Academic identity: How to Create Persuasive Research and Teaching Statements

Elizabeth Yakel


Introduction: This interactive and participatory workshop is designed to explore and discuss what it means to create an academic identity in your research and teaching statements, whether this is your first job or you are going up for a third year or tenure review. The 90-minute workshop will cover key problems and issues in developing and articulating research agendas and teaching philosophies as impact statements.

Format/Structure: The workshop will be a mix of lecture and peer review and discussion of research and teaching statements.

Audience: The workshop is aimed at those seeking academic positions, as well as junior faculty facing a 3rd year review or tenure process.

Maximum number of attendees: 15

Pre-requisites: Those interested in attending this workshop must secure their place by sending draft research and teaching statements to by July 1, 2017. It is expected that these statements would be written and presented as if they were being submitted as part of a job or tenure application. Research statements are expected to be 3-4 pages and teaching statements 1-2 pages. Submission of statements by the due date is a pre-requisite for workshop registration and participation.

Anticipated outcomes:

    • Stronger research and teaching statements
    • Ability to critique research and teaching statements and provide more constructive feedback to peers
    • Increased ability to be self-reflective about one’s academic identity



Elizabeth Yakel, Ph.D. is a Professor and Associate Dean for Academic Affairs at the University of Michigan School of Information where she teaches in the archives and records management and digital preservation areas. Her research focuses on users of primary sources. She is particularly interested in investigating how to facilitate access to digital and archives and the reuse of research data. In her research, she has pioneered the development of standardized metrics to enhance repository processes and measure the impact of archival collections. She is now working on an IMLS-funded project: “Qualitative Data Reuse: Records of Practice in Educational Research and Teacher Development,” which examines educational records of practice, particularly the use of video of classroom activities by researchers and teacher-educators.