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Policy Research and Innovation Bootcamp

Participant experience, program fee & payment, frequently asked questions.

The Policy Research and Innovation Bootcamp (PRIB) is a 2-week holistic, in-person program for participants who are ready to advance their quantitative research skills and plan creatively for their social impact-driven career. Whether you are an undergraduate student curious about how policy research can be applied, or a working professional exploring a career pivot with newfound quantitative research skills, you will find the two-week experience as a launching pad to achieve your next professional goal. For participants with limited quantitative background, an optional jumpstart week is also provided before the program starts.  

• In-person, rigorous academic training from University of Chicago faculty on-campus in Chicago    
• Dynamic interactions with various leaders and researchers from interdisciplinary UChicago research centers and institutes to gain firsthand insights 
• Develop innovative solutions for real-world policy challenges with guidance from professors and teaching assistants
• Build self-awareness and gain deeper insights into your natural talents and abilities through group and individual coaching support    
• Gain insight into industries via social impact career trek  

Assistant Professor at the Harris School of Public Policy

Read Austin's full bio

Prerequisites

• Introductory level courses in statistics or data analytics , or participating in the PRIB Jumpstart Week from July 22 to 26 before the program starts.  
• We also welcome our credential programs' participants who attended or will attend the Policy/Data Analytics Credential , or Data and Policy Summer Scholar Program to apply

Acquire valuable policy research skills and gain insights into a career as a researcher through five immersive study modules.

Optional: Jumpstart Week – Foundational Quantitative Analysis (July 22 – 26)

Ensure a smooth transition into the PRIB curriculum with our Jumpstart Week - an optional one-week course tailored for students entering the program with a limited quantitative background. The optional week provides a refresher on essential mathematical principles, setting the stage for a successful experience in PRIB. There will be daily lectures (3 hours/day) that can be accessed via in-person (Chicago) or online learning (Zoom).    

Module 1: Lectures | Crafting Impactful Research

This module adopts a hands-on approach, guiding students through each stage of creating impactful research. It places a strong emphasis on effectively navigating academic literature, empowering students to develop rigorous research designs. By the end of the module, participants will actively engage in researching a question, proposing solutions, and collaborating in groups to craft comprehensive policy proposals. Students will present their work at the conclusion of module and receive valuable feedback from faculty.  

Module 2: Seminars | Connecting with UChicago Research Centers & Institutes

Immerse yourself in thought-provoking dialogues with practitioners at the forefront of innovative research, shaping insights that drive impactful policymaking. Engage with leaders  from distinguished research centers at the University of Chicago such as:  

• Becker Friedman Institute (BFI)
• Urban Labs  
• Development Innovation Lab  
• National Opinion Research Center (NORC)

You will also get the unique opportunity to participate in networking lunches with research associates and pre-docs. Expand your network, exchange ideas, and be part of a community dedicated to advancing research and shaping the future of policymaking.  

Module 3: Policy Hackathon | Developing Innovative Solutions

A Policy Hackathon creates a challenging and fun experience in which participants collaborate intensively to develop innovative solutions and ideas related to specific policy challenges with the guidance from professors and teaching assistants. Participants will form teams and work together to brainstorm, research, analyze data, and propose policy recommendations to a given policy issue.

The condensed timeframe encourages rapid idea generation, critical thinking, and collaborative problem-solving. At the end of the module, teams will present their findings and solutions to a panel of experts and get feedback.

Learn more about the PRIB Policy Hackathon from the teaching team.

Module 4: Workshops | Creating Strength-Based Authentic Leadership

Your journey toward leadership greatness begins from within. Through a series of guided self-exploration exercises with group and individual coaching support, you will become more self-aware and gain deeper insights into your natural talents and abilities. You will walk away with enhanced decision-making ability to build a cohesive career compass that aligns your destination with your strengths and authentic leadership skills. 

Module 5: Career Trek | Gaining Insight into Industries

The one-day social impact career trek will take you outside the classroom and into the heart of organizations that are leading social impact-driven work through research and innovation.

You will visit employers in Chicago, meet industry leaders, witness the inner workings of leading organizations, and network with professionals who are shaping the landscape you might aspire to be part of.

Sample Schedule

Faculty and instructors, austin wright.

Austin Wright is the Faculty Director for the Policy Research and Innovation Bootcamp Program, ensuring the holistic curriculum is designed and taught to meet student needs. Wright is an Assistant Professor at the Harris School of Public Policy, and faculty affiliate of The Pearson Institute for the Study and Resolution of Global Conflicts at the University of Chicago.  

Faculty Profile

"The goal with our credential programs is to find ways to enable a broader set of learners to have access to the UChicago tools and resources and help them achieve their ultimate goals of improving the world around us."

Instructor Profile

Alex Sobczynski

Alex Sobczynski, a Chicago native and recent graduate from Harris, is a short term consultant at the World Bank and a research assistant in Harris and at UChicago's Development Innovation Lab. Her research is at the intersection of agriculture, conflict, and climate and focuses on household decision making and social networks. With a passion of quantitative methods, her work utilizes satellite spectroscopy and cell phone location data to directly measure outcomes in regions with low state capacity, particularly Afghanistan. Additionally, she has done analysis for the UNHCR and works as a tutor and college consultant.

Program Dates & Time Commitment

July 29–August 9, 2024.

30–40 hours per week.

Optional Jumpstart Week

July 22 – 26, 2024.

15–20 hours per week.

In-Person Format

Chicago is our place to learn, play, and be inspired.

Read the Blog Post "Embracing Summer Vibes Chicago Style".

Certification of Credential Completion

Issued by Harris to showcase your academic rigor.

Read the Blog Post "Six Reasons to Participate in the Policy Research and Innovation Bootcamp".

On-campus Accommodation

Admitted Policy Research and Innovation Bootcamp participants can apply for on-campus accommodation at the Renee Granville-Grossman Residential Commons (6031 S Ellis Ave Chicago, IL 60637) for the duration of the program. Please note the housing fee is not included in the program fee. Vacancy is limited and on first-apply first served basis.

Renee Granville-Grossman Residential Commons opened in the Autumn 2009 and features modern design while maintaining the traditional focus of the Houses. The Hall houses eight vibrant communities around two courtyards, defining two distinct residence hall communities (East and West), each with their own complement of Resident Heads and Resident Assistants, charged with community building. 

Participants need to provide for their own insurance coverage while they are on campus.

The program fee is $4,800. We are pleased to offer merit-based partial scholarships to outstanding applicants.

Once being admitted, participants will secure the seat by submitting a $1,000 USD enrollment deposit, which is non-refundable and applies toward your total program fee. The remaining program fee balance will be paid before the program starts. Detailed payment instructions will be provided to admitted participants via email.

We welcome participants across all walks of life including undergraduates, graduates, recent grads, and professionals worldwide to join our program. The online application is free and convenient to complete.

Eligibility

• Minimum age of 18.
• One-year, full-time undergraduate study completed at least one month prior to the start of the program.

Prerequisites:

• Introductory level courses in statistics or data analytics,  or participating in the PRIB Jumpstart Week from July 22 to 26 before the program starts .
• We also welcome our credential programs' participants who attended or will attend the Policy/Data Analytics Credential , or Data and Policy Summer Scholar Program to apply.
• How to Apply
• Select “2024” - “2024 Cred” - “Non-Degree” - “Policy Research and Innovation Bootcamp”.
• Motivation statement (300-word limit) describing why you want to join the program and how it will benefit your future development.
• Resume (1-2 pages recommended).
• Must include your full name and institution/university name. Transcripts must include the course names, dates (term and year), grades and grading scales for each year of post-secondary education (college or university).
• Provide a transcript for each degree conferred (undergraduate and graduate).
• Unofficial transcripts are accepted. Please upload a PDF copy.
• English translation must be submitted for all foreign language transcripts.
• English language proficiency proof for some international applicants. See detailed requirements.

Application Deadline

Refund and cancellation policy.

If the participant decides to cancel their Program enrollment, the participant must submit a request in writing at least 30 days prior to the program start date to [email protected] to receive the paid amount less the non-refundable enrollment deposit. Requests received 14 to 30 days before the Program start date are subject to a payment of 50% of the Program fee. Requests received within 14 days of the Program start date are subject to full payment of the Program fee. If the participant is unable to join the Program due to circumstances that the participant has no control or influence over, the refund amount will be considered on an individual case-by-case basis. 

Explore the PRIB FAQ section for quick answers to common program inquiries. Find valuable information about admissions, program fees, and more, ensuring a smooth and informed PRIB experience. 

Are there any prerequisites of joining PRIB?

Enrollment is open to individuals who have taken introductory levels of statistics or data analytics courses.  For participants with limited quantitative background, an optional jumpstart week is also provided before the program starts.   In addition, we strongly welcome Harris credential alumni who completed the DPSS/IPAL/DAC programs to join.

What do the housing options look like?

For participants who need accommodation support, we provide on-campus housing at the Renee Granville-Grossman Residential Commons (6031 S Ellis Ave Chicago, IL 60637) for the duration of the program. Please note the housing fee is not included in the program fee. You can also explore your own housing options on campus, in Hyde Park, and throughout the city of Chicago.

More information will be shared with admitted students of the program.

Are scholarships offered for PRIB?

While full funding is not available for the PRIB program, merit-based scholarships are awarded to eligible applicants. Applying early can significantly benefit your chances of receiving financial support. 

There is no additional application document required to request being considered for scholarship.

For more financial tips, please read the blog " Financial Planning for Credential Programs ".

What if I have further questions regarding the program and application?

Please feel free to reach out to us at [email protected] . You can also book a 20-minute online appointment with the admissions team to talk through your questions directly.

Are there visa requirements for international participants?

This program is not eligible to sponsor F-1 or J-1 student visas. International participants may require a visa to enter the U.S. Harris will issue a support letter for you to apply for the B1 visa to enter the U.S. as needed. Please email [email protected]  for further assistance.

To learn more visit: https://travel.state.gov/content/travel/en/us-visas.html or contact your nearest U.S. consulate or embassy. International participants already in the U.S. on a visa may want to consult with the sponsor of their visa to determine if their visa status permits participation.

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Research Basics: an open academic research skills course

• Lesson 1: Using Library Tools
• Lesson 2: Smart searching
• Lesson 3: Managing information overload
• Assessment - Module 1
• Lesson 1: The ABCs of scholarly sources
• Lesson 2: Additional ways of identifying scholarly sources
• Lesson 3: Verifying online sources
• Assessment - Module 2
• Lesson 1: Creating citations
• Lesson 2: Citing and paraphrasing
• Lesson 3: Works cited, bibliographies, and notes
• Assessment - Module 3
• - For Librarians and Teachers -
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JSTOR is a digital library for scholars, researchers, and students.

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Welcome to the ever-expanding universe of scholarly research!

There's a lot of digital content out there, and we want to help you get a handle on it. Where do you start? What do you do? How do you use it? Don’t worry, this course has you covered.

This introductory program was created by  JSTOR  to help you get familiar with basic research concepts needed for success in school. The course contains three modules, each made up of three short lessons and three sets of practice quizzes. The topics covered are subjects that will help you prepare for college-level research. Each module ends with an assessment to test your knowledge.

The JSTOR librarians who helped create the course hope you learn from the experience and feel ready to research when you’ve finished this program.  Select Module 1: Effective Searching to begin the course. Good luck!

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Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

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The Most Important Research Skills (With Examples)

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Research skills are the ability to find out accurate information on a topic. They include being able to determine the data you need, find and interpret those findings, and then explain that to others. Being able to do effective research is a beneficial skill in any profession, as data and research inform how businesses operate.

Whether you’re unsure of your research skills or are looking for ways to further improve them, then this article will cover important research skills and how to become even better at research.

Key Takeaways

Having strong research skills can help you understand your competitors, develop new processes, and build your professional skills in addition to aiding you in finding new customers and saving your company money.

Some of the most valuable research skills you can have include goal setting, data collection, and analyzing information from multiple sources.

You can and should put your research skills on your resume and highlight them in your job interviews.

What are research skills?

Why are research skills important, 12 of the most important research skills, how to improve your research skills, highlighting your research skills in a job interview, how to include research skills on your resume, resume examples showcasing research skills, research skills faqs.

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Research skills are the necessary tools to be able to find, compile, and interpret information in order to answer a question. Of course, there are several aspects to this. Researchers typically have to decide how to go about researching a problem — which for most people is internet research.

In addition, you need to be able to interpret the reliability of a source, put the information you find together in an organized and logical way, and be able to present your findings to others. That means that they’re comprised of both hard skills — knowing your subject and what’s true and what isn’t — and soft skills. You need to be able to interpret sources and communicate clearly.

Research skills are useful in any industry, and have applications in innovation, product development, competitor research, and many other areas. In addition, the skills used in researching aren’t only useful for research. Being able to interpret information is a necessary skill, as is being able to clearly explain your reasoning.

Research skills are used to:

Do competitor research. Knowing what your biggest competitors are up to is an essential part of any business. Researching what works for your competitors, what they’re doing better than you, and where you can improve your standing with the lowest resource expenditure are all essential if a company wants to remain functional.

Develop new processes and products. You don’t have to be involved in research and development to make improvements in how your team gets things done. Researching new processes that make your job (and those of your team) more efficient will be valued by any sensible employer.

Foster self-improvement. Folks who have a knack and passion for research are never content with doing things the same way they’ve always been done. Organizations need independent thinkers who will seek out their own answers and improve their skills as a matter of course. These employees will also pick up new technologies more easily.

Manage customer relationships. Being able to conduct research on your customer base is positively vital in virtually every industry. It’s hard to move products or sell services if you don’t know what people are interested in. Researching your customer base’s interests, needs, and pain points is a valuable responsibility.

Save money. Whether your company is launching a new product or just looking for ways to scale back its current spending, research is crucial for finding wasted resources and redirecting them to more deserving ends. Anyone who proactively researches ways that the company can save money will be highly appreciated by their employer.

Solve problems. Problem solving is a major part of a lot of careers, and research skills are instrumental in making sure your solution is effective. Finding out the cause of the problem and determining an effective solution both require accurate information, and research is the best way to obtain that — be it via the internet or by observation.

Determine reliable information. Being able to tell whether or not the information you receive seems accurate is a very valuable skill. While research skills won’t always guarantee that you’ll be able to tell the reliability of the information at first glance, it’ll prevent you from being too trusting. And it’ll give the tools to double-check .

Experienced researchers know that worthwhile investigation involves a variety of skills. Consider which research skills come naturally to you, and which you could work on more.

Data collection . When thinking about the research process, data collection is often the first thing that comes to mind. It is the nuts and bolts of research. How data is collected can be flexible.

For some purposes, simply gathering facts and information on the internet can fulfill your need. Others may require more direct and crowd-sourced research. Having experience in various methods of data collection can make your resume more impressive to recruiters.

Data collection methods include: Observation Interviews Questionnaires Experimentation Conducting focus groups

Analysis of information from different sources. Putting all your eggs in one source basket usually results in error and disappointment. One of the skills that good researchers always incorporate into their process is an abundance of sources. It’s also best practice to consider the reliability of these sources.

Are you reading about U.S. history on a conspiracy theorist’s blog post? Taking facts for a presentation from an anonymous Twitter account?

If you can’t determine the validity of the sources you’re using, it can compromise all of your research. That doesn’t mean just disregard anything on the internet but double-check your findings. In fact, quadruple-check. You can make your research even stronger by turning to references outside of the internet.

Examples of reliable information sources include: Published books Encyclopedias Magazines Databases Scholarly journals Newspapers Library catalogs

Finding information on the internet. While it can be beneficial to consulate alternative sources, strong internet research skills drive modern-day research.

One of the great things about the internet is how much information it contains, however, this comes with digging through a lot of garbage to get to the facts you need. The ability to efficiently use the vast database of knowledge that is on the internet without getting lost in the junk is very valuable to employers.

Internet research skills include: Source checking Searching relevant questions Exploring deeper than the first options Avoiding distraction Giving credit Organizing findings

Interviewing. Some research endeavors may require a more hands-on approach than just consulting internet sources. Being prepared with strong interviewing skills can be very helpful in the research process.

Interviews can be a useful research tactic to gain first-hand information and being able to manage a successful interview can greatly improve your research skills.

Interviewing skills involves: A plan of action Specific, pointed questions Respectfulness Considering the interview setting Actively Listening Taking notes Gratitude for participation

Report writing. Possessing skills in report writing can assist you in job and scholarly research. The overall purpose of a report in any context is to convey particular information to its audience.

Effective report writing is largely dependent on communication. Your boss, professor , or general reader should walk away completely understanding your findings and conclusions.

Report writing skills involve: Proper format Including a summary Focusing on your initial goal Creating an outline Proofreading Directness

Critical thinking. Critical thinking skills can aid you greatly throughout the research process, and as an employee in general. Critical thinking refers to your data analysis skills. When you’re in the throes of research, you need to be able to analyze your results and make logical decisions about your findings.

Critical thinking skills involve: Observation Analysis Assessing issues Problem-solving Creativity Communication

Planning and scheduling. Research is a work project like any other, and that means it requires a little forethought before starting. Creating a detailed outline map for the points you want to touch on in your research produces more organized results.

It also makes it much easier to manage your time. Planning and scheduling skills are important to employers because they indicate a prepared employee.

Planning and scheduling skills include: Setting objectives Identifying tasks Prioritizing Delegating if needed Vision Communication Clarity Time-management

Note-taking. Research involves sifting through and taking in lots of information. Taking exhaustive notes ensures that you will not neglect any findings later and allows you to communicate these results to your co-workers. Being able to take good notes helps summarize research.

Examples of note-taking skills include: Focus Organization Using short-hand Keeping your objective in mind Neatness Highlighting important points Reviewing notes afterward

Communication skills. Effective research requires being able to understand and process the information you receive, either written or spoken. That means that you need strong reading comprehension and writing skills — two major aspects of communication — as well as excellent listening skills.

Most research also involves showcasing your findings. This can be via a presentation. , report, chart, or Q&A. Whatever the case, you need to be able to communicate your findings in a way that educates your audience.

Communication skills include: Reading comprehension Writing Listening skills Presenting to an audience Creating graphs or charts Explaining in layman’s terms

Time management. We’re, unfortunately, only given 24 measly hours in a day. The ability to effectively manage this time is extremely powerful in a professional context. Hiring managers seek candidates who can accomplish goals in a given timeframe.

Strong time management skills mean that you can organize a plan for how to break down larger tasks in a project and complete them by a deadline. Developing your time management skills can greatly improve the productivity of your research.

Time management skills include: Scheduling Creating task outlines Strategic thinking Stress-management Delegation Communication Utilizing resources Setting realistic expectations Meeting deadlines

Using your network. While this doesn’t seem immediately relevant to research skills, remember that there are a lot of experts out there. Knowing what people’s areas of expertise and asking for help can be tremendously beneficial — especially if it’s a subject you’re unfamiliar with.

Your coworkers are going to have different areas of expertise than you do, and your network of people will as well. You may even know someone who knows someone who’s knowledgeable in the area you’re researching. Most people are happy to share their expertise, as it’s usually also an area of interest to them.

Networking involves: Remembering people’s areas of expertise Being willing to ask for help Communication Returning favors Making use of advice Asking for specific assistance

Attention to detail. Research is inherently precise. That means that you need to be attentive to the details, both in terms of the information you’re gathering, but also in where you got it from. Making errors in statistics can have a major impact on the interpretation of the data, not to mention that it’ll reflect poorly on you.

There are proper procedures for citing sources that you should follow. That means that your sources will be properly credited, preventing accusations of plagiarism. In addition, it means that others can make use of your research by returning to the original sources.

Attention to detail includes: Double checking statistics Taking notes Keeping track of your sources Staying organized Making sure graphs are accurate and representative Properly citing sources

As with many professional skills, research skills serve us in our day to day life. Any time you search for information on the internet, you’re doing research. That means that you’re practicing it outside of work as well. If you want to continue improving your research skills, both for professional and personal use, here are some tips to try.

Differentiate between source quality. A researcher is only as good as their worst source. Start paying attention to the quality of the sources you use, and be suspicious of everything your read until you check out the attributions and works cited.

Be critical and ask yourself about the author’s bias, where the author’s research aligns with the larger body of verified research in the field, and what publication sponsored or published the research.

Use multiple resources. When you can verify information from a multitude of sources, it becomes more and more credible. To bolster your faith in one source, see if you can find another source that agrees with it.

Don’t fall victim to confirmation bias. Confirmation bias is when a researcher expects a certain outcome and then goes to find data that supports this hypothesis. It can even go so far as disregarding anything that challenges the researcher’s initial hunch. Be prepared for surprising answers and keep an open mind.

Be open to the idea that you might not find a definitive answer. It’s best to be honest and say that you found no definitive answer instead of just confirming what you think your boss or coworkers expect or want to hear. Experts and good researchers are willing to say that they don’t know.

Stay organized. Being able to cite sources accurately and present all your findings is just as important as conducting the research itself. Start practicing good organizational skills , both on your devices and for any physical products you’re using.

Get specific as you go. There’s nothing wrong with starting your research in a general way. After all, it’s important to become familiar with the terminology and basic gist of the researcher’s findings before you dig down into all the minutia.

A job interview is itself a test of your research skills. You can expect questions on what you know about the company, the role, and your field or industry more generally. In order to give expert answers on all these topics, research is crucial.

Start by researching the company . Look into how they communicate with the public through social media, what their mission statement is, and how they describe their culture.

Pay close attention to the tone of their website. Is it hyper professional or more casual and fun-loving? All of these elements will help decide how best to sell yourself at the interview.

Next, research the role. Go beyond the job description and reach out to current employees working at your desired company and in your potential department. If you can find out what specific problems your future team is or will be facing, you’re sure to impress hiring managers and recruiters with your ability to research all the facts.

Finally, take time to research the job responsibilities you’re not as comfortable with. If you’re applying for a job that represents increased difficulty or entirely new tasks, it helps to come into the interview with at least a basic knowledge of what you’ll need to learn.

Research projects require dedication. Being committed is a valuable skill for hiring managers. Whether you’ve had research experience throughout education or a former job, including it properly can boost the success of your resume .

Consider how extensive your research background is. If you’ve worked on multiple, in-depth research projects, it might be best to include it as its own section. If you have less research experience, include it in the skills section .

Focus on your specific role in the research, as opposed to just the research itself. Try to quantify accomplishments to the best of your abilities. If you were put in charge of competitor research, for example, list that as one of the tasks you had in your career.

If it was a particular project, such as tracking the sale of women’s clothing at a tee-shirt company, you can say that you “directed analysis into women’s clothing sales statistics for a market research project.”

Ascertain how directly research skills relate to the job you’re applying for. How strongly you highlight your research skills should depend on the nature of the job the resume is for. If research looks to be a strong component of it, then showcase all of your experience.

If research looks to be tangential, then be sure to mention it — it’s a valuable skill — but don’t put it front and center.

Example #1: Academic Research

Simon Marks 767 Brighton Blvd. | Brooklyn, NY, 27368 | (683)-262-8883 | [email protected] Diligent and hardworking recent graduate seeking a position to develop professional experience and utilize research skills. B.A. in Biological Sciences from New York University. PROFESSIONAL EXPERIENCE Lixus Publishing , Brooklyn, NY Office Assistant- September 2018-present Scheduling and updating meetings Managing emails and phone calls Reading entries Worked on a science fiction campaign by researching target demographic Organizing calendars Promoted to office assistant after one year internship Mitch’s Burgers and Fries , Brooklyn, NY Restaurant Manager , June 2014-June 2018 Managed a team of five employees Responsible for coordinating the weekly schedule Hired and trained two employees Kept track of inventory Dealt with vendors Provided customer service Promoted to restaurant manager after two years as a waiter Awarded a $2.00/hr wage increase SKILLS Writing Scientific Research Data analysis Critical thinking Planning Communication RESEARCH Worked on an ecosystem biology project with responsibilities for algae collection and research (2019) Lead a group of freshmen in a research project looking into cell biology (2018) EDUCATION New York University Bachelors in Biological Sciences, September 2016-May 2020

Example #2: Professional Research

Angela Nichols 1111 Keller Dr. | San Francisco, CA | (663)-124-8827 |[email protected] Experienced and enthusiastic marketer with 7 years of professional experience. Seeking a position to apply my marketing and research knowledge. Skills in working on a team and flexibility. EXPERIENCE Apples amp; Oranges Marketing, San Francisco, CA Associate Marketer – April 2017-May 2020 Discuss marketing goals with clients Provide customer service Lead campaigns associated with women’s health Coordinating with a marketing team Quickly solving issues in service and managing conflict Awarded with two raises totaling $10,000 over three years Prestigious Marketing Company, San Francisco, CA Marketer – May 2014-April 2017 Working directly with clients Conducting market research into television streaming preferences Developing marketing campaigns related to television streaming services Report writing Analyzing campaign success statistics Promoted to Marketer from Junior Marketer after the first year Timberlake Public Relations, San Francisco, CA Public Relations Intern – September 2013–May 2014 Working cohesively with a large group of co-workers and supervisors Note-taking during meetings Running errands Managing email accounts Assisting in brainstorming Meeting work deadlines EDUCATION Golden Gate University, San Francisco, CA Bachelor of Arts in Marketing with a minor in Communications – September 2009 – May 2013 SKILLS Marketing Market research Record-keeping Teamwork Presentation. Flexibility

What research skills are important?

Goal-setting and data collection are important research skills. Additional important research skills include:

Using different sources to analyze information.

Finding information on the internet.

Interviewing sources.

Writing reports.

Critical thinking.

Planning and scheduling.

Note-taking.

Managing time.

How do you develop good research skills?

You develop good research skills by learning how to find information from multiple high-quality sources, by being wary of confirmation bias, and by starting broad and getting more specific as you go.

When you learn how to tell a reliable source from an unreliable one and get in the habit of finding multiple sources that back up a claim, you’ll have better quality research.

In addition, when you learn how to keep an open mind about what you’ll find, you’ll avoid falling into the trap of confirmation bias, and by staying organized and narrowing your focus as you go (rather than before you start), you’ll be able to gather quality information more efficiently.

What is the importance of research?

The importance of research is that it informs most decisions and strategies in a business. Whether it’s deciding which products to offer or creating a marketing strategy, research should be used in every part of a company.

Because of this, employers want employees who have strong research skills. They know that you’ll be able to put them to work bettering yourself and the organization as a whole.

Should you put research skills on your resume?

Yes, you should include research skills on your resume as they are an important professional skill. Where you include your research skills on your resume will depend on whether you have a lot of experience in research from a previous job or as part of getting your degree, or if you’ve just cultivated them on your own.

If your research skills are based on experience, you could put them down under the tasks you were expected to perform at the job in question. If not, then you should likely list it in your skills section.

University of the People – The Best Research Skills for Success

Association of Internet Research Specialists — What are Research Skills and Why Are They Important?

MasterClass — How to Improve Your Research Skills: 6 Research Tips

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Sky Ariella is a professional freelance writer, originally from New York. She has been featured on websites and online magazines covering topics in career, travel, and lifestyle. She received her BA in psychology from Hunter College.

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The digital era is deeply embedded in the structure of today’s universities, demanding that students cultivate effective online research skills. In an age where information is abundant but discernment is paramount, mastering the art of online research is a foundational skill for academic success. This article explores key strategies to empower university students in building effective online research skills, navigating the vast expanse of digital resources with confidence and proficiency.

1. Define your research for the assignment

Your research according to the assignment is a crucial step in the academic journey. It involves clearly articulating the scope, objectives, and methodology of your investigation in alignment with the assignment’s requirements. This process necessitates a concise yet comprehensive explanation of the research question, the significance of the study, and the anticipated outcomes. By meticulously defining your research, you not only fulfil the assignment criteria but also lay a solid foundation for a focused and purposeful scholarly inquiry.

2. Break down the assignment

Breaking down the assignment is vital for academic success. It involves dissecting the prompt to understand its key components, tasks, and deadlines. This process ensures a clear comprehension of expectations, enabling a systematic and organised approach to research and writing. It’s a foundational step for meeting assignment criteria efficiently.

3. Evaluate your sources

Evaluating sources is crucial for reliable research. It involves assessing credibility, reliability, and relevance. Scrutinising authors’ authority, publication venues, and checking for bias ensures trustworthy information. This process is fundamental for producing well-informed and academically sound work.

4. Avoid plagiarism

Avoiding plagiarism is essential in academic writing. It involves properly crediting sources for ideas, quotes, or paraphrased content. Follow the prescribed citation style, take detailed notes, and uphold academic honesty to ensure the integrity of your work.

5. Consult and collaborate with a librarian

Collaborating with a librarian is essential for effective research. Librarians offer expertise in navigating resources, refining research queries, and accessing scholarly materials. Their guidance enhances the quality of your research, ensuring you make the most of available resources with precision.

6. Use library databases

Using library databases is crucial for credible research. They provide access to scholarly articles and resources not easily found through general searches, ensuring the reliability of the information you include in your work and enhancing the overall quality of your research.

7. Practise effective reading

Effective reading is fundamental for academic success. It involves purposeful, focused reading, emphasising comprehension and critical analysis. This skill enhances the ability to extract meaningful insights from texts, contributing to a deeper understanding of the subject matter and facilitating more informed research and writing.

In conclusion, honing effective online research skills is paramount in the contemporary academic landscape. These skills not only meet the immediate demands of academic assignments but also equip learners for a lifelong journey of continuous learning and informed inquiry. As educational institutions, including online platforms like Unicaf , integrate these strategies into their programmes, they play a pivotal role in shaping a generation of researchers and scholars adept at harnessing the power of online resources for academic excellence. Ultimately, building effective online research skills is not just a means to an end; it’s a transformative journey towards becoming astute, discerning, and empowered contributors to the world of knowledge.

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The Best Research Skills For Success

Updated: December 8, 2023

Published: January 5, 2020

Every student is required to conduct research in their academic careers at one point or another. A good research paper not only requires a great deal of time, but it also requires complex skills. Research skills include the ability to organize, evaluate, locate, and extract relevant information.

Let’s learn how to develop great research skills for academic success.

What is Research?

We’ve all surely heard the term “research” endlessly. But do you really know what it means?

Research is a type of study that focuses on a specific problem and aims to solve it using scientific methods. Research is a highly systematic process that involves both describing, explaining, and predicting something.

Photo by  Startup Stock Photos  from  Pexels

What are research skills.

Research skills are what helps us answer our most burning questions, and they are what assist us in our solving process from A to Z, including searching, finding, collecting, breaking down, and evaluating the relevant information to the phenomenon at hand.

Research is the basis of everything we know — and without it, we’re not sure where we would be today! For starters, without the internet and without cars, that’s for sure.

Why are Research Skills Important?

Research skills come in handy in pretty much everything we do, and especially so when it comes to the workforce. Employers will want to hire you and compensate you better if you demonstrate a knowledge of research skills that can benefit their company.

From knowing how to write reports, how to notice competition, develop new products, identify customer needs, constantly learn new technologies, and improve the company’s productivity, there’s no doubt that research skills are of utter importance. Research also can save a company a great deal of money by first assessing whether making an investment is really worthwhile for them.

How to Get Research Skills

Now that you’re fully convinced about the importance of research skills, you’re surely going to want to know how to get them. And you’ll be delighted to hear that it’s really not so complicated! There are plenty of simple methods out there to gain research skills such as the internet as the most obvious tool.

Gaining new research skills however is not limited to just the internet. There are tons of books, such as Lab Girl by Hope Jahren, journals, articles, studies, interviews and much, much more out there that can teach you how to best conduct your research.

Utilizing Research Skills

Now that you’ve got all the tools you need to get started, let’s utilize these research skills to the fullest. These skills can be used in more ways than you know. Your research skills can be shown off either in interviews that you’re conducting or even in front of the company you’re hoping to get hired at .

It’s also useful to add your list of research skills to your resume, especially if it’s a research-based job that requires skills such as collecting data or writing research-based reports. Many jobs require critical thinking as well as planning ahead.

Career Paths that Require Research Skills

If you’re wondering which jobs actually require these research skills, they are actually needed in a variety of industries. Some examples of the types of work that require a great deal of research skills include any position related to marketing, science , history, report writing, and even the food industry.

Photo by  Abby Chung  from  Pexels

How students can improve research skills.

Perhaps you know what you have to do, but sometimes, knowing how to do it can be more of a challenge. So how can you as a student improve your research skills ?

1. Define your research according to the assignment

By defining your research and understanding how it relates to the specific field of study, it can give more context to the situation.

2. Break down the assignment

The most difficult part of the research process is actually just getting started. By breaking down your research into realistic and achievable parts, it can help you achieve your goals and stay systematic.

3. Evaluate your sources

While there are endless sources out there, it’s important to always evaluate your sources and make sure that they are reliable, based on a variety of factors such as their accuracy and if they are biased, especially if used for research purposes.

4. Avoid plagiarism

Plagiarism is a major issue when it comes to research, and is often misunderstood by students. IAs a student, it’s important that you understand what plagiarism really means, and if you are unclear, be sure to ask your teachers.

5. Consult and collaborate with a librarian

A librarian is always a good person to have around, especially when it comes to research. Most students don’t seek help from their school librarian, however, this person tends to be someone with a vast amount of knowledge when it comes to research skills and where to look for reliable sources.

6. Use library databases

There are tons of online library resources that don’t require approaching anyone. These databases are generally loaded with useful information that has something for every student’s specific needs.

7. Practice effective reading

It’s highly beneficial to practice effective reading, and there are no shortage of ways to do it. One effective way to improve your research skills it to ask yourself questions using a variety of perspectives, putting yourself in the mind of someone else and trying to see things from their point of view.

There are many critical reading strategies that can be useful, such as making summaries from annotations, and highlighting important passages.

Thesis definition

A thesis is a specific theory or statement that is to be either proved or maintained. Generally, the intentions of a thesis are stated, and then throughout, the conclusions are proven to the reader through research. A thesis is crucial for research because it is the basis of what we are trying to prove, and what guides us through our writing.

What Skills Do You Need To Be A Researcher?

One of the most important skills needed for research is independence, meaning that you are capable of managing your own work and time without someone looking over you.

Critical thinking, problem solving, taking initiative, and overall knowing how to work professionally in front of your peers are all crucial for effectively conducting research .

1. Fact check your sources

Knowing how to evaluate information in your sources and determine whether or not it’s accurate, valid or appropriate for the specific purpose is a first on the list of research skills.

2. Ask the right questions

Having the ability to ask the right questions will get you better search results and more specific answers to narrow down your research and make it more concise.

3. Dig deeper: Analyzing

Don’t just go for the first source you find that seems reliable. Always dig further to broaden your knowledge and make sure your research is as thorough as possible.

4. Give credit

Respect the rights of others and avoid plagiarizing by always properly citing your research sources.

5. Utilize tools

There are endless tools out there, such as useful websites, books, online videos, and even on-campus professionals such as librarians that can help. Use all the many social media networks out there to both gain and share more information for your research.

6. Summarizing

Summarizing plays a huge role in research, and once the data is collected, relevant information needs to be arranged accordingly. Otherwise it can be incredibly overwhelming.

7. Categorizing

Not only does information need to be summarized, but also arranged into categories that can help us organize our thoughts and break down our materials and sources of information.

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What are different types of research, 1. qualitative.

This type of research is exploratory research and its aim is to obtain a better understanding of reasons for things. Qualitative research helps form an idea without any specific fixed pattern. Some examples include face-to-face interviews or group discussions.

2. Quantitative

Quantitative research is based on numbers and statistics. This type of research uses data to prove facts, and is generally taken from a large group of people.

3. Analytical

Analytical research has to always be done from a neutral point of view, and the researcher is intended to break down all perspectives. This type of research involves collecting information from a wide variety of sources.

4. Persuasive

Persuasive research describes an issue from two different perspectives, going through both the pros and cons of both, and then aims to prove their preference towards one side by exploring a variety of logical facts.

5. Cause & Effect

In this type of research, the cause and effects are first presented, and then a conclusion is made. Cause and effect research is for those who are new in the field of research and is mostly conducted by high school or college students.

6. Experimental Research

Experimental research involves very specific steps that must be followed, starting by conducting an experiment. It is then followed by sharing an experience and providing data about it. This research is concluded with data in a highly detailed manner.

7. Survey Research

Survey research includes conducting a survey by asking participants specific questions, and then analyzing those findings. From that, researchers can then draw a conclusion.

8. Problem-Solution Research

Both students and scholars alike carry out this type of research, and it involves solving problems by analyzing the situation and finding the perfect solution to it.

What it Takes to Become a Researcher

• Critical thinking

Research is most valuable when something new is put on the table. Critical thinking is needed to bring something unique to our knowledge and conduct research successfully.

• Analytical thinking

Analytical thinking is one of the most important research skills and requires a great deal of practice. Such a skill can assist researchers in taking apart and understanding a large amount of important information in a short amount of time.

• Explanation skills

When it comes to research skills, it’s not just about finding information, but also about how you explain it. It’s more than just writing it out, but rather, knowing how to clearly and concisely explain your new ideas.

• Patience is key

Just like with anything in life, patience will always take you far. It might be difficult to come by, but by not rushing things and investing the time needed to conduct research properly, your work is bound for success.

• Time management

Time is the most important asset that we have, and it can never be returned back to us. By learning time management skills , we can utilize our time in the best way possible and make sure to always be productive in our research.

What You Need to Sharpen Your Research Skills

Research is one of the most important tasks that students are given in college, and in many cases, it’s almost half of the academic grade that one is given.

As we’ve seen, there are plenty of things that you’ll need to sharpen your research skills — which mainly include knowing how to choose reliable and relevant sources, and knowing how to take them and make it your own. It’s important to always ask the right questions and dig deeper to make sure that you understood the full picture.

Related Articles

Last updated

This article is a work in progress. We aim to expand it soon to offer more detailed advice.

Table of contents

The policy world is vast, with different institutions and roles requiring highly varied skills. Clearly, the skills and personal attributes needed to excel as a think tank researcher are very different from those of a legislative staffer in Congress , a manager in an executive agency , or an advocate working for a non-profit interest group. 

Still, there are certain skills that are essential in various policy positions, regardless of the specific institution or role. Developing and demonstrating these will help you get relevant policy jobs and make you more effective as a policy professional. 

See also our guide on testing your fit for policy careers for a list of personal attributes, character traits, and attitudes that make you more likely to enjoy and excel working in policy. Unlike skills, these attributes are harder (but not impossible) to change.

Essential skills for policy work

Pay attention to and actively seek out potential skill-building opportunities. Ideally, you can directly practice the skill you want to become better at (e.g. improving your public speaking by giving a talk at a conference), but you can also learn much from engaging with relevant resources like books, articles, podcasts, and online courses.

Clear and succinct writing is essential for most policy jobs. Academic writing typically differs substantially from policy writing, e.g. writing policy memos. So, it’s important to practice writing outside of the classroom and get feedback from people with non-academic backgrounds, ideally from those with policy experience.

You’ll likely also need a high-quality policy writing sample for internship , job, and graduate school applications in DC. If you’re a student, you can often get a writing sample by taking a policy-relevant class where you write policy memos as assignments; alternatively, you can also create your own writing sample following advice online.

Options to practice and improve your writing include writing for a relevant publication (e.g. a student magazine or other media outlet), starting a blog, or doing independent research. Many schools also offer writing classes and resources.

To get publications with media outlets, pitch your ideas widely to increase your chances. Some media outlets interested in emerging tech-relevant issues have specific programs aimed at early-career writers, such as the Bulletin of the Atomic Scientist’s Voices of Tomorrow program . Other outlets interested in tech and security issues include Lawfare and War on the Rocks .

Networking and social skills 

Networking is a trainable skill that you can improve with practice. See our networking in policy guide for tips and resources on how to train this skill and build your professional network.

More generally, strong interpersonal skills—that is, being good with people—is among the most essential skills in many policy positions. This includes the ability to build a strong network of allies, navigate bureaucratic politics, and form coalitions to promote particular ideas. 

You don’t need to be an extrovert for most policy jobs, but it generally helps a lot if you can confidently navigate complex social situations and leave a good impression on people you speak with. 

Research skills

Many (but far from all) policy jobs involve a research component, particularly in think tanks. Both the process and products of policy research tend to differ substantially from academic research. Policy research is generally less theoretical, more applied, and often aims to come up with concrete, practical policy proposals aimed to inform or convince policy practitioners.

You can develop research skills by doing research projects, whether as part of a research internship/job or as independent research under a skilled mentor. If you’re a student, you can also (1) work as a research assistant for a professor, (2) choose policy-relevant topics for your college assignments and thesis, and (3) take research-oriented classes that allow you to explore policy topics.

Public speaking

Some policy jobs involve a significant amount of public speaking, while many other positions rarely require this. To improve your public speaking skills, consider taking a course (online) on public speaking/persuasive communication, joining a Toastmasters club, or getting advice from a public speaking coach. If you’re a student, you can also participate in campus clubs like debating, Model United Nations, mock trial, etc.

Language skills

If you want to work in foreign policy (e.g. the foreign service or a relevant think tank position), language skills can be essential—particularly languages like Chinese, Russian, and Hindi that are assigned special priority by the US government. 

There are several foreign language education programs for students, including the Boren Awards and the Critical Language Scholarship (CLS) Program .

Technical skills and knowledge

Subject-specific technical knowledge : If you want to work on technology-related policy issues, it helps to have at least a foundational understanding of the technologies you’re interested in. For example, it is valuable to understand the basics of modern machine learning for AI policy and microbiology for biosecurity policy. But you don’t generally need to be able to train your own ML model or have worked in a laboratory—though if you have, that’s great and you can highlight this experience in future applications, where relevant. 

General technical skills: Technical skills like data analysis and coding are typically unnecessary for most policy work, but they can make you more competitive for certain roles. These skills are sometimes essential for research-based roles, such as at think tanks. For instance, Georgetown University’s Center for Security and Emerging Technology (CSET)—a prominent AI policy think tank in DC—is very data-driven and often requires its researchers to bring some technical skills or at least literacy.

Learning how to learn

Becoming more efficient at retaining information and learning new skills will compound over time and offer significant benefits in your personal development and career. For advice on how to learn more effectively, see this online course .

To improve your understanding of policy topics, seek out experts (e.g. relevant professors, policy professionals) . Talking to people is often more important—and easier to neglect—than just reading articles, and conversations with experts are particularly effective in determining what to read, who else to talk to, and what opportunities to pursue.

Further resources

• Graduate School USA — skills-focused courses designed for government employees (e.g. Communication and Professional Skills ). Anecdotally, the content can be fairly basic but still helpful; often courses are 1-3 days each (typical range $600-$1,2000).
• Brookings Executive Development (see e.g. classes listed here )
• CSIS Executive Education (see e.g. “Global Policy Courses”)
• GMU Schar School executive education program
• UC San Diego workshops, including Public Policy and Nuclear Threats , Chinese Defense and Strategic Innovation Policy Training Program and Chinese Innovation and Industrial Policy Training Program
• Potomac Institute for Policy Studies has 1-3 day courses in its Science and Technology Policy Training Program

Testing your fit for policy careers

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Skills and Coursework

Curriculum overview.

Students in the major receive a broad education in public affairs and gain the professional training to effectively advance the common good.

Our coursework will equip students with the skills and knowledge to confront complex societal challenges through innovative public policy solutions. 

Our curriculum integrates principles from multiple disciplines, including policy analysis , data analytics , communication and organizational management . This multidisciplinary approach ensures that students develop a comprehensive understanding of diverse perspectives and methodologies relevant to public affairs.

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The public affairs major prepares students for professional policy careers by building the following skills:

Policy Analysis

Knowing when to use quantitative or qualitative tools to analyze problems

Data Analytics

Understanding the intricacies of how to work with various forms of data

Communication

Discerning how to communicate concisely to specific policy audiences

Organizational Management

Leading, following and working effectively with others in professional settings

Learning Outcomes

Students develop their knowledge of:

• The ethics of working in public affairs and the reasons why public policies are necessary
• The political process of how policies are proposed, adopted and implemented
• The economic costs and benefits calculations of policies  

Finally, the major encourages students to deepen their knowledge in specific policy domains to differentiate themselves in the job market. This customization  ensures that graduates are prepared to enter certain career fields with confidence.

Our curriculum is structured to align with workplace demands and evolving trends in public affairs. The public affairs major’s curriculum builds on three pillars: skills, subject matter expertise and specialization.

Total hours: 120 semester credit hours

These courses focus on the practical skills needed in the area of Public Affairs, providing a comprehensive curriculum in the following key areas:

• Quantitative Methods for Public Affairs
• Qualitative Methods for Public Affairs
• Communication for Public Affairs
• Professional Development
• Leadership Lab
• Policy Simulation

These courses build the pillar of substance in the major

• Foundations of Public Affairs
• Microeconomics
• Economic Analysis of Public Affairs
• Analysis of Policy Adoption and Implementation

In addition to the required coursework, students have the opportunity to delve deeper into policy areas of their choice through a robust selection of elective courses. Whether interested in health care, education, energy and the environment, national security, or housing, students can tailor their academic journey to align with their passions and career goals. 

A required minor or certificate program, along with additional elective courses, ensures that graduates emerge as well-rounded citizens with a comprehensive understanding of the broader context in which public affairs professionals operate. This holistic approach equips students with the versatility and insight needed to navigate and impact the complex landscape of public policy effectively.

Specialized Elective Coursework:

• 5 Public Affairs courses among a list of topical courses on specific policy areas, or advanced policy analysis skills courses
• 5-6 courses in other departments to complete any minor or certificate program at UT Austin, connecting the skills and substance gained through the major to the student’s broader academic experience
• 9-10 completely freely chosen elective courses at UT Austin to round out the student’s undergraduate education

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Systems Thinking, Antiracism Training & Other EdD Courses: What You Will Learn in a Doctor of Education Program

Education leaders, administrators, and teachers facilitate learning, but that’s hardly the extent of their impact. They also enable personal growth, nurturing students’ social and cultural identities so they can reach their full potential and effect change in their communities and their lives. By providing these essential services, educators influence not just students but also their families, communities, and the systems that surround them.

Such consequential responsibilities require educators with transformational leadership skills. In American University’s online Doctorate in Education Policy and Leadership (EdD) program , current education leaders prepare to excel in their roles by completing a robust, practitioner-focused curriculum anchored in four pillars:

• Systems Change
• Personal Leadership
• Social Justice and Antiracism
• Policy and Research

Graduates emerge ready to serve in senior positions in schools, nonprofit organizations, government agencies, and more. If you’re an educator prepared to boost your impact and promote progressive education and positive social change, you could be a candidate for American University’s online Doctorate in Education Policy and Leadership (EdD) program. This article explores the themes and concepts that the curriculum covers.

Earn Your Doctor of Education Degree in Less Than Three Years

Effect widespread progressive change in education with an au edd, systems thinking courses and training .

Systems thinking —the process of problem solving by visualizing the interconnectedness among different parts of a system—is a valuable analytical tool that can improve classroom engagement and streamline academic organizations. It offers educators a holistic view of complex education systems, in contrast to analyzing each part as a separate entity. Consider a teacher with classroom management problems. This teacher could use systems thinking to identify interconnected areas influencing the problem, such as a need for special education teachers in the classroom or a reallocation of free time for children to take needed breaks. 

Systems thinking applies to all aspects of the education system. Teachers can use it to drive classroom instruction, school and district leaders can apply it to management and organizational decisions, and administrators can employ it to visualize a new approach to restructuring.

The EdD curriculum introduces systems thinking in its first semester. In Collaborative Inquiry through Systems Thinking, doctoral candidates are challenged to apply systems thinking to their organizations. The discussion continues during the first residency (of three), when students meet in person at the end of the first semester to further explore this methodology.

Antiracism Courses and Training 

In a 2021 study cited by the Centers for Disease Control and Prevention , at least half of all Black, Asian, and multiracial high school students surveyed reported experiencing racism in their lifetimes. Whether implicit or overt, racism in all its forms exerts a deleterious effect on its targets, practitioners, and society at large. Educators need to understand how racism manifests in educational contexts, from addressing one’s own implicit bias to remediating unfair practices and uneven systems that disenfranchise students and teachers of color.

AU’s EdD antiracism courses help educators combat racism in the curriculum, hiring practices, and financial barriers to success that racism creates. Antiracism training is introduced in the first semester and reinforced during students’ first residency. Antiracism, Equity and Inclusion in Education provides a clear understanding of this issue in the education framework. This important theme is woven through future coursework.

Education Policy Analysis Courses and Training

In the second semester of AU’s EdD in Policy and Leadership program, doctoral candidates critically examine educational policy. Students use their systems thinking training and antiracism courses to evaluate the effects of past and present policies and educational strategies on the education system.

Educational Policy and Analysis examines the impacts of federal, state, and local policies on PreK-12 education. Students interested in a deeper dive into policy analysis can pursue electives in semester 6 that further their understanding of education policy implementation and provide opportunities to consult with educational organizations on pressing issues.

Conscious Leadership Training 

Systems thinking, antiracism measures, social justice initiatives, and policy critique are all vital to improving education. However, none of these interventions can be effective without proper leadership. In AU’s EdD program, students learn conscious leadership, an approach that can help them communicate, innovate, and improve.

Conscious leadership is a leadership style focused on self-awareness and responsibility for one’s actions. Employees under conscious leadership tend to feel more supported, inspiring them to be proactive, effective, and productive team members, encouraging a culture that focuses on the best outcomes for the group. By embracing these traits, leaders create a growth mindset and a positive learning environment.

Conscious leadership is essential in education, where leaders lead by example, take responsibility, support their teams, and transform schools. Doctoral candidates learn more about this leadership style in Exercising Conscious Leadership, in which students develop a robust toolkit of self-reflective frameworks and practices to shift mindsets, behaviors, and practices to create a more just education system for all.

Research and Communication Skills 

The American University online Doctor of Education program provides professional educators with the research and communications skills necessary to enact positive change in the education sector. The curriculum combines an antiracist perspective with hands-on experience in survey design, data analysis, ethnographic studies, and communications tools to cultivate the expertise to investigate, evaluate, and present important data and findings. 

Problem of Practice: Your Original Research

Combining research and communication instruction with the four educational pillars of AU’s Doctor of Education curriculum, the program culminates in an original research dissertation called a Problem of Practice. 

This dissertation focuses on an emerging leadership or policy issue in the education field that resonates with the individual student. Utilizing the antiracism courses, leadership training, systems thinking, and research tools, students design and implement a project to uncover an innovative solution in their focus area. The dissertation experience and results should empower students to continue to challenge norms, ask questions, evaluate data, and develop solutions to continually improve the education system once they have graduated from the program.

Take the Next Step: Start Your Doctor of Education Journey at AU

The online Doctor of Education Policy and Leadership (EdD) degree empowers today’s education professionals to lead widespread, progressive change in education. With practical experience and theoretical knowledge, graduates emerge prepared for leadership roles in educational instruction, organizational leadership, and policymaking. 

Are you ready to disrupt education and enact important changes to promote the personal growth of every student? Are you eager to put forward antiracism and social justice within your workplace? Become the leader America’s education system needs with a Doctor of Education degree from American University. 

Contact AU’s enrollment advisors for more information or start your application online.

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Building Executive Function Skills Through Games: The Power of Playful Learning

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The 3- and 4-year-old children in Mr. Garcia’s classroom are engaged in a game of Freeze Dance.

Mr. Garcia says, “As the music plays, you may twist, jump, or wiggle, but remember: to keep your body safe, you need to stay a safe distance from your neighbor.”

The children move along with the music being played—drums beating a rhythm, horns blowing a spirited melody—and in concert with one another.

“Remember that when the music stops,” says Mr. Garcia, “you stop too!”

As the music continues, the children dance, jump, and share their excitement with each other.

“I’m turning around and around and around,” says Emmanuel.

“When will the music stop?!” asks Josiah.

Teresa shouts, “Look how high I can jump!”

Madison begins to wander toward the block center but turns her attention back to the game as Mr. Garcia, preparing to pause the music, says, “Who remembers what to do when the music stops?”

The music suddenly stops. The children gasp with energy. Some tumble to the ground, and others freeze with one leg akimbo, arms outstretched. They stop in various stages of movement as the rule of the game comes back to their minds: when the music stops, I stop too!

It is easy to see how much care goes into preparing early childhood education classrooms for learning. Understanding that “[c]hildren are born eager to learn; [taking] delight exploring their world and making connections” (NAEYC 2020, 1), teachers like Mr. Garcia create rich environments brimming with signs and activities bolstering a range of skills and knowledge critical for development and learning during the early childhood years and beyond. These are necessary skills for young children entering kindergarten (Sabol & Pianta 2017) and for long-term learning outcomes, such as attaining higher grades and graduating from high school (Duncan et al. 2007; Quirk, Nylund-Gibson, & Furlong 2013; Pan et al. 2019; Ricciardi et al. 2021).

Such outcomes do not occur without intention: they are spurred by carefully planned opportunities and experiences within high-quality early childhood education settings (Reid et al. 2021). In high-quality settings, early childhood educators recognize that “play promotes joyful learning that fosters self-regulation, language, cognitive and social competencies as well as content knowledge across disciplines” (NAEYC 2020, 9; see also Yogman et al. 2018). Early childhood educators create, support, and guide children’s learning along a continuum of play experiences. In this way, they help children make progress toward and attain learning goals (Zosh et al. 2022). Examples of these play experiences include games like Freeze Dance, hopscotch, and Simon Says.

Indeed, the science of learning shows that children learn best when they are actively engaged in meaningful, iterative, and joyful experiences (Hirsh-Pasek et al. 2022; Zosh et al. 2022; Blinkoff, Nesbitt et al. 2023; Nesbitt et al. 2023) that support child agency, a critical piece for creating equitable learning experiences (NAEYC 2019; Blinkoff, Wright et al. 2023). Effective early childhood educators intentionally design, select materials, and use a repertoire of strategies so that every child acquires key skills and knowledge through playful lessons and activities. They know that developing these skills takes time, practice, and scaffolding as well as working with others. Interacting and learning with others can be taxing, sometimes manifesting as frustration, resistance, and/or other expressions that may present challenges to educators and peers (Taylor & Boyer 2020). Therefore, teachers purposefully plan playful experiences that develop the simple and more complex skills that help children carry out goal-directed behavior; that is, executive function skills.

As a developmental psychologist (Molly, second author) and a former early childhood education teacher and current researcher (Cynthia, first author), we believe that if research indicates these skills are important, then the research community must effectively communicate what is understood. That communication should include practical and playful examples that promote and encourage children’s learning of these skills in early childhood education spaces. The good news is that there are plentiful ways to incorporate play-based activities aimed at building executive function skills in these settings. All of these activities can also be shared with families as teachers partner with them to provide learning opportunities for their children.

In this article, we define executive function (including working memory, inhibitory control, and cognitive flexibility) and describe why it is important for children’s learning and development. We explore the connections between executive function and playful learning and offer ways for teachers to support the development of executive function skills through games. Our goal is to continue to encourage early childhood educators in their work, recognizing how important and valuable they are. While the games we share are purposefully easy to incorporate, we recognize that it takes a skillful teacher to carry out the planning, engagement, and gentle encouragement and scaffolding needed as children practice and grow in executive function skills.

Executive Function: An Evolving Understanding

The concept of executive function—and its importance for learning and development—has been given increasing attention in recent years (Moreno, Shwayder, & Friedman 2016; Ackerman & Friedman-Krauss 2017; Gibb et al. 2021). However, researchers have not come to consensus about how these constructs are defined and how skills are delineated from each other, measured, and connected to practice. Recently, there have been efforts to clarify terms and solidify shared understandings (Jones et al. 2016). In this section, we present definitions and explanations of executive function that are grounded in these efforts.

Executive function has been characterized as the brain’s air traffic control system (Center on the Developing Child, n.d.; Shonkoff et al. 2011). Just as air traffic control directs the paths of airplanes by helping them successfully take off, move, and land in destinations around the globe, executive function skills help individuals move from place to place, complete tasks, and stay focused. In early childhood education settings in particular, these skills keep children safe and the classroom community moving smoothly.

Executive function is comprised of the individual skills of  working memory, inhibitory control, and  cognitive flexibility  (Center on the Developing Child, n.d.).

• Working memory  allows children to hold and update information over short periods of time. Children are asked to remember an incredible amount of information during the course of the school day. For example, in the opening vignette, Mr. Garcia asked the children to remember the steps needed to play Freeze Dance and to follow rules to keep themselves and others safe. The children worked hard to hold the multiple directions of movement and safety in mind, all while working toward the goal of stopping when the music stopped.
• Inhibitory control  allows children to suppress behavior or responses. It is not uncommon for children to veer off task as they juggle the multiple instructions they were asked to keep in mind while playing a game, for instance. A vibrant early childhood setting may be filled with wonderful and age-appropriate distractions (the other children, toys, children’s own desires), all serving to make keeping on task challenging. For example, in the opening vignette, Madison had to practice inhibitory control to move her attention from the block center back to the game. As children grow and develop, they become better at remaining focused on a task and at ignoring other appealing, or even disruptive, distractions that may interfere with reaching their goal.
• Cognitive flexibility  allows children to shift attention between competing priorities and to think in new ways. For example, the children in the opening vignette may have been encouraged, on the one hand, to move individually in creative ways. But, on the other hand, dancing safely in a group requires moving without infringing on other children, whether physically or emotionally. So they had to think about competing priorities to balance their own creative movements with their own and others’ safety. The children had to think about this game and its rules and actions in a new way.

For an overview of how brain science research informs our understanding of these skills, see “Evidence from Neuroscience Research: What We Know About Executive Function and the Developing Brain” below.

The Importance of Executive Function Skills for Children’s Learning

Classroom research tells us executive function helps contribute to children’s academic and social and emotional learning (Shaul & Schwartz 2014). For example, preschoolers who have better inhibitory control are rated as having higher social and emotional competence by teachers (Rhoades, Greenberg, & Domitrovich 2009). Studies show that executive function, or the individual skills that make up executive function, are associated with content area learning and success, including in math and literacy (Blair & Razza 2007; Fuhs et al. 2014). Moreover, Nesbitt and colleagues (2015) probed this association and found that children with higher executive function ability were more engaged in positive learning opportunities and less disruptive in the classroom: these learning-related behaviors resulted in larger math and literacy gains. We understand this to mean that these skills (the academic and the regulatory) develop in tandem (Blair & Razza 2007).

Executive function skills are learned in the workings of early childhood settings over time, with practice and intentional teaching. Early childhood educators understand that children may, for example, have difficulty paying attention to a circle time discussion when they cannot keep the conversation in mind, are distracted, or behave in ways that challenge the circle time setting (talking or walking away). Further, no two young children in early childhood settings will be the same. Children need varying amounts of time and opportunities to develop, and they need to be supported in developmentally appropriate and equitable ways. Evidence shows that executive function skills consistently develop well into adolescence and adulthood (Gogtay et al. 2004; Best, Miller, & Jones 2009; Souissi, Chamari, & Bellaj 2022). Children’s development of executive function is an incremental and lengthy process that depends on a variety of factors, including the adults around them who continue to practice and develop regulation-related skills themselves (Doebel 2020; Zelazo & Carlson 2020).

Evidence from Neuroscience Research: What We Know About Executive Function and the Developing Brain

Neuroscience research shows that the prefrontal cortex, the brain region responsible for executive function, develops rapidly in childhood (Müller & Kerns 2015) and is not fully developed until well into adulthood (Gogtay et al. 2004; Gilmore, Knickmeyer, & Gao. 2018; Bethlehem et al. 2022). Researchers can witness this maturation by assessing children’s adaptability to a changing rule in a card game, for instance. Although 3-year-old children are often unable to adapt to a change in the rule, 5-year-old children usually can (Zelazo 2006). Brain science describes a link between the development of the frontal lobe of the brain, the area responsible for executive function, and the amygdala, an area of the brain partially responsible for regulation (Silvers et al. 2017). As educators have likely observed, this research tells us that the older children are, the better they are at managing their own behavior, especially when they are upset.

In addition, brain development, including the development of executive function, is impacted by a child’s environment. Unfortunately, some children may face toxic stress, or stress that is prolonged and harmful, stemming from experiences like poverty or abuse (Franke 2014). Evidence shows that toxic stress can have lifelong, deleterious impacts on children’s brain development, including on executive function ability (Shonkoff et al. 2012; Shonkoff 2017). Teachers are likely aware that not all environments provide children with equal opportunities to build executive function skills. Some children face significant issues and events, whether one time or ongoing, that impact their overall development and learning (Georgieff, Ramel, & Cusick 2018; Horowitz-Kraus & Hutton 2018; Tooley, Bassett, & Mackey 2021).

Some key takeaways from brain science research include:

• Particular areas of the brain responsible for executive function and self-regulation develop over time. The younger a child is, the more challenging it will be for them to implement executive function and self-regulation.
• As children grow, they become better at these important skills, often moving from developing simpler skills to more complex ones.
• High-quality early learning environments and experiences foster children’s development.
• There is variation among children, which depends on individual characteristics and contexts.
• Children’s exposure to environmental toxic stress can impact the development of executive function.

Games: Playful Experiences to Promote Executive Function

Playful learning contributes to the development of executive function skills. Games are one type of playful learning experience that can be planned for and guided by teachers. Once children learn a specific game, they can play it independently, giving teachers the opportunity to observe and assess children’s executive function skills. For example, Simon Says targets the elements of executive function that link to academic and social and emotional learning, all while engaging children in a playful experience. It can also be adapted to give children agency by letting them be Simon, thinking of actions for their peers. The rules can be changed to provide a challenge for children: once children are sufficiently experienced playing Simon Says in the traditional way, teachers can ask them to  not  do what Simon says.

Playful moments that help children develop executive function skills can also be integrated into transition times. Cleaning up is a great opportunity to practice sorting, for instance. Teachers can encourage children to sort items such as blocks by color as they place them back on a shelf or in bins. To help children build cognitive flexibility, teachers can go back and forth between different sorting rules, combining rules (sorting by color, shape, and texture) for an extra challenge.

In this section, we offer vignettes showing early childhood educators and children engaged in examples of games that support executive function skills—such as memory card games and Jumping Feet.

Memory Card Games

Ms. Samuelson invites the children in her class to help create a set of cards for a memory game. She encourages the children to take photos of one another, giving them the choice of how and when to take the images. She prints two copies of each photo and glues them onto cardstock or posterboard so that the children can easily manipulate the cards.

After the cards have been created, Ms. Samuelson spreads them out on the table and invites children to join her.

“We’re going to play memory. Who remembers the rules?” she asks.

“We turn over two cards,” says Jeffery.

“Yes, you remembered—we take turns turning over two cards at a time. And what do we do if the cards match?”

The children reply excitedly, “It’s a pair. We keep them!”

“What happens if the cards don’t match?” asks Ms. Samuelson.

Katie replies, “Janie gets a turn.”

“Yes,” says Ms. Samuelson. “If the cards don’t match, remember to turn them back over, and the next classmate will take their turn.”

In small groups, children can develop both their collaboration and executive function skills by playing a memory card game. This game helps children develop working memory skills. Teachers can create a set of cards that depict objects of different colors, shapes, textures, sizes, or other dimensions—or add interest by including images of familiar objects from the classroom (the block shelf, the water pitchers used at snack time, the bins of crayons or buttons). Teachers can also support children as they make a set of cards, like Ms. Samuelson did, giving them ownership in the game’s creation. No matter what images are used, the rules can be adapted to target more than one executive function skill. For example, matching images by shape  and  size helps children practice both working memory and cognitive flexibility.

Jumping Feet

Mr. Robert notices a group of children looking to play while outside. He decides to introduce them to a new game called Jumping Feet. Removing chalk from his pocket, he lowers himself to the playground’s textured surface, asking “All right, who knows how to play hopscotch?”

Arms fly up as the children shout, “I do!” and “Me, me, me, me!”

“Great,” says Mr. Robert, “Playing Jumping Feet is a lot like hopscotch. See here on the ground where I’ve drawn some feet? As you look, you may see two feet or you may see one foot. This game is like hopscotch, but there’s a fun twist in it. When you see two feet on our path, you jump with two feet. But when you see one foot, you jump with one foot. Who would like to go first?”

After the children have some experience playing Jumping Feet this way, Mr. Robert changes the rules.

“Instead of using two feet to jump when you see two feet, use one foot. When you see one foot, use two feet.”

Darla begins her turn but forgets the new rules and jumps with two feet onto the outline of two feet. She frowns, looking to Mr. Robert for encouragement and guidance.

“This is hard to do. But don’t worry. With practice, we can do it,” says Mr. Robert. “Let’s try it again! When you see two feet this time, use just one foot there.”

Darla begins another turn and jumps with one foot on that outline. Turns continue, and each child has a chance to try this new twist on the game.

Young children love to move, and Jumping Feet offers them an opportunity to practice moving their bodies as well as executive function and self-regulation skills. Like Mr. Robert in the vignette, teachers can begin guiding children to play this game in the traditional sense (children jump on the picture of feet they see by using the number of feet they see). After applying that set of rules, Mr. Robert challenged the children by changing the rules. This supports the development of cognitive flexibility and working memory as children must keep the new rule in mind. In addition, children engaged in inhibitory control. Instead of immediately acting based on the familiar rules, they had to inhibit their movements and actions: they had to pause to consider the number of feet they saw on the path and then do the opposite. This is hard work for children and so important for their continued development. Over time, children will gradually and more easily employ these skills later and in different settings.

These are just a sampling of games that educators can integrate into their settings. For more ideas of playful ways to support executive function, see Harvard University’s Center on the Developing Child ( developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence ) and the Playful Learning Landscape Action Network ( playfullearninglandscapes.com ).

Among other benefits, playful learning fosters executive function skills, which are important foundations for learning and development. We encourage early childhood educators, administrators, and families to raise their voices in support of the power of play in all aspects of learning and in support of the right of children to be engaged in playful ways that elicit joy and tap into opportunities of tremendous growth and unlimited potential. We wish all readers a classroom full of playful learning experiences!

Photographs: © Getty Images Copyright © 2024 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions .

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Cynthia A. Wiltshire, EdD , is an assistant professor of early childhood education at the University of Texas at El Paso. She is a former classroom teacher and spent 12 of 20 years in the early childhood context. Dr. Wiltshire’s research focuses on early childhood education workforce well-being. [email protected]

Molly Scott, PhD , is the associate director of the Active Playful Learning project, a study examining the impact of an approach to teaching that emphasizes active, engaged, and meaningful learning that is collaborative, iterative, and joyful. [email protected]

Vol. 79, No. 2

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