Earning Strong Letters of Recommendation

1. Earning Strong Letters of Recommendation R. Eric Landrum Department of Psychology Boise State University Rocky Mountain Psychological Association Phoenix, AZ April 14-16, 2005

2. Psychology Degrees Conferred in the United States, 2000-2001 • Doctoral: 4,659 • Men: 1,475 • Women: 3,184 (68.3%) • Master’s: 15,196 • Men: 3,615 • Women: 11,581 (76.2%) • Bachelor’s: 73,534 • Men: 16,572 • Women: 56,962 (77.4%)

4. Letters of Recommendation • In many job application situations, you may be asked for one or more letters of recommendation. Letters of recommendation are a standard requirement graduate school applications.

5. Listening skills Ability to work with others as part of a work team Getting along with others Desire and ability to learn Willingness to learn new, important skills Focus on customers/clients Interpersonal relationship skills Adaptability to changing situations Ability to suggest solutions to problem Problem solving skills Ethical decision making Critical thinking Ability to see the big picture Flexibility/shifting gears Being able to identify problems Working smarter to improve productivity Timely decision making Time management Problem-definition skills Personality What Employers Want: Top 20 Qualities, Skills, and Abilities

6. Graduate School Selection Criteria • Primary: GPA, GRE, Letters of Recommendation • Secondary: (1) Research Leading to Publication, (2) Match/Fit with Program, (3) Research Leading to Conference Presentation, (4) Member of Selection Committee Showing Interest, (5) Clarity and Focus of Statement of Purpose

7. Letters of Recommendation • When you ask a faculty member or other professional for a letter of recommendation, ask for a strong letter of recommendation. • Most faculty members would rather not write a letter than write a weak letter of recommendation.

8. Who Do You Ask? • If you are a student in one class with me, do the bare minimum work, never speak up in class, and never have a conversation with me outside of class or during office hours, then I will have a difficult time writing you a strong letter of recommendation.

9. Who Do You Ask? • Those faculty who • have worked closely with you • have known you long enough to know you fairly well • are senior and well-known, if possible • have a positive opinion of you and your abilities • have a warm and supportive personal style

10. Get to Know the Faculty • Your professors and supervisors have direct influence over your letters of recommendation. • You are going to need to choose people who know your professional development, skills, and abilities and know them well. For a faculty member to get to know you this well, you are going to have to get involved outside of the classroom. • It takes more than being a good book student to get superb letters of recommendation. You have to interactpersonally with faculty members for them to recognize your talents.

11. Information to Provide • Ask your references if they have any special requests before they begin writing your letter. Some of the items you might be asked to provide include: • Current copy of your academic transcript; usually an unofficial or “student” copy is fine. • Copy of your academic vita that lists your achievements and accomplishments in the discipline or a resume that summarizes your job history, skills, and abilities.

12. Information to Provide • Pre-addressed (stamped) envelope for each letter, whether it goes back to you (the student), or goes directly to the place of employment (or graduate school); does this envelope need to be signed on the back? • Any (completed) forms that the letter writer might be asked to submit with the letter.

13. Information to Provide • Cover sheet to the letter writer that includes contact information if your letter writer needs to reach you, when you will submit your application (you don’t want the letters to arrive before your application), and the deadline for each letter.

14. Academic achievement Research ability, experience, or potential Teaching potential or experience Verbal skills, public speaking ability Writing skills, level of writing proficiency Industriousness, motivation, perseverance, energy level, drive Quantitative abilities Creativity, originality, imagination Analytical ability Leadership skills, level of respect accorded by others Sociability, social skills, ability to get along with peers Emotional stability, level of emotional adjustment Judgment, ability to make sound decisions, ability to reason Flexibility, adaptiveness Ability to work independently Knowledge of the field General knowledge base Desire to achieve, seriousness of purpose, initiative Professionalism, maturity Social awareness, level of concern for others Physical grooming, personal appearance Character, honesty, integrity, ethical and moral standards Ability to work with others, teamwork potential, cooperativeness Dependability, level of responsibility Potential as a teacher Potential as a practitioner Possible Characteristics To Describe in Letters of Recommendation

15. Do You Get to See Your Letters? • Faculty differ on their practices of releasing letters to students. For very good students with very good letters, faculty may be inclined to give the student a copy of the letter. Other faculty members never release letters to students, no matter how good the letter (or the student). A direct conversation with the faculty member can resolve any of these concerns. • Also, don’t assume that the lack of access means a bad letter—faculty may be following their own personal policy, or even a departmental or university policy.

18. Letters of Recommendation (NOT) • As Appleby (1997) states, “you cannot expect your teachers and advisor to write you good letters of recommendation if you do not treat them with courtesy and respect” (p. 68).

19. How NOT to Receive Good Letters of Recommendation • Barely tolerate your instructors and classes • Be consistently late to class • Don’t ask questions of the instructor, even when asked • Don’t read assignments before class • Try to be the exception to the rule • Disagree with instructors in a condescending manner, especially in public • Label assignments you do not understand as boring, irrelevant, or busy work • Be the classroom lawyer • Never help plan or participate in departmental activities • Avoid using an instructor’s office hours

20. Deal effectively with a variety of people. Display appropriate interpersonal skills. Listen carefully and accurately. Show initiative and persistence. Exhibit effective time management. Hold high ethical standards and expect the same of others. Handle conflict successfully. Speak articulately and persuasively. Work productively as a member of a team. Plan and carry out projects successfully. Think logically and creatively. Remain open-minded during controversies. Identify and actualize personal potential. Write clearly and precisely. Adapt to organizational rules and procedures. Comprehend and retain key points from written materials. Gather and organize information from multiple sources. Strategies to Secure Strong Letters of Recommendation

21. More information • psych.boisestate.edu/EricLandrum.htm • elandru@boisestate.edu