the paper.[ 1 , 2 , 3 , 7 , 9 , 11 , 12 , 13 , 14 , 17 , 22 ] This is especially important while submitting a revision of the paper (modified after addressing the reviewer's comments), as the changes made in the main (revised) text of the paper need to be reflected in the (revised) abstract as well.[ 2 , 10 , 12 , 14 , 22 ] Abbreviations should be avoided in an abstract, unless they are conventionally accepted or standard; references, tables, or figures should not be cited in the abstract.[ 7 , 9 , 10 , 11 , 13 ] It may be worthwhile not to rush with the abstract and to get an opinion by an impartial colleague on the content of the abstract; and if possible, the full paper (an “informal” peer-review).[ 1 , 7 , 8 , 9 , 11 , 17 ] Appropriate “Keywords” (three to ten words or phrases) should follow the abstract and should be preferably chosen from the Medical Subject Headings (MeSH) list of the U.S. National Library of Medicine ( https://meshb.nlm.nih.gov/search ) and are used for indexing purposes.[ 2 , 3 , 11 , 12 ] These keywords need to be different from the words in the main title (the title words are automatically used for indexing the article) and can be variants of the terms/phrases used in the title, or words from the abstract and the main text.[ 3 , 12 ] The ICMJE (International Committee of Medical Journal Editors; http://www.icmje.org/ ) also recommends publishing the clinical trial registration number at the end of the abstract.[ 7 , 14 ]

Checklist for a good abstract

Table 3 gives a checklist/useful tips for formulating a good abstract for a research paper.[ 1 , 2 , 3 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 17 , 22 ]

Checklist/useful tips for formulating a good abstract for a research paper

Concluding Remarks

This review article has given a detailed account of the importance and types of titles and abstracts. It has also attempted to give useful hints for drafting an appropriate title and a complete abstract for a research paper. It is hoped that this review will help the authors in their career in medical writing.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Acknowledgement

The author thanks Dr. Hemant Deshmukh - Dean, Seth G.S. Medical College & KEM Hospital, for granting permission to publish this manuscript.

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• How to Write a Great Title

Maximize search-ability and engage your readers from the very beginning

Your title is the first thing anyone who reads your article is going to see, and for many it will be where they stop reading. Learn how to write a title that helps readers find your article, draws your audience in and sets the stage for your research!

How your title impacts the success of your article

Researchers are busy and there will always be more articles to read than time to read them.  Good titles help readers find your research, and decide whether to keep reading. Search engines use titles to retrieve relevant articles based on users’ keyword searches. Once readers find your article, they’ll use the title as the first filter to decide whether your research is what they’re looking for. A strong and specific title is the first step toward citations, inclusion in meta-analyses, and influencing your field. 

What to include in a title

Include the most important information that will signal to your target audience that they should keep reading.

Key information about the study design

Important keywords

What you discovered

Writing tips

Getting the title right can be more difficult than it seems, and researchers refine their writing skills throughout their career. Some journals even help editors to re-write their titles during the publication process! 

• Keep it concise and informative What’s appropriate for titles varies greatly across disciplines. Take a look at some articles published in your field, and check the journal guidelines for character limits. Aim for fewer than 12 words, and check for journal specific word limits.
• Write for your audience Consider who your primary audience is: are they specialists in your specific field, are they cross-disciplinary, are they non-specialists?
• Entice the reader Find a way to pique your readers’ interest, give them enough information to keep them reading.
• Incorporate important keywords Consider what about your article will be most interesting to your audience: Most readers come to an article from a search engine, so take some time and include the important ones in your title!
• Write in sentence case In scientific writing, titles are given in sentence case. Capitalize only the first word of the text, proper nouns, and genus names. See our examples below.

Don’t

• Write your title as a question In most cases, you shouldn’t need to frame your title as a question. You have the answers, you know what you found. Writing your title as a question might draw your readers in, but it’s more likely to put them off.
• Sensationalize your research Be honest with yourself about what you truly discovered. A sensationalized or dramatic title might make a few extra people read a bit further into your article, but you don’t want them disappointed when they get to the results.

Examples…

Format: Prevalence of [disease] in [population] in [location]

Example: Prevalence of tuberculosis in homeless women in San Francisco

Format: Risk factors for [condition] among [population] in [location]

Example: Risk factors for preterm births among low-income women in Mexico City

Format (systematic review/meta-analysis): Effectiveness of [treatment] for [disease] in [population] for [outcome] : A systematic review and meta-analysis

Example: Effectiveness of Hepatitis B treatment in HIV-infected adolescents in the prevention of liver disease: A systematic review and meta-analysis

Format (clinical trial): [Intervention] improved [symptoms] of [disease] in [population] : A randomized controlled clinical trial

Example: Using a sleep app lessened insomnia in post-menopausal women in southwest United States: A randomized controlled clinical trial

Format  (general molecular studies): Characterization/identification/evaluation of [molecule name] in/from [organism/tissue] (b y [specific biological methods] ) 

Example: Identification of putative Type-I sex pheromone biosynthesis-related genes expressed in the female pheromone gland of Streltzoviella insularis

Format  (general molecular studies): [specific methods/analysis] of organism/tissue reveal insights into [function/role] of [molecule name] in [biological process]  

Example: Transcriptome landscape of Rafflesia cantleyi floral buds reveals insights into the roles of transcription factors and phytohormones in flower development

Format  (software/method papers): [tool/method/software] for [what purpose] in [what research area]

Example: CRISPR-based tools for targeted transcriptional and epigenetic regulation in plants

Tip: How to edit your work

Editing is challenging, especially if you are acting as both a writer and an editor. Read our guidelines for advice on how to refine your work, including useful tips for setting your intentions, re-review, and consultation with colleagues.

• How to Write an Abstract
• How to Write Your Methods
• How to Report Statistics
• How to Write Discussions and Conclusions
• How to Edit Your Work

The contents of the Peer Review Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

The contents of the Writing Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

There’s a lot to consider when deciding where to submit your work. Learn how to choose a journal that will help your study reach its audience, while reflecting your values as a researcher…

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How to write a good research paper title

“Unread science is lost science .”

Credit: Mykyta Dolmatov/Getty

“Unread science is lost science.”

28 July 2020

Mykyta Dolmatov/Getty

With the influx of publications brought on by the pandemic, it’s become more challenging than ever for researchers to attract attention to their work.

Understanding which elements of a title will attract readers – or turn them away – has been proven to increase a paper’s citations and Altmetric score .

“In the era of information overload, most students and researchers do not have time to browse the entire text of a paper,” says Patrick Pu , a librarian at the National University of Singapore.

“The title of a paper, together with its abstract, become very important to capture and sustain the attention of readers.”

1. A good title avoids technical language

Since the primary audience of a paper is likely to be researchers working in the same field, using technical language in the title seems to make sense.

But this alienates the wider lay audience, which can bring valuable attention to your work . It can also alienate inexperienced researchers, or those who have recently entered the field.

“A good title does not use unnecessary jargon,” says Elisa De Ranieri , editor-in-chief at the Nature Communications journal (published by Springer Nature, which also publishes Nature Index.) “It communicates the main results in the study in a way that is clear and accessible, ideally to non-specialists or researchers new to the field.”

How-to: When crafting a title, says De Ranieri, write down the main result of the manuscript in a short paragraph. Shorten the text to make it more concise, while still remaining descriptive. Repeat this process until you have a title of fewer than 15 words.

2. A good title is easily searchable

Most readers today are accessing e-journals, which are indexed in scholarly databases such as Scopus and Google Scholar.

“Although these databases usually index the full text of papers, retrieval weightage for ‘Title’ is usually higher than other fields, such as ‘Results’,” Pu explains.

At the National University of Singapore, Pu and his colleagues run information literacy programmes for editors and authors. They give advice for publishing best practice, such as how to identify the most commonly used keywords in literature searches in a given field.

“A professor once told us how he discovered that industry experts were using a different term or keyword to describe his research area,” says Pu.

“He had written a seminal paper that did not include this ‘industry keyword’. He believes his paper, which was highly cited by academics, would have a higher citation count if he had included this keyword in the title. As librarians, we try to highlight this example to our students so that they will consider all possible keywords to use in their searches and paper titles.”

How-to: Authors should speak to an academic librarian at their institution to gain an understanding of keyword and search trends in their field of research. This should inform how the paper title is written.

3. A good title is substantiated by data

Authors should be cautious to not make any claims in the title that can’t be backed up by evidence.

“For instance, if you make a discovery with potential therapeutic relevance, the title should specify whether it was tested or studied in animals or humans/human samples,” says Irene Jarchum , senior editor at the journal Nature Biotechnology (also published by Springer Nature, which publishes the Nature Index.)

Jarchum adds that titles can be contentious because different authors have different views on the use of specific words, such as acronyms, or more fundamentally, what the main message of the title should be.

Some authors may over-interpret the significance of their preliminary findings, and want to reflect this in the title.

How-to: If you know your paper will be contentious within the scientific community, have the data ready to defend your decisions .

4. A good title sparks curiosity

A one-liner that sparks a reader’s interest can be very effective.

“A title has to pique the interest of the person searching for literature in a split-second – enough that they click on the title to read the abstract. Unread science is lost science,” says Christine Mayer , editor-in-chief of the journal Advanced Therapeutics .

Paper titles such as, "White and wonderful? Microplastics prevail in snow from the Alps to the Arctic" ( 2019 Science ), and “Kids these days: Why the youth of today seem lacking” ( 2019 Science Advances ) are good examples of this principle. Both papers have high Altmetric Attention scores, indicating that they have been widely read and discussed online.

How-to: Take note of the characteristics of paper titles that spark your own interest. Keep a record of these and apply the same principles to your own paper titles.

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Writing Effective Research Paper Titles: Advice and Examples

Are you ready to submit your research paper for publication but haven't settled on a title yet? Do you have a title but aren't sure if it will be the right one for the journal editor or research database search engines? This article will help you fine tune or create an effective research paper title for your work.

Now that you have finished your research and analysis, and you're ready to take the final step before sending your work to journal editors and reviewers. The first thing journal editors and search engine results will see and show is your research paper title. Creating an effective research paper title is highly important to getting your paper in front of the right people. It is also going to be the only part of your paper that is available to everyone for free, and it will be what search engines use to index and show your work in search results. You therefore must design a clear and persuasive title that accurately represents your work.

When writing an effective research paper title, you want to ensure that the title includes all the relevant aspects of your work. Showcase those aspects in a way that entices the audience to read more. Be sure to use the nomenclature common in your field of study, because that will help your work show up in more search results and it will grab the attention of journal editors looking for articles that clearly represent the industry. If you are studying landslides, for example, you will want to include keywords relating to soil composition or grain size; if you are working on a study about organ transplants, then include the specific feature or procedure that affected successful transplants. Identify what parts of your research are going to interest your intended audience.

There are two key pieces of information that people will need to see in your paper title: the subject and the objective. Because you are already familiar with your study and its purpose, creating an effective research paper title is simply a matter of whittling down the words that describe the important aspects of your paper. The advice below will help you take steps to identify key areas of your research, organize the information, and trim it down to the right size for a title.

Develop a topic statement

To get started, consider a topic statement of your paper that includes the subject and scope of the study. The first step in building a topic statement is to ask yourself the following questions:

• What is your research paper about? "My paper is about gene therapy and how it can improve cognitive function in dementia patients."
• What was the subject of your study? "I used data from 40 dementia patients from 10 states in the US."
• What method did you use to perform your research? "I performed a randomized trial."
• What were the results? "My study showed that gene therapy improved cognitive function in those who received the treatment."

Once you have answered those questions (such as in the example answers above), make a list of the keywords you used. For this example, those keywords would include the following:

• gene therapy
• cognitive function
• 40 dementia patients
• improved cognitive function
• 10 states in the US
• randomized trial

Then, create your topic statement using those keywords. It might read something like this:

"This study is a randomized trial that investigates whether gene therapy improved cognitive function in 40 dementia patients from 10 states in the US. The results show improved cognitive function in those who received the treatment."

This statement has 36 words — too long for a title. However, it does contain the main required elements: the subject and the objective. It also includes a summary of the results, which can be used to increase the persuasive nature of the title. If you are writing this down on paper, it may be helpful to underline or circle the keywords you used in the statement, as this will help you visually see how the keywords work together in your statement.

Trim the statement

The next step is to remove all unnecessary words to create a working title. Unnecessary words include elements that make the sentences complete sentences. Also remove words that are not central to your study or that would not be used in a research database search.

" This study is a randomized trial that investigates whether gene therapy improved cognitive function in 40 dementia patients from 10 states in the US. The results show improved cognitive function in those who received the treatment ."

Next, take those words and move them around to form a new phrase. This may take a few tries to get it right, but it is worth the time.

"A randomized trial investigating whether gene therapy improved cognitive function in 40 dementia patients from 10 states in the US showed improved cognitive function."

This sample now has 24 words. We still need to get it down to the ideal 15 or fewer total words, with just the exact information journal editors will want. One way to do this is to use the keywords at the beginning and end of your title. Remove any irrelevant facts that other researchers will not be searching for. For example, the method you used is not usually the most searched-for keyword.

" A randomized trial investigating whether gene therapy improved cognitive function in 40 dementia patients from 10 states in the US showed improved cognitive function. "

The final result may be something like this:

"Investigating the impact of gene therapy on cognitive function in dementia patients"

The resulting title has 13 words, had the main action at the beginning, and the main subject of the study at the end. This is a good example of how to create an effective research paper title that will increase journal editors' and reviewers' interest, and it may even help your paper receive more citations down the road.

Main tips to remember

If you are working on your first research paper title, the process can seem intimidating. Even with the process outlined above, creating the best research paper title possible for your work can be difficult and time consuming. Be sure to set aside a good amount of time to developing your title so that you don't feel rushed. Some writers go through 20 or more iterations before they arrive at a title that achieves effectiveness, persuasiveness, and clarity of purpose all in one.

In addition to the above process, keep the following main tips in mind when writing an effective research paper title:

• Write your paper and abstract first, then work on your title. This will make the process much easier than trying to nail a title down without a full, finished paper to start from.
• Keep your title short! Do not include more than 15 words.
• Do not use a period at the end of your title.
• Be sure that the keywords you use truly represent the content of your paper.
• Do not use abbreviations in your title.
• Include all essential key terms from your paper. This ensures your paper will be indexed properly in research databases and search engines. If you are unsure of the best keywords to use, talk to an academic librarian at your institution. They can help you identify keyword and search trends in your research field.

Examples of research paper titles

The lists below illustrate what effective and ineffective research paper titles look like. Use these examples to help guide your research paper title.

Effective titles

• Nurses on the Move: A Quantitative Report on How Meditation Can Improve Nurse Performance
• Correction of the ion transport defect in cystic fibrosis transgenic mice by gene therapy
• Landslide mapping techniques and their use in the assessment of the landslide hazard
• HLA compatibility and organ transplant survival: Collaborative Transplant Study

Ineffective titles

• Meditation Gurus
• The landslide story
• Landslide hazard and risk assessment
• Pharmacodynamics of oral ganciclovir and valganciclovir in solid organ transplant recipients

No matter what kind of field you are doing research in, you have the opportunity to create an amazing and effective research paper title that will engage your readers and get your paper in front of the journal editors and reviewers you want. By taking the time to go through the title development process, you will finish your work with a title that matches the work outlined in your research paper.

Header photo by Stokkete .

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Organizing Academic Research Papers: Choosing a Title

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
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• Limitations of the Study
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The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words that adequately describe the contents and/or purpose of your research paper.

The title is without doubt the part of a paper that is read the most, and it is usually read first . If the title is too long it usually contains too many unnecessary words, e.g., "A Study to Investigate the...." On the other hand, a title which is too short often uses words which are too general. For example, "African Politics" could be the title of a book, but it does not provide any information on the focus of a research paper.

Structure and Writing Style

The following parameters can be used to help you formulate a suitable research paper title:

• The purpose of the research
• The narrative tone of the paper [typically defined by the type of the research]
• The methods used

The initial aim of a title is to capture the reader’s attention and to draw his or her attention to the research problem being investigated.

Create a Working Title Typically, the final title you submit to your professor is created after the research is complete so that the title accurately captures what was done . The working title should be developed early in the research process because it can help anchor the focus of the study in much the same way the research problem does. Referring back to the working title can help you reorient yourself back to the main purpose of the study if you feel yourself drifting off on a tangent while writing. The Final Title Effective titles in academic research papers have several characteristics.

• Indicate accurately the subject and scope of the study.
• Avoid using abbreviations.
• Use words that create a positive impression and stimulate reader interest.
• Use current nomenclature from the field of study.
• Identify key variables, both dependent and independent.
• May reveal how the paper will be organized.
• Suggest a relationship between variables which supports the major hypothesis.
• Is limited to 10 to 15 substantive words.
• Do not include "study of," "analysis of" or similar constructions.
• Titles are usually in the form of a phrase, but can also be in the form of a question.
• Use correct grammar and capitalization with all first words and last words capitalized, including the first word of a subtitle. All nouns,  pronouns, verbs, adjectives, and adverbs that appear between the first and last words of the title are also capitalized.
• In academic papers, rarely is a title followed by an exclamation mark. However, a title or subtitle can be in the form of a question.

The Subtitle Subtitles are quite common in social science research papers. Examples of why you may include a subtitle:

• Explains or provides additional context , e.g., "Linguistic Ethnography and the Study of Welfare Institutions as a Flow of Social Practices: The Case of Residential Child Care Institutions as Paradoxical Institutions."
• Adds substance to a literary, provocative, or imaginative title , e.g., "Listen to What I Say, Not How I Vote: Congressional Support for the President in Washington and at Home."
• Qualifies the geographic scope of the research , e.g., "The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine."
• Qualifies the temporal scope of the research , e.g., "A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library, 1895-1940."
• Focuses on investigating the ideas, theories, or work of a particular individual , e.g., "A Deliberative Conception of Politics: How Francesco Saverio Merlino Related Anarchy and Democracy."

Balch, Tucker. How to Compose a Title for Your Research Paper . Augmented Trader blog. School of Interactive Computing, Georgia Tech University;  Choosing the Proper Research Paper Titles . AplusReports.com, 2007-2012; General Format. The Writing Lab and The OWL. Purdue University.

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How to Write a Research Paper: Parts of the Paper

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Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid abbreviations and jargon. Think about keywords that people would use to search for your paper and include them in your title.

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of your topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic,  your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose and focus for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide your supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writer's viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of Thesis Statements from Purdue OWL

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction.Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

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Writing an Educational Research Paper

Research paper sections, customary parts of an education research paper.

There is no one right style or manner for writing an education paper. Content aside, the writing style and presentation of papers in different educational fields vary greatly. Nevertheless, certain parts are common to most papers, for example:

Title/Cover Page

Contains the paper's title, the author's name, address, phone number, e-mail, and the day's date.

Not every education paper requires an abstract. However, for longer, more complex papers abstracts are particularly useful. Often only 100 to 300 words, the abstract generally provides a broad overview and is never more than a page. It describes the essence, the main theme of the paper. It includes the research question posed, its significance, the methodology, and the main results or findings. Footnotes or cited works are never listed in an abstract. Remember to take great care in composing the abstract. It's the first part of the paper the instructor reads. It must impress with a strong content, good style, and general aesthetic appeal. Never write it hastily or carelessly.

Introduction and Statement of the Problem

A good introduction states the main research problem and thesis argument. What precisely are you studying and why is it important? How original is it? Will it fill a gap in other studies? Never provide a lengthy justification for your topic before it has been explicitly stated.

Limitations of Study

Indicate as soon as possible what you intend to do, and what you are not going to attempt. You may limit the scope of your paper by any number of factors, for example, time, personnel, gender, age, geographic location, nationality, and so on.

Methodology

Discuss your research methodology. Did you employ qualitative or quantitative research methods? Did you administer a questionnaire or interview people? Any field research conducted? How did you collect data? Did you utilize other libraries or archives? And so on.

Literature Review

The research process uncovers what other writers have written about your topic. Your education paper should include a discussion or review of what is known about the subject and how that knowledge was acquired. Once you provide the general and specific context of the existing knowledge, then you yourself can build on others' research. The guide Writing a Literature Review will be helpful here.

Main Body of Paper/Argument

This is generally the longest part of the paper. It's where the author supports the thesis and builds the argument. It contains most of the citations and analysis. This section should focus on a rational development of the thesis with clear reasoning and solid argumentation at all points. A clear focus, avoiding meaningless digressions, provides the essential unity that characterizes a strong education paper.

After spending a great deal of time and energy introducing and arguing the points in the main body of the paper, the conclusion brings everything together and underscores what it all means. A stimulating and informative conclusion leaves the reader informed and well-satisfied. A conclusion that makes sense, when read independently from the rest of the paper, will win praise.

Works Cited/Bibliography

See the Citation guide .

Education research papers often contain one or more appendices. An appendix contains material that is appropriate for enlarging the reader's understanding, but that does not fit very well into the main body of the paper. Such material might include tables, charts, summaries, questionnaires, interview questions, lengthy statistics, maps, pictures, photographs, lists of terms, glossaries, survey instruments, letters, copies of historical documents, and many other types of supplementary material. A paper may have several appendices. They are usually placed after the main body of the paper but before the bibliography or works cited section. They are usually designated by such headings as Appendix A, Appendix B, and so on.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

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Researcher, Academic Writer, Web developer

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Writing Research Papers

• Research Paper Structure

Whether you are writing a B.S. Degree Research Paper or completing a research report for a Psychology course, it is highly likely that you will need to organize your research paper in accordance with American Psychological Association (APA) guidelines.  Here we discuss the structure of research papers according to APA style.

Major Sections of a Research Paper in APA Style

A complete research paper in APA style that is reporting on experimental research will typically contain a Title page, Abstract, Introduction, Methods, Results, Discussion, and References sections. 1  Many will also contain Figures and Tables and some will have an Appendix or Appendices.  These sections are detailed as follows (for a more in-depth guide, please refer to " How to Write a Research Paper in APA Style ”, a comprehensive guide developed by Prof. Emma Geller). 2

What is this paper called and who wrote it? – the first page of the paper; this includes the name of the paper, a “running head”, authors, and institutional affiliation of the authors.  The institutional affiliation is usually listed in an Author Note that is placed towards the bottom of the title page.  In some cases, the Author Note also contains an acknowledgment of any funding support and of any individuals that assisted with the research project.

One-paragraph summary of the entire study – typically no more than 250 words in length (and in many cases it is well shorter than that), the Abstract provides an overview of the study.

Introduction

What is the topic and why is it worth studying? – the first major section of text in the paper, the Introduction commonly describes the topic under investigation, summarizes or discusses relevant prior research (for related details, please see the Writing Literature Reviews section of this website), identifies unresolved issues that the current research will address, and provides an overview of the research that is to be described in greater detail in the sections to follow.

What did you do? – a section which details how the research was performed.  It typically features a description of the participants/subjects that were involved, the study design, the materials that were used, and the study procedure.  If there were multiple experiments, then each experiment may require a separate Methods section.  A rule of thumb is that the Methods section should be sufficiently detailed for another researcher to duplicate your research.

What did you find? – a section which describes the data that was collected and the results of any statistical tests that were performed.  It may also be prefaced by a description of the analysis procedure that was used. If there were multiple experiments, then each experiment may require a separate Results section.

What is the significance of your results? – the final major section of text in the paper.  The Discussion commonly features a summary of the results that were obtained in the study, describes how those results address the topic under investigation and/or the issues that the research was designed to address, and may expand upon the implications of those findings.  Limitations and directions for future research are also commonly addressed.

List of articles and any books cited – an alphabetized list of the sources that are cited in the paper (by last name of the first author of each source).  Each reference should follow specific APA guidelines regarding author names, dates, article titles, journal titles, journal volume numbers, page numbers, book publishers, publisher locations, websites, and so on (for more information, please see the Citing References in APA Style page of this website).

Tables and Figures

Graphs and data (optional in some cases) – depending on the type of research being performed, there may be Tables and/or Figures (however, in some cases, there may be neither).  In APA style, each Table and each Figure is placed on a separate page and all Tables and Figures are included after the References.   Tables are included first, followed by Figures.   However, for some journals and undergraduate research papers (such as the B.S. Research Paper or Honors Thesis), Tables and Figures may be embedded in the text (depending on the instructor’s or editor’s policies; for more details, see "Deviations from APA Style" below).

Supplementary information (optional) – in some cases, additional information that is not critical to understanding the research paper, such as a list of experiment stimuli, details of a secondary analysis, or programming code, is provided.  This is often placed in an Appendix.

Variations of Research Papers in APA Style

Although the major sections described above are common to most research papers written in APA style, there are variations on that pattern.  These variations include: 

• Literature reviews – when a paper is reviewing prior published research and not presenting new empirical research itself (such as in a review article, and particularly a qualitative review), then the authors may forgo any Methods and Results sections. Instead, there is a different structure such as an Introduction section followed by sections for each of the different aspects of the body of research being reviewed, and then perhaps a Discussion section. 
• Multi-experiment papers – when there are multiple experiments, it is common to follow the Introduction with an Experiment 1 section, itself containing Methods, Results, and Discussion subsections. Then there is an Experiment 2 section with a similar structure, an Experiment 3 section with a similar structure, and so on until all experiments are covered.  Towards the end of the paper there is a General Discussion section followed by References.  Additionally, in multi-experiment papers, it is common for the Results and Discussion subsections for individual experiments to be combined into single “Results and Discussion” sections.

Departures from APA Style

In some cases, official APA style might not be followed (however, be sure to check with your editor, instructor, or other sources before deviating from standards of the Publication Manual of the American Psychological Association).  Such deviations may include:

• Placement of Tables and Figures  – in some cases, to make reading through the paper easier, Tables and/or Figures are embedded in the text (for example, having a bar graph placed in the relevant Results section). The embedding of Tables and/or Figures in the text is one of the most common deviations from APA style (and is commonly allowed in B.S. Degree Research Papers and Honors Theses; however you should check with your instructor, supervisor, or editor first). 
• Incomplete research – sometimes a B.S. Degree Research Paper in this department is written about research that is currently being planned or is in progress. In those circumstances, sometimes only an Introduction and Methods section, followed by References, is included (that is, in cases where the research itself has not formally begun).  In other cases, preliminary results are presented and noted as such in the Results section (such as in cases where the study is underway but not complete), and the Discussion section includes caveats about the in-progress nature of the research.  Again, you should check with your instructor, supervisor, or editor first.
• Class assignments – in some classes in this department, an assignment must be written in APA style but is not exactly a traditional research paper (for instance, a student asked to write about an article that they read, and to write that report in APA style). In that case, the structure of the paper might approximate the typical sections of a research paper in APA style, but not entirely.  You should check with your instructor for further guidelines.

Workshops and Downloadable Resources

• For in-person discussion of the process of writing research papers, please consider attending this department’s “Writing Research Papers” workshop (for dates and times, please check the undergraduate workshops calendar).

Downloadable Resources

• How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
• Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – empirical research) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – literature review) [ PDF ]

Further Resources

How-To Videos     

• Writing Research Paper Videos

APA Journal Article Reporting Guidelines

• Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 3.
• Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report . American Psychologist , 73 (1), 26.  

External Resources

• Formatting APA Style Papers in Microsoft Word
• How to Write an APA Style Research Paper from Hamilton University
• WikiHow Guide to Writing APA Research Papers
• Sample APA Formatted Paper with Comments
• Sample APA Formatted Paper
• Tips for Writing a Paper in APA Style

1 VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.) (pp. 41-60).  Washington, DC: American Psychological Association.

2 geller, e. (2018).  how to write an apa-style research report . [instructional materials]. , prepared by s. c. pan for ucsd psychology.

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• Formatting Research Papers
• Using Databases and Finding References
• What Types of References Are Appropriate?
• Evaluating References and Taking Notes
• Citing References
• Writing a Literature Review
• Writing Process and Revising
• Improving Scientific Writing
• Academic Integrity and Avoiding Plagiarism
• Writing Research Papers Videos

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• Knowledge Base
• Starting the research process
• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Professional editors proofread and edit your paper by focusing on:

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See an example

Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

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As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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Writing a Research Proposal

Parts of a research proposal, prosana model, introduction, research question, methodology.

• Structure of a Research Proposal
• Common Proposal Writing Mistakes
• Proposal Writing Resources

A research proposal's purpose is to capture the evaluator's attention, demonstrate the study's potential benefits, and prove that it is a logical and consistent approach (Van Ekelenburg, 2010).  To ensure that your research proposal contains these elements, there are several aspects to include in your proposal (Al-Riyami, 2008):

• Objective(s)
• Variables (independent and dependent)
• Research Question and/or hypothesis

Details about what to include in each element are included in the boxes below.  Depending on the topic of your study, some parts may not apply to your proposal.  You can also watch the video below for a brief overview about writing a successful research proposal.

Van Ekelenburg (2010) uses the PROSANA Model to guide researchers in developing rationale and justification for their research projects.  It is an acronym that connects the problem, solution, and benefits of a particular research project.  It is an easy way to remember the critical parts of a research proposal and how they relate to one another.  It includes the following letters (Van Ekelenburg, 2010):

• Problem: Describing the main problem that the researcher is trying to solve.
• Root causes: Describing what is causing the problem.  Why is the topic an issue?
• fOcus: Narrowing down one of the underlying causes on which the researcher will focus for their research project.
• Solutions: Listing potential solutions or approaches to fix to the problem.  There could be more than one.
• Approach: Selecting the solution that the researcher will want to focus on.
• Novelty: Describing how the solution will address or solve the problem.
• Arguments: Explaining how the proposed solution will benefit the problem.

Research proposal titles should be concise and to the point, but informative.  The title of your proposal may be different from the title of your final research project, but that is completely normal!  Your findings may help you come up with a title that is more fitting for the final project.  Characteristics of good proposal titles are (Al-Riyami, 2008):

• Catchy: It catches the reader's attention by peaking their interest.
• Positive: It spins your project in a positive way towards the reader.
• Transparent: It identifies the independent and dependent variables.

It is also common for proposal titles to be very similar to your research question, hypothesis, or thesis statement (Locke et al., 2007).

An abstract is a brief summary (about 300 words) of the study you are proposing.  It includes the following elements (Al-Riyami, 2008):

• Your primary research question(s).
• Hypothesis or main argument.
• Method you will use to complete the study.  This may include the design, sample population, or measuring instruments that you plan to use.

Our guide on writing summaries may help you with this step.

• Writing a Summary by Luann Edwards Last Updated May 22, 2023 1119 views this year

The purpose of the introduction is to give readers background information about your topic.  it gives the readers a basic understanding of your topic so that they can further understand the significance of your proposal.  A good introduction will explain (Al-Riyami, 2008):

• How it relates to other research done on the topic
• Why your research is significant to the field
• The relevance of your study

Your research objectives are the desired outcomes that you will achieve from the research project.  Depending on your research design, these may be generic or very specific.  You may also have more than one objective (Al-Riyami, 2008).

• General objectives are what the research project will accomplish
• Specific objectives relate to the research questions that the researcher aims to answer through the study.

Be careful not to have too many objectives in your proposal, as having too many can make your project lose focus.  Plus, it may not be possible to achieve several objectives in one study.

This section describes the different types of variables that you plan to have in your study and how you will measure them.  According to Al-Riyami (2008), there are four types of research variables:

• Independent:  The person, object, or idea that is manipulated by the researcher.
• Dependent:  The person, object, or idea whose changes are dependent upon the independent variable.  Typically, it is the item that the researcher is measuring for the study.
• Confounding/Intervening:  Factors that may influence the effect of the independent variable on the dependent variable.  These include physical and mental barriers.  Not every study will have intervening variables, but they should be studied if applicable.
• Background:   Factors that are relevant to the study's data and how it can be generalized.  Examples include demographic information such as age, sex, and ethnicity.

Your research proposal should describe each of your variables and how they relate to one another.  Depending on your study, you may not have all four types of variables present.  However, there will always be an independent and dependent variable.

A research question is the main piece of your research project because it explains what your study will discover to the reader.  It is the question that fuels the study, so it is important for it to be precise and unique.  You do not want it to be too broad, and it should identify a relationship between two variables (an independent and a dependent) (Al-Riyami, 2008).  There are six types of research questions (Academic Writer, n.d.):

• Example: "Do people get nervous before speaking in front of an audience?"
• Example: "What are the study habits of college freshmen at Tiffin University?"
• Example: "What primary traits create a successful romantic relationship?"
• Example: "Is there a relationship between a child's performance in school and their parents' socioeconomic status?"
• Example: "Are high school seniors more motivated than high school freshmen?"
• Example: "Do news media outlets impact a person's political opinions?"

For more information on the different types of research questions, you can view the "Research Questions and Hypotheses" tutorial on Academic Writer, located below.  If you are unfamiliar with Academic Writer, we also have a tutorial on using the database located below.

Compose papers in pre-formatted APA templates. Manage references in forms that help craft APA citations. Learn the rules of APA style through tutorials and practice quizzes.

Academic Writer will continue to use the 6th edition guidelines until August 2020. A preview of the 7th edition is available in the footer of the resource's site. Previously known as APA Style Central.

• Academic Writer Tutorial by Pfeiffer Library Last Updated May 22, 2023 15600 views this year

If you know enough about your research topic that you believe a particular outcome may occur as a result of the study, you can include a hypothesis (thesis statement) in your proposal.  A hypothesis is a prediction that you believe will be the outcome of your study.  It explains what you think the relationship will be between the independent and dependent variable (Al-Riyami, 2008).  It is ok if the hypothesis in your proposal turns out to be incorrect, because it is only a prediction!  If you are writing a proposal in the humanities, you may be writing a thesis statement instead of a hypothesis.  A thesis presents the main argument of your research project and leads to corresponding evidence to support your argument.

Hypotheses vs. Theories

Hypotheses are different from theories in that theories represent general principles and sets of rules that explain different phenomena.  They typically represent large areas of study because they are applicable to anything in a particular field.  Hypotheses focus on specific areas within a field and are educated guesses, meaning that they have the potential to be proven wrong (Academic Writer, n.d.).  Because of this, hypotheses can also be formed from theories.

For more information on writing effective thesis statements, you can view our guide on writing thesis statements below.

• Writing Effective Thesis Statements by Luann Edwards Last Updated May 23, 2023 226 views this year

In a research proposal, you must thoroughly explain how you will conduct your study.  This includes things such as (Al-Riyami, 2008):

• Research design:  What research approach will your study take?  Will it be quantitative or qualitative?
• Research subjects/participants:  Who will be participating in your study?  Does your study require human participants?  How will you determine who to study?
• Sample size:  How many participants will your study require?  If you are not using human participants, how much of the sample will you be studying?
• Timeline:  A proposed list of the general tasks and events that you plan to complete the study.  This will include a time frame for each task/event and the order in which they will be completed.
• Interventions:  If you plan on using anything on human participants for the study, you must include information it here.  This is especially important if you plan on using any substances on human subjects.
• Ethical issues:  Are there any potential ethical issues surrounding this study?
• Potential limitations:  Are there any limitations that could skew the data and findings from your study?
• Appendixes:  If you need to present any consent forms, interview questions, surveys, questionnaires, or other items that will be used in your study, you should include samples of each item with an appendix to reference them.  If you are using a copyrighted document, you may need written permission from the original creator to use it in your study.  A copy of the written permission should be included in your proposal.
• Setting:  Where will you be conducting the study?
• Study instruments:  What measuring tools or computer software will you be using to collect data?  How will you collect the data?
• How you will analyze the data:  What strategies or tools will you use to analyze the data you collect?
• Quality control:  Will you have precautions in place to ensure that the study is conducted consistently and that outside factors will not skew the data?
• Budget:  What type of funding will you need for your study?  This will include the funds needed to afford measuring tools, software, etc.
• How you will share the study's findings:  What will you plan to do with the findings?
• Significance of the study: How will your study expand on existing knowledge of the subject area?

For more information on research methodologies, you can view our guide on research methods and methodologies below.

• Research Methodologies by Pfeiffer Library Last Updated Aug 2, 2022 15725 views this year
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• Last Updated: May 22, 2023 10:46 AM
• URL: https://library.tiffin.edu/writingaresearchproposal

Research Basics Tutorial: Parts of a Scholarly Article

• Tutorial Menu
• College-Level Research
• What Do Researchers Do?
• Parts of a Scholarly Article
• How to Search
• Finding Books & Articles
• Evaluating Sources
• Literature Reviews
• Web vs. Google Scholar
• Citing Sources

Qualitative Methods

Key components of a scholarly article.

Components of a Research Article

The title may include terms like “outcomes,” “effects,” “treatments,” and “reactions” that indicate the article deals with research. Example:

Human touch effectively and safely reduces pain in the newborn intensive care unit

Provides the author(s) name(s) and publication information. Example:

Herrington, C. J., & Chiodo, L. M. (2014). Human touch effectively and safely reduces pain in the newborn intensive care unit. Pain Management Nursing , 15 (1), 107-115. doi:10.1016/j.pmn.2012.06.007

Used by readers to quickly evaluate the overall article content. Introduces topic and specific research question, usually provides statement regarding methodology and a general statement about the results and findings.

This was a feasibility pilot study to evaluate the efficacy of the nonpharmacologic pain management technique of gentle human touch (GHT) in reducing pain response to heel stick in premature infants in the neonatal intensive care unit (NICU). Eleven premature infants ranging from 27 to 34 weeks’ gestational age, in a level III NICU in a teaching hospital, were recruited and randomized to order of treatment in this repeated-measures crossover-design experiment. Containment with GHT during heel stick was compared with traditional nursery care (side lying and “nested” in an incubator). Heart rate, respiratory rate, oxygen saturation, and cry were measured continuously beginning at baseline and continuing through heel warming, heel stick, and recovery following the heel stick. Infants who did not receive GHT had decreased respiration, increased heart rate, and increased cry time during the heel stick... No significant differences were noted in oxygen saturation in either group. GHT is a simple nonpharmacologic therapy that can be used by nurses and families to reduce pain of heel stick in premature infants in the NICU.

Introduction

Introduces the broad overall topic and provides basic background information.  Then narrows down to the specific research question relating to the topic. Provides the purpose and focus for the rest of the article and sets the justification for the research. Sometimes this includes a literature review that describes past important research and relates it specifically to the research question.

Background: Nearly 13% of all pregnancies result in premature birth (infants born before 37 weeks’ completed gestation) every year in the U.S. ( Martin, Hamilton, Sutton, Ventura, Mathews, & Osterman, 2010 ). It is estimated that 50%–70% of infants born prematurely develop neurobehavioral deficits/delays that are often undiagnosed until preschool and early school age…. Although multiple mechanisms affect overall neurobehavioral development in these infants, increased scientific attention has focused on the detrimental effects of minor repetitive pain exposure in the newborn intensive care unit (NICU) ( Fitzgerald & Walker, 2009 ; Grunau, 2002 ; Hack, Klein, & Taylor, 1995 ). . . .

Study Aim: The present study was designed to test the efficacy of gentle human touch in reducing pain response in premature infants undergoing heel stick for medically indicated blood sampling compared with standard nursery care of positioning with nonhuman confinement using “blanket nesting.”

Describes the research design and methodology used to complete the study.  Includes the sample of who was studied and sample size.

Study Design: This was an experimental pilot feasibility study using a repeated-measures crossover study design. Pain response was measured around two medically indicated heel sticks for blood sampling. Each infant received one heel stick with GHT intervention and one heel stick without GHT. Infants served as their own controls with random assignment to order of treatment (GHT vs. no GHT) in blocks of four to maximize study power. . . .

Sample: Sample size was determined using feasibility considerations of the number of premature infants treated in the unit where the study was conducted. . . .

Results of the analysis are presented that are directly related to the research or problem.

Data Analysis: Descriptive statistics were used to analyze the demographic data and evaluate distributions, measures of central tendency, and outcome variable variability (HR, RR, SaO 2 , and cry). In SPSS (version 20), repeated-measures analysis of variance was used to analyze the effects of intervention versus no intervention. . . .

Discussion / Conclusion

This section should be a discussion of the results, and the implications on the field. The research question should be answered and validated by the interpretation of the results. This section could also discuss how results relate to previous research, any cautions about the findings, and potential for future research.

Discussion: The data reported here provide evidence of the ability of gentle human touch to reduce pain response in premature infants undergoing heel stick for medically indicated blood sampling compared with standard nursery care of positioning with nonhuman confinement using “blanket nesting. . . .”

Study Limitations: There are study limitations that need to be considered as the findings are interpreted. Although statistical significance was noted in several between-group comparisons, the sample was small, thus threatening study validity. However, the clinical significance is important. . . .

Recommendations for Future Research: …Future research should examine the efficacy of GHT to reduce pain response over the duration of the NICU stay and the potential for sensitization to the GHT when used consistently for pain reduction. . . .

Summary: This study presents new evidence supporting the feasibility and effectiveness of gentle human touch for relief of pain of heel stick in the NICU. GHT is a quick and easy intervention that can be provided by nurses to reduce pain.

This section should be an alphabetized list of all the academic sources of information utilized in the paper.

Axelin, A., Salantera, S., Lehtonen, L. (2006). Facilitated tucking by parents’ in pain management of preterm infants—A randomized crossover trial. Early Human Development, 82 (4) (2006), pp. 241–247.

Fitzgerald, M., Walker, S.M. (2009). Infant pain management: A developmental neurobiological approach . Nature Clinical Practice. Neurology, 5 (1) pp. 35–50.

A Few Basic Types of Scholarly Articles

Peer review isn't a tough concept. It just means that the article was reviewed by scholars and meets certain standards with regards to a publication or a discipline. These articles are typically written by professors or specialists. A great clue that something is peer reviewed or scholarly: The article contains a list of references or cites.

Qualitative research seeks to understanding some aspect of social life, and its methods (usually) generate words, rather than numbers, as data for analysis. These research methods seek to understand the experiences and attitudes of the people being studied. They answer questions about the “what,” “how, “ or “why” of a phenomenon rather than “how many” or “how much,” which are answered by quantitative methods.

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80+ Great Research Titles Examples in Various Academic Fields

Coming up with a research title for an academic paper is one of the most challenging parts of the writing process. Even though there is an unlimited quantity of research titles to write about, knowing which one is best for you can be hard. We have done the research for you and compiled eighty examples of research titles to write on. Additionally, we have divided the research titles examples into sections to make them easier to choose.

Research Study Examples of Current Events

Examples of research topics on ethics, title of research study examples on health, research paper title examples on social concerns, examples of research title on art and culture, example of research interest in religion, samples of research study topics on technology, research examples of environmental studies, good research title examples on history, specific topic examples regarding education, research title examples for students on family, food, and nutrition, research problems examples computer science, samples of research title about business marketing and communications, sample of research study topics in women’s studies, research problem example on politics, what are some examples of research paper topics on law, final words about research titles.

When it comes to choosing a good sample research title, research is one of the best tips you can get. By reading widely, including your school notes and scholarly articles, you will have a problem/line of interest examples in research. Then, you can derive any question from areas that appear to have a knowledge gap and proceed with researching the answer. As promised, below are eighty research title examples categorized into different areas, including social media research topics .

• Discuss the peculiar policies of a named country – for example, discuss the impacts of the one-child policy of China.
• Research on the influence of a named political leader, say a president, on the country they governed and other countries around. For instance, you can talk about how Trump’s presidency has changed international relations.
• Conduct an analysis of a particular aspect of two named countries – for example, the history of the relationship between the U.S. and North Korea.
• Compare the immigration laws in two or more named countries – for example, discuss how the immigration laws in the U.S. compares with other countries.
• Discuss how the Black Lives Matter movement has affected the view and discussions about racism in the United States.
• Enumerate the different ways the government of the United States can reduce deaths arising from the unregulated use of guns.
• Analyze the place of ethics in medicine or of medical practitioners. For instance, you can discuss the prevalence of physician-assisted suicides in a named country. You may also talk about the ethicality of such a practice and whether it should be legal.
• Explain how recent research breakthroughs have affected that particular field – for instance, how stem cell research has impacted the medical field.
• Explain if and why people should be able to donate organs in exchange for money.
• Discuss ethical behaviors in the workplace and (or) the educational sector. For example, talk about whether or not affirmative action is still important or necessary in education or the workplace.
• Weigh the benefits and risks of vaccinating children and decide which one outweighs the other. Here, you might want to consider the different types of vaccinations and the nature and frequency of associated complications.
• Investigate at least one of the health issues that currently pose a threat to humanity and which are under investigation. These issues can include Alzheimer’s, cancer, depression, autism, and HIV/AIDS. Research how these issues affect individuals and society and recommend solutions to alleviate cost and suffering.
• Study some individuals suffering from and under treatment for depression. Then, investigate the common predictors of the disease and how this information can help prevent the issue.

Tip : To make this example of a research title more comprehensive, you can focus on a certain age range – say, teenagers.

• Discuss whether or not free healthcare and medication should be available to people and the likely implications.
• Identify and elucidate different methods or programs that have been most effective in preventing or reducing teen pregnancy.
• Analyze different reasons and circumstances for genetic manipulation and the different perspectives of people on this matter. Then, discuss whether or not parents should be allowed to engineer designer babies.
• Identify the types of immigration benefits, including financial, medical, and education, your country provides for refugees and immigrants. Then, discuss how these benefits have helped them in settling down and whether more or less should be provided.
• Discuss the acceptance rate of the gay community in your country or a specific community. For example, consider whether or not gay marriage is permitted if they can adopt children, and if they are welcome in religious gatherings.
• Explore and discuss if terrorism truly creates a fear culture that can become a society’s unintended terrorist.
• Consider and discuss the different techniques one can use to identify pedophiles on social media.

Tip : Social issues research topics are interesting, but ensure you write formally and professionally.

• Investigate the importance or lack of importance of art in primary or secondary education. You can also recommend whether or not it should be included in the curriculum and why.

Tip : You can write on this possible research title based on your experiences, whether positive or negative.

• Discuss the role of illustration in children’s books and how it facilitates easy understanding in children. You may focus on one particular book or select a few examples and compare and contrast.
• Should the use of art in books for adults be considered, and what are the likely benefits?
• Compare and contrast the differences in art from two named cultural Renaissance – for instance, the Northern Renaissance and the Italian Renaissance.
• Investigate how sexism is portrayed in different types of media, including video games, music, and film. You can also talk about whether or not the amount of sexism portrayed has reduced or increased over the years.
• Explore different perspectives and views on dreams; are they meaningful or simply a game of the sleeping mind? You can also discuss the functions and causes of dreams, like sleeping with anxiety, eating before bed, and prophecies.
• Investigate the main reasons why religious cults are powerful and appealing to the masses, referring to individual cases.
• Investigate the impact of religion on the crime rate in a particular region.

Tip : Narrow down this research title by choosing to focus on a particular age group, say children or teenagers, or family. Alternatively, you can focus on a particular crime in the research to make the paper more extensive.

• Explore reasons why Martin Luther decided to split with the Catholic church.
• Discuss the circumstances in Siddhartha’s life that led to him becoming the Buddha.

Tip : It is important to remove sentiments from your research and base your points instead on clear evidence from a sound study. This ensures your title of research does not lead to unsubstantiated value judgments, which reduces the quality of the paper.

• Discuss how the steel sword, gunpowder, biological warfare, longbow, or atomic bomb has changed the nature of warfare.

Tip : For this example of the research problem, choose only one of these technological developments or compare two or more to have a rich research paper.

• Explore the changes computers, tablets, and smartphones have brought to human behaviors and culture, using published information and personal experience.

Tip : Approach each research study example in a research paper context or buy research paper online , giving a formal but objective view of the subject.

• Are railroads and trains primary forces in the industrialization, exploitation, and settlement of your homeland or continent?
• Discuss how the use of fossil fuels has changed or shaped the world.

Tip : Narrow down this title of the research study to focus on a local or particular area or one effect of fossil fuels, like oil spill pollution.

• Discuss what progress countries have made with artificial intelligence. You can focus on one named country or compare the progress of one country with another.
• Investigate the factual status of global warming – that is, is it a reality or a hoax? If it is a reality, explore the primary causes and how humanity can make a difference.
• Conduct in-depth research on endangered wildlife species in your community and discuss why they have become endangered. You can also enumerate what steps the community can take to prevent these species from going extinct and increase their chances of survival.
• Investigate the environmental soundness of the power sources in your country or community. Then, recommend alternative energy sources that might be best suited for the area and why.
• Consider an area close to wildlife reserves and national parks, and see whether oil and mineral exploration has occurred there. Discuss whether this action should be allowed or not, with fact-backed reasons.
• Investigate how the use and abolishment of DDT have affected the population of birds in your country.

Tip : Each example research title requires that you consult authoritative scientific reports to improve the quality of your paper. Furthermore, specificity and preciseness are required in each example of research title and problem, which only an authority source can provide.

• Discuss the importance of a major historical event and why it was so important in the day. These events can include the assassination of John F. Kennedy or some revolutionary document like the Magna Carta.
• Consider voyagers such as the Vikings, Chinese, as well as native populations and investigate whether Columbus discovered America first.
• Choose a named historical group, family, or individual through their biographies, examining them for reader responses.
• Research people of different cultural orientations and their responses to the acts of others who live around them.
• Investigate natural disasters in a named country and how the government has responded to them. For example, explore how the response of the New Orleans government to natural disasters has changed since Hurricane Katrina.

Tip : Focus this research title sample on one particular country or natural disaster or compare the responses of two countries with each other.

• Explore the educational policy, “no child left behind,” investigating its benefits and drawbacks.
• Investigate the concept of plagiarism in the twenty-first century, its consequences, and its prevalence in modern universities. Take a step further to investigate how and why many students don’t understand the gravity of their errors.
• Do in-depth research on bullying in schools, explaining the seriousness of the problem in your area in particular. Also, recommend actions schools, teachers, and parents can take to improve the situation if anything.
• Explore the place of religion in public schools; if it has a place, explain why, and if it does not, explain why not.
• Does a student’s financial background have any effect on his or her academic performance? In this sample research title, you can compare students from different financial backgrounds, from wealthy to average, and their scores on standardized tests.
• Is spanking one’s child considered child abuse; if so, why? In this research problem example for students, consider whether or not parents should be able to spank their children.
• Investigate the relationship between family health and nutrition, focusing on particular nutrition. This example of the title of the research study, for instance, can focus on the relationship between breastfeeding and baby health.
• Elucidate on, if any, the benefits of having a home-cooked meal and sitting down as a family to eat together.
• Explore the effect of fast-food restaurants on family health and nutrition, and whether or not they should be regulated.
• Research local food producers and farms in your community, pinpointing how much of your diet is acquired from them.

Tip : These are great research titles from which you can coin research topics for STEM students .

• Compare and contrast the two major operating systems: Mac and Windows, and discuss which one is better.

Tip : This title of the research study example can lead to strong uninformed opinions on the matter. However, it is important to investigate and discuss facts about the two operating systems, basing your conclusions on these.

• Explain the effect of spell checkers, autocorrect functions, and grammar checkers on the writing skills of computer users. Have these tools improved users’ writing skills or weakened them?

Tip : For this example of title research, it is better to consider more than one of these tools to write a comprehensive paper.

• Discuss the role(s) artificial intelligence is playing now or will likely play in the future as regards human evolution.
• Identify and investigate the next groundbreaking development in computer science (like the metaverse), explaining why you believe it will be important.
• Discuss a particular trendsetting technological tool, like blockchain technology, and how it has benefited different sectors.

Tip : For this research title example, you may want to focus on the effect of one tool on one particular sector. This way, you can investigate this example of research and thesis statement about social media more thoroughly and give as many details as possible.

• Consider your personal experiences as well as close friends’ and families experiences. Then, determine how marketing has invaded your lives and whether these impersonal communications are more positive than negative or vice versa.
• Investigate the regulations (or lack thereof) that apply to marketing items to children in your region. Do you think these regulations are unfounded, right, or inadequate?
• Investigate the merits and demerits of outsourcing customer services; you can compare the views of businesses with those of their customers.
• How has the communication we do through blog sites, messaging, social media, email, and other online platforms improved interpersonal communications if it has?
• Can understanding culture change the way you do business? Discuss how.

Tip : Ensure you share your reasoning on this title of the research study example and provide evidence-backed information to support your points.

• Learn everything you can about eating disorders like bulimia and anorexia, as well as their causes, and symptoms. Then, investigate and discuss the impact of its significance and recommend actions that might improve the situation.
• Research a major development in women’s history, like the admission of women to higher institutions and the legalization of abortion. Discuss the short-term and (or) long-term implications of the named event or development.
• Discuss gender inequality in the workplace – for instance, the fact that women tend to earn less than men for doing the same job. Provide specific real-life examples as you explain the reasons for this and recommend solutions to the problem.
• How have beauty contests helped women: have they empowered them in society or objectified them?

Tip : You may shift the focus of this topic research example to female strippers or women who act in pornographic movies.

• Investigate exceptional businesswomen in the 21st century; you can focus on one or compare two or more.

Tip : When writing on the title of a research example related to women, avoid using persuasion tactics; instead, be tactful and professional in presenting your points.

• Discuss the unique nature and implications of Donald Trump’s presidency on the United States and the world.
• Investigate the conditions and forces related to the advent and rise of Nazi Germany. Shift the focus of this title research example on major wars like WWI or the American Civil War.
• Is the enormous amount of money spent during election campaigns a legitimate expense?
• Investigate a named major political scandal that recently occurred in your region or country. Discuss how it started, how its news spread, and its impacts on individuals in that area.
• Discuss the impacts British rule had on India.
• Investigate the rate of incarceration in your region and compare it with that of other countries or other regions.
• Is incarcerating criminals an effective solution in promoting the rehabilitation of criminals and controlling crime rates?
• Consider various perspectives on the issue of gun control and coin several argumentative essay topics on the matter.
• Why do drivers continue to text while driving despite legal implications and dire consequences?
• Discuss the legality of people taking their own lives due to suffering from a debilitating terminal disease.

Each example of the research title provided in this article will make for a rich, information-dense research paper. However, you have a part to play in researching thoroughly on the example of the research study. To simplify the entire process for you, hiring our writing services is key as you wouldn’t have to worry about choosing topics. Our team of skilled writers knows the right subject that suits your research and how to readily get materials on them.

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What is Research?: Parts of a Research Article

• The Truth about Research
• Research Steps
• Evaluating Sources
• Parts of a Research Article

While each article is different, here are some common pieces you'll see in many of them...

• The title of the article should give you some clues as to the topic it addresses.
• The abstract allows readers to quickly review the overall content of the article. It should give you an idea of the topic of the article, while also providing any key details--such as the questions address in the article and the general results of the studies conducted.
• The introduction introduces the general topic and provides some background information, eventually narrowing it down to the specific issues addressed in the article.
• The literature review describes past research on the topic and relates it to the specific topic covered by the article.  Not all articles will have a literature review.
• The methods section addresses the research design and methodology used by the author to come to the conclusions they have in this article.  This gives others the ability to replicate the study.  Not all articles will have this, since there will be many articles that don't involve an actual study.
• The results section presents the results of any studies or analysis that has been conducted.  Not all articles will have this, either.
• The discussion/conclusion addresses the implications or future of the field.  It may also address where future research is needed.
• The list references or bibliography is the alphabetized list of resources used for the article.  The format of the citations is often determined by what that field's preferred format is.  Common citations formats include APA, Chicago, and MLA.  This is a necessity in an article--and it helps you identify more possible resources for your own paper.
• Components of a Research Paper Useful site that goes more in depth on these sections.
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Part 1. Overview Information

National Institutes of Health ( NIH )

National Eye Institute ( NEI )

National Human Genome Research Institute ( NHGRI )

National Institute on Aging ( NIA )

National Institute on Alcohol Abuse and Alcoholism ( NIAAA )

National Institute of Allergy and Infectious Diseases ( NIAID )

National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )

National Institute of Biomedical Imaging and Bioengineering ( NIBIB )

National Institute on Deafness and Other Communication Disorders ( NIDCD )

National Institute of Dental and Craniofacial Research ( NIDCR )

National Institute of Diabetes and Digestive and Kidney Diseases ( NIDDK )

National Institute on Drug Abuse ( NIDA )

National Institute of Environmental Health Sciences ( NIEHS )

National Institute of Mental Health ( NIMH )

National Institute of Neurological Disorders and Stroke ( NINDS )

National Institute of Nursing Research ( NINR )

National Library of Medicine ( NLM )

National Cancer Institute ( NCI )

R16  Research Excellence Award

• August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice  NOT-OD-22-198 .
• August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice  NOT-OD-22-189 .

See Section III. 3. Additional Information on Eligibility.

The SuRE program supports research capacity building at eligible higher education institutions through funding investigator-initiated biomedical research in basic, social, clinical, behavioral, or translational science that falls in the mission areas of the NIH. 

The purpose of SuRE-First awards is to provide research grant support for faculty investigators who have not had prior independent external research grants, to furnish students with high-quality undergraduate and/or graduate research experiences and to enhance the institutional scientific research culture.

This NOFO requires a Plan for Enhancing Diverse Perspectives (PEDP), which will be assessed as part of the scientific and technical peer review evaluation. Applications that fail to include a PEDP will be considered incomplete and will be withdrawn. Applicants are strongly encouraged to read the NOFO instructions carefully and view the available  PEDP guidance material .

Not Applicable

All applications are due by 5:00 PM local time of applicant organization. 

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

It is critical that applicants follow the instructions in the Research (R) Instructions in the  How to Apply - Application Guide , except where instructed to do otherwise (in this NOFO or in a Notice from NIH Guide for Grants and Contracts ).

Conformance to all requirements (both in the How to Apply - Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the How to Apply - Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the How to Apply - Application Guide , follow the program-specific instructions.

Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

• Use the NIH ASSIST system to prepare, submit and track your application online.
• Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
• Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. notice of funding opportunity description.

There is a pressing need to enhance biomedical research capacity and opportunities for research at resource-limited institutions, which disproportionately serve regions of the U.S. that have not historically participated in substantial NIH research, including rural areas. Support for these institutions will allow different research questions and ideas to be studied and ensure that students from all communities and regions of the country have the opportunity to participate in high quality scientific inquiries and explore careers in biomedical research. The Support for Research Excellence (SuRE) program aims to develop and sustain research excellence at such institutions by supporting investigator-initiated research with strong student participation and providing resources to establish and enhance Offices of Sponsored Programs.

Program Objectives

The SuRE program supports research capacity building at institutions that award baccalaureate and/or graduate degrees in biomedical sciences, and receive limited  NIH Research Project Grant funding. It seeks to develop and sustain research excellence of faculty investigators and provide students with research opportunities while enhancing the institutional research culture and enriching the research environment. The SuRE program will support investigator-initiated research in the basic, social, clinical, behavioral and translational sciences (collectively termed "biomedical" sciences) that falls in the mission areas of NIH Institutes, Centers, and Offices. Research activities funded by the SuRE program require participation by students. Two distinct Notices of Funding Opportunities (NOFOs) support research projects led by faculty investigators at different career stages. This NOFO is for the SuRE-First Award that supports faculty investigators who have not had prior independent external research grants. The SuRE-First Award allows these investigators to develop their independent research programs. A SuRE-First applicant must identify a scientist based in the U.S. with expertise and an extramural funding record in the proposed field of research to serve as a mentor. Its companion NOFO, PAR-24-144 , supports faculty investigators who are not funded by an  NIH Research Project Grant     with the exception of SuRE or SuRE-First awards. A  SuRE Resource Center was funded to enhance the administrative research infrastructure of SuRE-eligible institutions and to provide services to advise faculty investigators who are interested in applying for a SuRE award.

 SuRE-First-supported projects must have student participation in the execution, analysis, and reporting of the research. An applicant institution must demonstrate a commitment to build its research capacity and support for the Program Director/Principal Investigator (PD/PI) of the award.

NIH recognizes that diverse teams working together and capitalizing on innovative ideas and distinct perspectives outperform homogeneous teams. There are many benefits that flow from a diverse scientific workforce, including: fostering scientific innovation, enhancing global competitiveness, contributing to robust learning environments, improving the quality of the research, advancing the likelihood that underserved populations participate in, and benefit from research, and enhancing public trust.

To support the best science, NIH encourages inclusivity in research. Examples of structures that promote diverse perspectives include but are not limited to:

• Trans-disciplinary research projects and collaborations among investigators conducting biomedical research.
• Engagement from different types of institutions and organizations (e.g., research-intensive, undergraduate-focused, minority-serving, community-based).
• Individual applications and partnerships that enhance geographic and regional heterogeneity.
• Investigators and teams composed of researchers at different career stages.
• Participation of individuals from diverse backgrounds, including groups historically underrepresented in the biomedical, behavioral, and clinical research workforce (see  NOT-OD-20-031 ), such as underrepresented racial and ethnic groups, those with disabilities, those from disadvantaged backgrounds, and women.
• Project-based opportunities to enhance the research environment to benefit early- and mid-career investigators.

Plan for Enhancing Diverse Perspectives (PEDP)

• This NOFO requires a Plan for Enhancing Diverse Perspectives (PEDP) as described in  NOT-MH-21-310,  submitted as Other Project Information as an attachment (see Section IV).
• Applicants are strongly encouraged to read the NOFO instructions carefully and view the available  PEDP guidance material . The PEDP will be assessed as part of the scientific and technical peer review evaluation.

Program Considerations

SuRE-First investigator-initiated research projects must fall within the scope of the NIH mission or they will be withdrawn prior to review. More complete information about the mission of each NIH Institute/Center (IC) can be found at  http://www.nih.gov/icd . Applicants are encouraged to contact the NIH IC Scientific/Research contact listed in Section VII. Agency Contacts that best aligns with their proposed research. For ICs not listed and for all general programmatic questions, inquiries should be directed to the NIGMS Scientific/Research contact.

NIGMS will accept applications within its mission as well as those within the mission of all other NIH ICs with the exception of NIAID, which directly accepts applications within its mission. The NIGMS website provides information about the NIGMS mission and areas of research interest. For additional scientific program information and for pre-application guidance, a potential applicant is encouraged to contact the NIGMS Scientific/Research contact. 

NCI supports research projects in areas within the Institute's mission to advance scientific knowledge and help people live longer, healthier lives. The  NCI website and the National Cancer Plan provide additional information about the Institute’s mission and areas of research interest. For specific programmatic questions, please contact the NCI Scientific/Research contact.

The mission of the National Eye Institute (NEI) is to eliminate vision loss and improve quality of life through vision research. To achieve this mission, NEI supports innovative basic and clinical research on vision and disorders of the visual system; inspires a talented and diverse next generation of researchers; and translates progress into practice. Applications considered for funding should align with the NEI Strategic Plan . Before submitting, investigators are encouraged to get in touch with the NEI Scientific/Research contact  for questions about SuRE awards or the NEI Program Director whose portfolio covers the scientific topic of interest.

NHGRI supports the development of resources, approaches, and technologies that will accelerate genomic research on the structure of genomes, the biology of genomes, and the biology of disease; that will use genomics to advance the science of medicine; and that will incorporate genomics to improve the effectiveness of healthcare. NHGRI also supports genomic research in several cross-cutting areas, including the ethical, legal and societal implications of genomics and genetics research, bioinformatics, technology development, and research training and career development. In general, NHGRI supports studies that provide generalizable methods and knowledge. Applications for studies relevant only to a particular disease or organ system should be directed to the appropriate Institute or Center. NHGRI strongly encourages potential applicants to reach out to the listed scientific contact in the early stages of developing an application.

NIA supports research projects in areas within the Institute's mission that includes genetic, biological, behavior, social, and economic research on aging. In addition, NIA encourages applications on Alzheimer’s Disease (AD) and AD Related Dementias (ADRD). The NIA website provides additional information about the Institute's mission and areas of research interest. For additional scientific program information and for pre-application guidance, a potential applicant is encouraged to contact the NIA Program Director whose portfolio covers the scientific topic of interest.

NIAAA supports basic, translational, and clinical research on the causes, consequences, prevention, diagnosis, progression, and treatment of alcohol-related problems across the lifespan. NIAAA encourages meritorious alcohol research projects in the broad areas of neuroscience and behavior, organ damage and other health effects, epidemiology and prevention, and treatment and recovery. NIAAA also encourages meritorious research projects on alcohol-related topics of relevance to understanding and addressing minority health and health disparities and that focus on the training of a diverse research workforce. More information about NIAAA’s mission and research priorities is available in the NIAAA Strategic Plan at  https://www.niaaa.nih.gov/strategic-plan . For specific programmatic questions, please contact the NIAAA Scientific/Research contact.

NIAID will accept applications within its mission areas. NIAID conducts and supports basic and applied research to better understand, treat, and ultimately prevent infectious, immunologic, and allergic diseases, with the goal of developing new therapies, vaccines, diagnostic tests, and other technologies. Research areas include microbiology and infectious diseases, AIDS and AIDS-related research, immunology, allergy, transplantation, and biodefense. 

NIBIB interests include the development and integration of advanced bioengineering, sensing, imaging, and computational technologies for the improvement of human health and medical care. An application is not within the NIBIB mission if its principal focus is the development of a technology with the goal of understanding basic biological function or pathological mechanisms. Additionally, NIBIB only supports projects developing platform technologies that are applicable to a broad spectrum of disorders and diseases. However, applicants may propose research that utilizes only a single tissue, organ, or physiological condition as a model system to facilitate the development of what is expected to be a more broadly applicable enabling technology. Potential applicants are encouraged to contact the NIBIB Scientific/Research contact.

NIDCD is interested in supporting applications that propose research projects in the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language. Applicants are strongly encouraged to learn more about NIDCD research areas at https://www.nidcd.nih.gov/research/extramural.

NIDDK conducts and supports medical research and research training and disseminates science-based information on diabetes and other endocrine and metabolic diseases; digestive diseases, nutritional disorders, and obesity; and kidney, urologic, and hematologic diseases, to improve people’s health and quality of life. More information about NIDDK’s mission and research priorities is available in the NIDDK Strategic Plan at https://www.niddk.nih.gov/about-niddk/strategic-plans-reports/niddk-strategic-plan-for-research .

NIEHS supports a variety of scientific disciplines, including basic, mechanistic, clinical, epidemiological, computational, engineering, and/or health risk communication approaches to advance the NIEHS Strategic Plan. Applications submitted to this NOFO must have a research focus on exposure-health related responses from environmental agents within the mission interest of the NIEHS (e.g., industrial chemicals or manufacturing byproducts, metals, pesticides, herbicides, air pollutants and other inhaled toxicants, particulates or fibers, fungal, and bacterial or biologically derived toxins). Agents that are considered within the primary mission responsibility of other NIH Institutes and Centers include, but are not limited to: alcohol; chemotherapeutic agents; radiation that is not a result of an ambient environmental exposure; smoking, except when considered as a secondary smoke exposure that is a component in the indoor environment (particularly in children); drugs of abuse; pharmaceuticals; dietary nutrients; and infectious or parasitic agents. Applications that focus entirely, or primarily, on these exposure factors will not be considered for support by NIEHS.

NINDS will support applications that address or seek fundamental knowledge about the brain and nervous system by supporting and conducting research on the healthy and diseased brain, spinal cord, and peripheral nerves and to use that knowledge to reduce the burden of neurological disease. NINDS also encourages activities focused on understanding and addressing disparities in neurologic health, healthcare, and health outcomes in disparate populations, including racial and ethnic minorities, the geographically disadvantaged, sex and gender minorities, and others who have been historically underserved, marginalized, and adversely affected by persistent inequality and socioeconomic disadvantage. NINDS supports basic, translational, and clinical research: https://www.ninds.nih.gov/Current-Research/Research-Funded-NINDS .

NINR supports research that builds the scientific foundation for nursing practice and policy across clinical and community settings, and advances the prevention, detection, and management of disease and disability. Drawing on nursing’s holistic perspective, NINR funds basic, clinical, population, and translational research that integrates factors at multiple levels to identify their role in health, health improvement and health inequities. NINR promotes research that improves the health of individuals, families, and populations in a variety of settings, translating science in order to maximize the impact of findings on practice and policy.

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The  OER Glossary  and the How to Apply - Application Guide provide details on these application types. Only those application types listed here are allowed for this NOFO.

Not Allowed: Only accepting applications that do not propose clinical trials.

Need help determining whether you are doing a clinical trial?

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Applications may request up to $125,000 direct costs/year, excluding consortium facilities and administrative (F&A) costs. 

The scope of the proposed project should determine the project period. The maximum period of support is 4 years.

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

• Public/State Controlled Institutions of Higher Education
• Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

This funding opportunity announcement is open to all institutions of higher education that:

1) award undergraduate (B.S. or B.A.) and/or graduate degrees in biomedical sciences; and 

2) at the time of the application, have received no more than $6 million dollars per year (total costs) from NIH Research Project Grants (RPGs) in each of the preceding two fiscal years, calculated using NIH RePORTER ; and

3) enroll at least 25% of undergraduate students supported by Pell grants based on the most recent two years of data available from the Integrated Postsecondary Education Data System (IPEDS) database maintained by the National Center for Education Statistics,   or  belong to one of the following categories:

• Historically Black Colleges and Universities (HBCUs), (see 20 U.S.C. 1061(2))
• Tribal Colleges and Universities (TCUs), (i.e., institutions described in  section 5(e)  of  Executive Order 14049 )

IPEDS reports the percentage of students supported by Pell grants in two ways: (1) the percentage of all undergraduates enrolled and (2) the percentage of full-time, first-time, degree/certificate-seeking undergraduate students. Institutions may use either option for determining their eligibility. No matter which category of IPEDS data is used, the institution’s Pell enrollment in that category must be at least 25% for the two most recent years of reported data.

The application must be submitted by an eligible organization with a Unique Entity Identifier (UEI) and a unique NIH eRA Institutional Profile File (IPF) number. For institutions with multiple campuses, eligibility can be considered for an individual campus (e.g., main, satellite, etc.) as the applicant organization only if a UEI and a unique NIH eRA IPF number are established for the individual campus . For institutions that use one UEI or NIH IPF number for multiple campuses, eligibility as the applicant organization is determined for the campuses together.

Non-domestic (non-U.S.) Entities (Foreign Organizations) are not eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement , are not allowed. 

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the How to Apply - Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications for additional information

• NATO Commercial and Government Entity (NCAGE) Code – Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI) - A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registrations; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov – Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account.  PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) is invited to work with their organization to develop an application for support. Individuals from diverse backgrounds, including underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities , NOT-OD-22-019 .

For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the How to Apply - Application Guide .

Since the SuRE-First award is structured to best support a single PD/PI, multiple PD(s)/PI(s) are not allowed. PDs/PIs with similar or complementary research interests may apply separately.

A PD/PI must have a full-time tenure-track (or equivalent) faculty appointment at the applicant institution and be eligible to apply for NIH research project grants. Postdoctoral fellows, part-time or adjunct faculty, and individuals on appointments contingent on securing their entire salary from grants are not eligible to apply.

Eligibility is limited to applicants who, at the time of submission, have not been or are not the PD/PI of any NIH SCORE grant or any peer-reviewed, externally funded federal or non-federal research award. NIH RPGs or other grants that name the SuRE-First applicant as a co-investigator, project leader, collaborator, consultant, or to a position other than PD/PI do not disqualify an applicant from applying for SuRE-First support. An applicant who is the PD/PI of a career development grant is eligible to apply, if allowable by the terms and conditions of the award.

The applicant must commit a minimum 6 person-months per year to conduct the proposed research. The SuRE-First award is not renewable. The SuRE-First award cannot be transferred from one institution to another. Transfer of the award to another PD/PI in the same institution is allowable under extremely unusual circumstances and requires prior NIH approval. A PD/PI may hold only one SuRE, SuRE-First, or SCORE award at any time. Concurrent or duplicate applications to the SuRE-First and SuRE awards are not allowed.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement NIH Grants Policy Statement Section 1.2 Definition of Terms.

3. Additional Information on Eligibility

Number of Applications

Applicant organizations may submit more than one application, provided that each application is scientifically distinct.

The NIH will not accept duplicate or highly overlapping applications under review at the same time, per NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application . This means that the NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review (see  NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications ).

Section IV. Application and Submission Information

1. Requesting an Application Package

The application forms package specific to this opportunity must be accessed through ASSIST, Grants.gov Workspace or an institutional system-to-system solution. Links to apply using ASSIST or Grants.gov Workspace are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Research (R) Instructions in the  How to Apply - Application Guide  except where instructed in this notice of funding opportunity to do otherwise. Conformance to the requirements in the How to Apply - Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

Page Limitations

All page limitations described in the How to Apply – Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the How to Apply – Application Guide and should be used for preparing an application to this NOFO.

SF424(R&R) Cover

All instructions in the How to Apply - Application Guide must be followed.

SF424(R&R) Project/Performance Site Locations

SF424(R&R) Other Project Information

Other Attachments: The application must include five attachments titled A) "Institutional Letter – Strategic Plan for Building Research Capacity and Research Excellence”, B) "Institutional Letter – Support for the PD/PI’s Research Career Development", C) "PD/PI's Research Enhancement Plan", D) “Prior, Current and Pending Support” and E) “Plan for Enhancing Diverse Perspectives (PEDP)". Applications missing any of the five attachments will be considered incomplete and be withdrawn without review. 

A) Institutional Letter – Strategic Plan for Building Research Capacity and Research Excellence:

A letter from the Provost, the President, the Vice-President for Research or equivalent senior institutional official that describes the institution’s strategic plan for the development of research capacity and research excellence is required. The letter should address the institution’s vision and commitment to develop and sustain an environment that enables and rewards research and how this supports the educational mission of the institution.

B) Institutional Letter - Support for the PD/PI’s Research Career Development:

A letter from the Department Chair or Dean confirming that the time and effort requested by the applicant (a minimum of 6 person-months per year) for the proposed project will be provided. Additional institutional support to the PD/PI, including mentoring, should also be described.

C) PD/PI's Research Enhancement Plan:

The Plan must describe in detail the PD/PI's objectives for career enhancement and explain how SuRE-First support will allow the PD/PI to improve research productivity and establish an independent research program. The Plan should explain how the proposed project, the PD/PI's time devoted to it (i.e., 6 person-months per year), and the participation of the mentor(s) and any collaborators/consultants (if applicable) will help the PD/PI to gather preliminary data, increase research productivity, and compete for future research grants. The Plan should describe the mentor’s research qualifications and track record of mentoring experience, the mentor's role in the proposed project and the areas in which the mentor will assist with the PD/PI's scientific and career development. The Plan should include specific milestones and a detailed timeline for research progress, publications and grant submissions that will lead to research excellence.

D) Prior, Current and Pending Support:

The application must include the following information about the applicant’s prior, current and pending support for both research and non-research grants including: fellowship, career development, institutional support, and research grants and contracts for which the applicant made significant contributions but was not the PD/PI.

• Major Goals
• Status of Support
• Project Number
• Name of PD/PI
• Source of Support
• Primary Place of Performance
• Project/Proposal Start and End Date: (MM/YYYY) (if available)
• Total Award Amount (including Indirect Costs)
• Person Months (Calendar/Academic/Summer) per budget period

E) Plan for Enhancing Diverse Perspectives (PEDP) (1-page maximum): All applications must include a summary of strategies to advance the scientific and technical merit of the proposed project through expanded inclusivity. The PEDP should provide a holistic and integrated view of how enhancing diverse perspectives is viewed and supported throughout the application and can incorporate elements with relevance to any review criteria (significance, investigator(s), innovation, approach, and environment) as appropriate. Where possible, applicants should align their description with these required elements within the research strategy section. The PEDP will vary depending on the scientific aims, expertise required, the environment and performance site(s), as well as how the project aims are structured. The PEDP should include a timeline and milestones for relevant components that will be considered as part of the review. Examples of items that advance inclusivity in research and may be part of the PEDP can include, but are not limited to:

• Discussion of engagement with different types of institutions and organizations (e.g., research-intensive, undergraduate-focused, minority-serving, community-based).
• Description of any planned partnerships that may enhance geographic and regional diversity.
• Plan to enhance recruiting of women and individuals from groups historically underrepresented in the biomedical, behavioral, and clinical research workforce.
• Proposed monitoring activities to identify and measure PEDP progress benchmarks.
• Plan to utilize the project infrastructure (i.e., research and structure) to support career-enhancing research opportunities for diverse junior, early- and mid-career researchers.
• Description of any training and/or mentoring opportunities available to encourage participation of students, postdoctoral researchers and co-investigators from diverse backgrounds.
• Plan to develop transdisciplinary collaboration(s) that require unique expertise and/or solicit diverse perspectives to address research question(s).
• Publication plan that enumerates planned manuscripts and proposed lead authorship.
• Outreach and planned engagement activities to enhance recruitment of individuals from diverse groups as research participants including those from underrepresented backgrounds.

For further information on the PEDP, please see  https://braininitiative.nih.gov/vision/plan-enhancing-diverse-perspectives/pedp-key-elements-and-examples?search-term=pedp .

This attachment should be titled “Plan for Enhancing Diverse Perspectives".

Facilities & Other Resources: All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions:

It is expected that the research will be directed by the PD/PI and the majority of experiments will be conducted at the applicant institution. Limited use of special facilities or equipment at another institution is permitted but should be well-justified. For any proposed research facilities or equipment at a site(s) other than the applicant institution, provide a description of the resource(s) and describe the PD/PI’s access to these resources.

SF424(R&R) Senior/Key Person Profile

The mentor must be identified as senior/key personnel even if they are not committing any specified measurable effort to the proposed project. Enter “Other Professional” for the “Project Role” field and enter “Mentor” in the “Other Project Role Category” field.

Biographical Sketch: Biosketches for the PD/PI and the mentor are required. The Personal Statement of the PD/PI’s biosketch should include a summary of prior and current experience supervising students in research. Publications should indicate with an asterisk the names of any student authors who were directly supervised by the PD/PI.

R&R Budget

The Budget Justification must state that the PD/PI will devote at least 6 person-months effort per year (typically 4.5 person-months during the academic year and 1.5 person-months during the summer) to the SuRE-First research project.

PEDP implementation costs: Budget request may include allowable costs associated with PEDP implementation (as outlined in the  Grants Policy Statement section 7).

R&R Subaward Budget

PHS 398 Cover Page Supplement

PHS 398 Research Plan

All instructions in the  How to Apply - Application Guide must be followed, with the following additional instructions:

Research Strategy: The application should include a detailed strategy that describes experimental approach(es) and expected/alternative outcomes for the proposed studies. Preliminary data are not required; rather, the approach should be made compelling primarily by the logic of the arguments presented and reference to the published literature. The Research Strategy must include a separate section entitled "Student Involvement Plan" that describes how students will be involved and supervised in conducting hands-on, rigorous research, including their participation in the execution, analysis, and reporting of the research. 

Formal training plans (e.g., non-research activities, didactic training, seminars) should not be provided although programs available at the institution can be described in the Facilities and Other Resources section. 

Letters of Support: A signed letter from the mentor is required. The letter should include a detailed plan that describes the nature and frequency of interactions with the SuRE-First PD/PI and how progress toward specified milestones will be evaluated, especially the transition to other sources of research funding.

Resource Sharing Plan : Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the  How to Apply - Application Guide .

Other Plan(s):  Note: Effective for due dates on or after January 25, 2023, the Data Management and Sharing Plan will be attached in the Other Plan(s) attachment in FORMS-H application forms packages.

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions:

• All applicants planning research (funded or conducted in whole or in part by NIH) that results in the generation of scientific data are required to comply with the instructions for the Data Management and Sharing Plan. All applications, regardless of the amount of direct costs requested for any one year, must address a Data Management and Sharing Plan.

Appendix:  Only limited Appendix materials are allowed. Follow all instructions for the Appendix as described in the How to Apply - Application Guide .

• No publications or other material, with the exception of blank questionnaires or blank surveys, may be included in the Appendix.

PHS Human Subjects and Clinical Trials Information

When involving human subjects research, clinical research, and/or NIH-defined clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the How to Apply - Application Guide , with the following additional instructions:

If you answered “Yes” to the question “Are Human Subjects Involved?” on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start). All instructions in the How to Apply - Application Guide must be followed.

PHS Assignment Request Form

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 2. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I.  contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time.  If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications .

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the How to Apply – Application Guide .

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the How to Apply - Application Guide . Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply – Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this NOFO for information on registration requirements.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the How to Apply - Application Guide .

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review and NIGMS. Applications that are incomplete and/or non-compliant will not be reviewed.

Applications must include the following information as Other Attachments on the SF424(R&R) Other Project Information form: 

• Institutional Letter – Strategic Plan for Building Research Capacity and Research Excellence
• Institutional Letter – Support for the PD/PI’s Research Career Development
• PD/PI's Research Enhancement Plan
• Prior, Current and Pending Support
• Plan for Enhancing Diverse Perspectives . 

Applications that fail to include all of these attachments will be considered incomplete and will be withdrawn without review. 

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process.  Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

For this particular announcement, note the following:

The SuRE-First Award provides support for meritorious research conducted by faculty investigators who have not been the PD/PI of any external research grants and who are at institutions with limited NIH Research Project Grant funding. Additional objectives are to provide students opportunities to participate in high-quality biomedical research and to strengthen the research capacity of these institutions.

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to address an area of scientific importance while providing research opportunities to students, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).

Reviewers will consider each of the review criteria below in the determination of scientific merit and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact. For example, a project that by its nature is not innovative may be essential to advance a field.

Does the project address an important problem or a critical barrier to progress in the field? Is the prior research that serves as the key support for the proposed project rigorous? If the aims of the project are achieved, how will scientific knowledge, technical capability, and/or clinical practice be improved? How will successful completion of the aims impact the concepts, methods, technologies, treatments, services, or preventative interventions in this field?

Specific to this NOFO:   To what extent do the efforts described in the PEDP further the significance of the project?

Are the PD(s)/PI(s), collaborators, and other researchers well suited to the project? If Early Stage Investigators or those in the early stages of independent careers, do they have appropriate experience and training? If established, have they demonstrated an ongoing record of accomplishments that have advanced their field(s)? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance, and organizational structure appropriate for the project?

Specific to this NOFO: How reasonable is the PD/PI’s Research Enhancement Plan for research and career objectives, and how appropriate is the timeline to achieve them? How strong is the mentor’s track record of success advising research scientists in obtaining external support and management of an independent research laboratory? How appropriate are the mentor’s credentials, role on the project, and commitment to mentoring the PD/PI, and do they provide confidence that the relationship will foster the applicant's scientific and professional development? How do the proposed project and applicant’s research training/background render confidence that the applicant will improve their ability to obtain future research support? How well-prepared is the applicant to supervise and engage students in research? To what extent will the efforts described in the PEDP strengthen and enhance the expertise required for the project?

Does the application take advantage of, challenge or build on current research concepts and models or research techniques? Are innovative approaches to engaging undergraduate students in research proposed?

Specific to this NOFO : To what extent will the efforts described in the PEDP meaningfully contribute to innovation?

Are the overall strategy, methodology, and analyses well-reasoned and appropriate to accomplish the specific aims of the project? Have the investigators included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project? Have the investigators presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed? Are potential problems, alternative strategies, and benchmarks for success presented? If the project is in the early stages of development, will the strategy establish feasibility and will particularly risky aspects be managed? Have the investigators presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects? 

If the project involves human subjects and/or NIH-defined clinical research, are the plans to address 1) the protection of human subjects from research risks, and 2) inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion or exclusion of individuals of all ages (including children and older adults), justified in terms of the scientific goals and research strategy proposed?

Specific to this NOFO : How suitable are the plans for incorporating students into the research program? How will this project provide students with a high-quality research experience focused on the execution, analysis, and reporting of the study? Are the timeline and milestones associated with the PEDP well-developed and feasible?

Will the scientific environment in which the work will be done contribute to the probability of success? Are the institutional support, equipment, and other physical resources available to the investigators adequate for the project proposed? Will the project benefit from unique features of the scientific environment, subject populations, or collaborative arrangements?

Specific to this NOFO:   Does the description of the proposed work indicate that the majority of the research will be directed by the PD/PI and conducted at the grantee institution? How strong is the institutional support for the PD/PI in providing sufficient time to conduct the proposed research? How strong is the applicant institution’s effort to build its research capacity and culture? To what extent will features of the environment described in the PEDP (e.g., collaborative arrangements, geographic diversity, institutional support) contribute to the success of the project?

As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact score, but will not give separate scores for these items.

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, and 4) importance of the knowledge to be gained.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals Section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

 Not Applicable

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Reviewers will comment on whether the Resource Sharing Plan(s) (e.g., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable.

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s) convened by NIGMS or NIAID, in accordance with NIH peer review policy and procedures , using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

Applications may undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications submitted in response to this NOFO. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board. The following will be considered in making funding decisions:

• Scientific and technical merit of the proposed project as determined by scientific peer review
• Availability of funds
• Relevance of the proposed project to program priorities
• Geographic, institutional, and scientific portfolio balance  

Upon receipt, applications that fall in the mission areas of all NIH ICs except NIAID will be assigned to NIGMS. All applications in the mission of NIAID, including AIDS and AIDS-related applications, will be assigned to NIAID.

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the  eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the  NIH Grants Policy Statement Section 2.4.4 Disposition of Applications .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the  NIH Grants Policy Statement . This request is not a Notice of Award nor should it be construed to be an indicator of possible funding. 

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient's business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions. Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website.  This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Recipient institutions must ensure that protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

• Federalwide Standard Terms and Conditions for Research Grants
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

If a recipient receives an award, the recipient must follow all applicable nondiscrimination laws. The recipient agrees to this when registering in SAM.gov. The recipient must also submit an Assurance of Compliance ( HHS-690 ). To learn more, see the Laws and Regulations Enforced by the HHS Office for Civil Rights website .

HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to System for Award Management (SAM.gov) requirements. SAM.gov requires Federal agencies to review and consider information about an applicant in the designated integrity and performance system (currently SAM.gov) prior to making an award. An applicant can review and comment on any information in the responsibility/qualification records available in SAM.gov. NIH will consider any comments by the applicant, in addition to the information available in the responsibility/qualification records in SAM.gov, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 2 CFR Part 200.206 “Federal awarding agency review of risk posed by applicants.” This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

When multiple years are involved, recipients will be required to submit the  Research Performance Progress Report (RPPR)  annually and financial statements as required in the NIH Grants Policy Statement .

The PD/PI is required to report information on students participating in the project in RPPR Section D. Participants, to identify publications co-authored by students and to report students’ educational and career outcomes (e.g., degree completion, subsequent employment or degrees sought).

Awardees will provide updates at least annually on implementation of the PEDP. 

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement . NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR Part 200.301.

The Federal Funding Accountability and Transparency Act of 2006 as amended (FFATA), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later.  All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold.  See the NIH Grants Policy Statement for additional information on this reporting requirement.

In accordance with the regulatory requirements provided at 2 CFR Part 200.113 and Appendix XII to 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period.  The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (Responsibility/Qualification in SAM.gov, formerly FAPIIS).  This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313).  As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available.  Full reporting requirements and procedures are found in Appendix XII to 2 CFR Part 200 – Award Term and Condition for Recipient Integrity and Performance Matters.

In carrying out stewardship of grant programs, NIGMS will periodically evaluate the SuRE program, employing the representative measures identified below, among others. In assessing the effectiveness of research capacity building investments, NIGMS may use information from progress reports and public databases, PD/PIs, and from participants themselves. Where necessary, PD/PIs and participants may be appropriately contacted after the completion of the grant period for updates on participants’ subsequent outcomes. Outcomes measures that will be used for program evaluation will include, but not be limited to:

• Number of R16 PDs/PIs who secure subsequent R16 SuRE, NIH or other external research funding
• Number of publications
• Number of students engaged in R16-funded research
• Publications co-authored by students
• Students’ educational and career outcomes (e.g., degree completion, subsequent employment or degrees sought)
• Breadth of institutions supported through SuRE grants

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten submission by the due date, and post-submission issues)

Finding Help Online:  https://www.era.nih.gov/need-help  (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application instructions, application processes, and NIH grant resources) Email:  [email protected]  (preferred method of contact) Telephone: 301-637-3015

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email:  [email protected]

Pauline Cupit, Ph.D. National Institute of General Medical Sciences (NIGMS) Email: [email protected]

Cheri Wiggs  National Eye Institue (NEI) E-mail: [email protected]

Toccara Chamberlain NIEHS - NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES Phone: none E-mail: [email protected]

Aria Crump NIDA - NATIONAL INSTITUTE ON DRUG ABUSE Phone: 301-443-6504 E-mail: [email protected]

David Joseph Gutekunst NIBIB - NATIONAL INSTITUTE OF BIOMEDICAL IMAGING AND BIOENGINEERING Phone: (301) 402-5069 E-mail: [email protected]

Sylvia E. Long, PhD, CPH National Institute of Nursing Research (NINR) Telephone: 240-276-6136 Email: [email protected] ;

Laritza M. Rodriguez, M.D., Ph.D. National Cancer Institute (NCI) Telephone: 240-276-5969 Email: [email protected]

Cheri Wiggs NEI - NATIONAL EYE INSTITUTE Phone: (301) 402-0276 E-mail: [email protected]

Lauren Ullrich, PhD National Institue of Neurological Disorders and Stroke Phone: 301-451-7964 Email: [email protected]

Li Lin, Ph.D. National Institute on Alcohol Abuse and Alcoholism (NIAAA) Phone: 301-827-7749 E-mail: [email protected] Qi-Ying Liu, M.D. National Institute On Alcohol Abuse And Alcoholism (NIAAA) Phone: 301-443-2678 E-mail: [email protected]

Alberto L Riverarentas NIDCD - NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS Phone: 301-496-1804 E-mail: [email protected]

Diane Adger-Johnson, MPH National Institute of Allergy and Infectious Diseases (NIAID) Telephone: 301-594-5945 Email: [email protected]

Katrina Jane Serrano, Ph.D. NIDDK - NATIONAL INSTITUTE OF DIABETES AND DIGESTIVE AND KIDNEY DISEASES Phone: 301.480.7855 E-mail: [email protected]

Lisa Chadwick NHGRI - NATIONAL HUMAN GENOME RESEARCH INSTITUTE Phone: 301-435-7275 E-mail: [email protected]

René Etcheberrigaray National Institute on Aging (NIA) Telephone: 301-451-9798 Email:  [email protected]

Lillian Shum, PhD NIDCR - NATIONAL INSTITUTE OF DENTAL & CRANIOFACIAL RESEARCH Phone: (301) 594-0618 Email: [email protected]

Leonie Misquitta, PhD NLM - National Library of Medicine Phone: 301-827-3511 Email: [email protected]

Mary Garcia Cazarin, PhD NIAMS - NATIONAL INSTITUTE OF ARTHRITIS AND MUSCULOSKELETAL AND SKIN DISEASES Phone: (301) 402-2446 E-mail: [email protected]

Brittany Haynes, Ph.D. National Institute of Mental Health (NIMH) Telephone: 301-496-2767 Email:  [email protected]

National Institute of General Medical Sciences (NIGMS) Email: [email protected]

Arina Kramer National Institute of General Medical Sciences (NIGMS) Email: [email protected]

Karen Robinson Smith National Eye Institute (NEI)  Phone: 301-435-8178 E-mail: [email protected]

Jenny L Greer NIEHS - NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES Phone: 984.287.3332 E-mail: [email protected]

Pamela G Fleming NIDA - NATIONAL INSTITUTE ON DRUG ABUSE Phone: 301-480-1159 E-mail: [email protected]

James E Huff National Institute Of Biomedical Imaging And Bioengineering (NIBIB) Phone: (301) 451-4786 Email: [email protected]

Randi Freundlich National Institute of Nursing Research (NINR) Telephone: 301-594-5974 Email: [email protected]

Crystal Wolfrey National Cancer Institute (NCI) Telephone: 240-276-6277 Email: [email protected]

Karen Robinson Smith NEI - NATIONAL EYE INSTITUTE Phone: 301-435-8178 E-mail: [email protected]

Chief Grants Management Officer National Institute of Neurological Disorders and Stroke (NINDS) Email: [email protected]

Judy Fox National Institute on Alcohol Abuse and Alcoholism (NIAAA) Telephone: 301-443-4704 Email:  [email protected]

Christopher Myers NIDCD - NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS Phone: (301) 435-0713 E-mail: [email protected]

Ann W. Devine National Institute of Allergy and Infectious Diseases (NIAID) Phone: (240) 669-2988 Email: [email protected]

Tommy Gunter NIDDK - NATIONAL INSTITUTE OF DIABETES AND DIGESTIVE AND KIDNEY DISEASES Phone: 301-451-3447 E-mail: [email protected]

Deanna L Ingersoll NHGRI - NATIONAL HUMAN GENOME RESEARCH INSTITUTE Phone: 301-435-7858 E-mail: [email protected]

E. C. Melvin National Institute on Aging (NIA) Phone: (301) 594-3912 E-mail: [email protected]

Gabriel Hidalgo, MBA NIDCR - NATIONAL INSTITUTE OF DENTAL & CRANIOFACIAL RESEARCH Phone: 301-827-4630 E-mail: [email protected]

Samantha Tempchin National Library of Medicine Phone: 301-496-4222 >Email: [email protected]

Erik Edgerton NIAMS - NATIONAL INSTITUTE OF ARTHRITIS AND MUSCULOSKELETAL AND SKIN DISEASES Phone: 301-594-7760 E-mail: [email protected]

Tamara Kees National Institute of Mental Health (NIMH)) Telephone: 301-443-8811 Email: [email protected]

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 2 CFR Part 200.

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files .

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• Part-time Jobs – Agronomist – International Food Policy Research Institute (IFPRI)

Job Title:  Agronomist (Part-time Jobs)

Organisation:  International Food Policy Research Institute (IFPRI)

Duty Station:   Kampala, Uganda

The International Food Policy Research Institute (IFPRI) seeks sustainable solutions for ending hunger and poverty. Founded in 1975, IFPRI is a member of the CGIAR Consortium, a global research partnership for a food secure future. The mandate of IFPRI is to identify and analyze alternative national and international strategies and policies for meeting world food needs in ways that conserve the natural resource base, with emphasis on low income and on the poorer groups in the countries.

About Project:

IFPRI – HarvestPlus Uganda with funding from Latter-Day Saints (LDS), seeks to scale biofortified crops in refugee settlements in Rwamwanja, Kyangwale, Kiryandongo and Lamwo as a food-based approach to address food and nutrition insecurity and micronutrient malnutrition. This will involve working with NGO partners in refugee settlements to increase the production, consumption, and marketing biofortified crops. To accomplish these activities, HarvestPlus is seeking consultants on a part time basis to support implementation of these project activities in the project area.

Key Duties and Responsibilities:

• Train and follow up seed/vine producers and support establishment of multiplication gardens for OSP and HIB
• Support promotion and marketing of seed and ensure data collection on quantities marketed.
• Develop training package and strengthen capacity of field extension workers in agronomy for the 3 different biofortified crops in order to increase yield, area under production for the crops; and productivity of biofortified crops.
• Monitor field performance and support uptake of recommended management practices.
• Work closely with marketing team to ensure staggered production to ensure continuous supply of biofortified crops on the market.
• Participate in regular planning and review meetings to enable participatory monitoring evaluation and learning of partners to improve performance.
• Participate in report writing.

Qualifications, Skills and Experience:

• The applicant must hold a degree in agriculture with 5+ years relevant experience in agricultural extension
• Knowledge and experience in seed systems for both seed and vegetatively propagated crops
• Collaborative, self-motivated and able to work well within a multi-disciplinary team.
• Very good oral and written English communication skills; fluency in some local languages.
• Very good interpersonal and organizational skills
• Willingness to undertake regular travel.
• Familiarity with research and scientific data collection methods
• Experience in working with/contacts in the NGO community.
• Knowledge of pro-poor strategies; gender-sensitive approaches

How to Apply:

All qualified and interested candidates should send a one-page application letter and CV of not more than 3 pages including names, phone number and email contact of 3 professional referees. Applications should be emailed to;

[email protected] and copied to [email protected] c/o IFPRI PO Box 28565, Kampala

Deadline: 24th March 2024

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Parts of a Scientific & Scholarly Paper

Introduction.

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Different sections are needed in different types of scientific papers (lab reports, literature reviews, systematic reviews, methods papers, research papers, etc.). Projects that overlap with the social sciences or humanities may have different requirements. Generally, however, you'll need to include:

INTRODUCTION (Background)

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Clinical Research Assistant - Term-limited

How to apply.

A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

This is an entry level position that provides administrative and coordination support for multiple projects in the conduct of clinical research projects. This position may assist with study coordination but will not be assigned clinical trials independently. This position may provide coordination for clinical research projects such as registries, retrospective data reviews, studies in long-term follow-up, and other non-interventional studies.

The NIH-funded Michigan Diabetes Research Center's Clinical Research Unit (MDRC-CRU) provides support to MDRC investigators for approved research studies.

Why Join Michigan Medicine?

Michigan Medicine is one of the largest health care complexes in the world and has been the site of many groundbreaking medical and technological advancements since the opening of the U-M Medical School in 1850. Michigan Medicine is comprised of over 30,000 employees and our vision is to attract, inspire, and develop outstanding people in medicine, sciences, and healthcare to become one of the world’s most distinguished academic health systems.  In some way, great or small, every person here helps to advance this world-class institution. Work at Michigan Medicine and become a victor for the greater good.

What Benefits can you Look Forward to?

• Excellent medical, dental and vision coverage effective on your very first day
• 2:1 Match on retirement savings

Responsibilities*

CHARACTERISTIC DUTIES AND RESPONSIBILITIES

Knowledge of all 8 competency domains is expected and experience within applicable domains specific to unit needs. 

• Scientific Concepts and Research Design
• Ethical Participant Safety Considerations
• Investigational Products Development and Regulation
• Clinical Study Operations (GCPs)
• Study and Site Management
• Data Management and Informatics
• Leadership and Professionalism
• Communication and Teamwork

Clinical Coordinator Responsibilities

• Perform simple to moderately complex study procedures, including phlebotomy and laboratory procedures, with accuracy
• Understand protocol structure and how to interpret study requirements to ensure study compliance.
• Understand proper documentation techniques as outlined in the International Council for Harmonization of Technical Requirements for Pharmaceuticals for Human Use (ICH) Guideline for Good Clinical Practice (GCP) (ICH-GCP) guidelines.
• Demonstrate the ability to find and utilize information from the electronic medical record (EMR) and databases/Clinical Trial Management Systems/Electronic Data Capture (CTMS/EDC).
• Address participant concerns and issues
• Assess studies for execution and troubleshoot potential implementation issues
• Schedule, assist with preparation, and attend study visits
• Complete simple to moderately complex data collection during study visits
• Assist with local quality control efforts

Data Coordinator Responsibilities

• Complete simple to moderately complex Case Report Forms (CRFs)
• Resolve simple queries
• Assist in CRF development
• Check your own work and confirms accuracy
• Build patient research study charts

Regulatory Coordinator Responsibilities

• Maintain essential regulatory documents as outlined in the International Council for Harmonisation (ICH) Good Clinical Practice (GCP) guidelines
• Prepare and participate in internal and external audits
• Identify Adverse Events (AEs), Serious Adverse Events (SAEs), and Other Reportable Information or Events (ORIOs)

Administrative Responsibilities

• Understand the clinical research objectives associated with the program
• Communicate with study participants (no results interpretation)
• Schedule participants for research visits and follow-up appointments
• Check study calendar for completion of study procedures
• Manage supply inventory
• Utilize documents and systems to track study visits
• Complete and activate postings (advertisements, flyers, etc.)
• Maintain regulatory documents (Curriculum Vitas, physician licenses, lab certifications, IRB rosters, UM lab norms, etc.)
• PEERRS, HIPAA, CITI GCP
• EMR, CTMS, EDC, databases, etc. as assigned
• Assist with training activities of staff and others

SUPERVISION RECEIVED This position receives direct supervision and should report directly to the MDRC-CRU Administrative Manager.

SUPERVISION EXERCISED :None

Skills You Have

• Ability to write and follow protocols
• Good communication skills, reliability, and ability to work independently
• Strong organizational skills

Required Qualifications*

High school diploma or GED is necessary.

Desired Qualifications*

Associate Degree in Health Science or an equivalent combination of related education and experience is desirable.   An understanding of medical terminology, experience in a large complex health care setting, ability to effectively communicate with staff and faculty of all levels, and knowledge of university policies and procedures is desirable.

Work Schedule

Work hours are 7am to 11am Monday through Friday, depending on the needs of the clinic. Some work shifts may occasionally occur on Saturdays or Sundays.

Work Locations

This position is located in Ann Arbor at Dominos Farms Lobby M. Some work may take place at the main hospital and at the Kellogg Eye center.

Additional Information

We are seeking a dynamic staff member with a excellent organizational skills commitment to contributing to a diverse, equitable and inclusive environment for all members of our community

This position is term-limited for 1 year with the possibility of renewal based on need and available funding. At the end of the stated term, your appointment will terminate, and will not be eligible for Reduction-in-Force (RIF) benefits.  This term-limited appointment does not create a contract or guarantee of employment for any period of time as you will remain subject to disciplinary or other performance measures, up to and including termination, at the will of the University in accordance with existing University policy and standards for employee performance and conduct.

Michigan Medicine is firmly committed to advancing inclusion, diversity, equity, accessibility, and belonging, which are core to the culture and values of the Medical School Office of Research. Our community supports recruiting and cultivating a diverse workforce as a reflection of our commitment to serve the diverse people of Michigan and the world. We strive to create a work culture where each team member feels respected, valued, and safe. 

Background Screening

Michigan Medicine conducts background screening and pre-employment drug testing on job candidates upon acceptance of a contingent job offer and may use a third party administrator to conduct background screenings.  Background screenings are performed in compliance with the Fair Credit Report Act. Pre-employment drug testing applies to all selected candidates, including new or additional faculty and staff appointments, as well as transfers from other U-M campuses.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

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Aerospace Medicine Technical Reports

Last updated: Monday, March 18, 2024