Asking for Letters of Recommendation

This sage advise is from ENSP but it is relevant for ENST as well!

Dear students:

This is the time of year when many students will be asking faculty for letters of recommendation, whether for prestigious spring or summer  internships, scholarships, or graduate school admission.  Please read this article carefully to ensure that you will get the best letter possible, given your talents and interests.  If you are a freshman or sophomore, read this article with your own future in mind.

[Most of the material here has been edited from an article available on EssayEdge.com, materials I found on Stanford University’s website, and personal experience.  Please feel free to contact me should you want to discuss any of this further!]

1.  WHY ARE FACULTY RECOMMENDATIONS IMPORTANT?

"Faculty" recommendations are MUCH more valuable for graduate school admission, research internships, prestigious scholarships, and selective internships than are "academic advisor" or “employer” recommendations.  Why?  Because only faculty members can speak to what faculty on admissions and/or scholarship committees want to know.  Often, graduate school recommendation forms include questions such as the following: 

--  How do you compare to other students in your program who have gone on to graduate study?

--  What is your research potential?

--  What is your level of creativity/imagination?

--  What is your intellectual potential?

--  What is your ability to analyze a problem and formulate a solution?

--  How well do you work with peers?

--  How strong is your writing ability?

--  How strong is your speaking ability?

--  How motivated are you for this area of study?

--  What is your potential for career advancement?

Knowing that you are a 4.0 student is not enough; admissions/selection committees will require classroom- and/or research-related examples of your potential/creativity/motivation, etc.  This is what faculty members can contribute to your grad school and scholarship applications – and what academic advisors (like me) and work supervisors cannot.   [NOTE:  This doesn’t apply to study abroad, beginner internships, or Student Conservation Association internships. I am happy to help you with these recommendations].

2. ASK SOMEONE WHO KNOWS YOU WELL

Admissions readers look for evidence of the letter writer's familiarity with your work. 

When deciding on whom to ask for a letter of recommendation, don't limit yourself to faculty in whose classes or projects in which you have done well: think also of those instructors, teaching assistants, or internship supervisors who are most familiar with your work and achievements.  Without this type of evidence, letters lack credibility and force.  If three letters of recommendation are requested, at least two should be from faculty members. 

3.  TIME YOUR REQUEST

Writing a thorough and supportive letter of recommendation requires considerable effort – and the more important the recommendation is to you (e.g., competitive internships, graduate school, etc.), the more effort it takes to write a good one.  Further, the first letter a writer composes for you is the most difficult one to write. 

Plan to give your writers a minimum of 3 weeks; and for graduate, law, or medical school, at least 6 weeks.  Likewise, be sure to take into account foreseeable busy periods (final exams) and common holidays (winter break, summer vacations).  Your busy-ness as a student is not a good reason to expect a faculty member to write a last-minute letter; it’s not good for them, and it’s especially not good for you!

• It's never a bad idea to begin cultivating relationships with key instructors early on in your academic career.  Participate in class discussions, visit your instructors during office hours, and show an active interest in their research. If possible, take more than one class with instructor(s) you like (more on this later).

As the deadline approaches, send your letter writer a friendly reminder.  A quick email or phone call should do the trick -- but don't err on the side of pestering your letter writer. 

4. ASK PERSONALLY

When asking someone to write you a letter of recommendation, don't simply send an email or leave a message.  It's to your advantage to ask the person face-to-face; not only does this allow you to clarify any doubts about the request, it automatically conveys to the recommendation writer just how important this letter is to you.  Arrange an appointment to discuss an upcoming letter of recommendation.

5. VOLUNTEER INFORMATION ABOUT YOURSELF AND YOUR PLANS

Many faculty members deal with dozens of recommendation requests every semester. Even if you are a stellar student, they won’t know the ins and outs of your extracurricular activities, internships, and long-term goals.  Bring a resume, a pared-down version of your personal statement, and/or a relevant writing sample (preferably one written for that particular instructor).  Also, bring an unofficial transcript (available on TESTUDO).

Make sure that your recommendation writer is aware of your plans, and why you have selected the graduate programs and/or scholarships that you have -- even if they seem hazy to you at this point.  This will help the writer frame the recommendation letter in support of these goals.

6. PROVIDE THE LETTER WRITER WITH NECESSARY MATERIALS

If you are asking for multiple letters, it's a good idea to organize all the forms in one folder and include a cover sheet with a list of the schools for which you are requesting letters. 

• Find out if the instructor would like stamped envelopes; it’s likely s/he’ll say “No,” because s/he’ll be using University letterhead.  However, s/he’ll be glad you asked.
• Some applications require the instructor to return the letter to you in a sealed envelope.  Don't forget to ask the writer to sign across the flap of the envelope.

Luckily, more and more recommendations are being collected online; in this case, a list of the schools/scholarships you will be applying for is sufficient.

7. WAIVE YOUR RIGHT TO READ THE LETTER

Federal Law grants you access to your letters of recommendation, but many applications include a form where you can waive your rights to read the letter.  I highly recommend that you waive your right to read the letter when given the option to do so. Studies have shown that confidential letters carry far more weight with admissions readers.  In addition, letter writers are far more comfortable writing a complete, candid letter when they know the applicant will not have access to the text.

• If you fear that the letter writer might not do justice to your achievements or might include negative information -- well, that's a good sign you should not be asking that person for a letter of recommendation. 

8. SEND A THANK-YOU NOTE

Always send your letter writer a thank-you note after you know the letter has been sent -- whether or not you have heard from the school.  Don't wait too long to do this: a week or two is a good timeline.  Of course, if you are eventually admitted to that coveted program or land that sought-after job, you might want to call up your letter writer to share your good news and thank him/her once again.  It never hurts to quietly share your success, especially with those who helped you to achieve it. 

9.  FINALLY, HERE’S A FACULTY MEMBER’S “TAKE” ON ASKING FOR RECOMMENDATION LETTERS:

Read it here:  http://users.dickinson.edu/~richesod/letterofrec.html

WHAT IF YOU DON'T KNOW ANY FACULTY?

A hallmark of your undergraduate education is the opportunity to work closely with faculty who are actively engaged in research. Faculty can provide invaluable support to undergraduates, including

• Giving advice on your academic plans
• Mentoring you in a research project
• Introducing you to colleagues
• Writing letters of recommendation
• Serving as guides and models for your intellectual pursuits

The relationships you form with your professors, advisors, and mentors will shape your undergraduate experience and influence you in ways that will last a lifetime. Take initiative in developing these relationships.

As freshmen and sophomores – take advantage of your introductory courses.  Professors enjoy discussing their fields of interest, especially with intellectually curious students. Don’t hesitate to contact the professor of a course in which you’re genuinely interested to get more specific information about his or her research; ask if there’s a way for you to volunteer in the research to learn more.

Once you’ve declared your concentration – get to know your faculty advisor.

• Take the initiative and stop by during office hours (and not only during advising “crunch” season) so that you have an opportunity for a real conversation.
• Have realistic expectations.  Don’t expect a faculty member to be able (or willing) to rate every course in the curriculum. Do expect him/her to provide you with questions to ask and “perspective.”  Do expect your advisor to question you about your short-term and long-term academic goals.
• Faculty members can help you plan a strategy for taking the greatest possible advantage of your undergraduate education.

Regardless of your academic year or concentration:

• Participate in beginner-level undergraduate research opportunities such as the Maryland Student Researchers (MSR) Program.  http://www.ugresearch.umd.edu/current-studentresearchers.html Use the SEARCH command to identify faculty doing research in areas of interest to you.  The purpose of MSR is to match faculty who need student help, with students who want to learn about research!

• Seek opportunities to become an undergraduate teaching and/or research assistants, such as those posted in the Advising News.

• Meet off-campus faculty in NSF-sponsored REU programs: http://ensp.umd.edu/research/nsf-summer-research-experiences-reus

• As you get to know your instructors, keep in mind one fundamental piece of etiquette: In email or in person, address a faculty member as Doctor or Professor and use appropriate tone and language, until you are invited to do otherwise.

Mentoring conversations follow naturally once you’ve made the initial effort to talk to your advisor about your interests and aspirations.  See the flyer attached for more information (prepared by Stanford University).

WHAT IS THE DIFFERENCE?

Letters of Recommendation versus “A LIST OF REFERENCES”

When applying for a part-time job or internship, hiring officials will often ask for a “list of references.”  A list of references is not the same as a letter of recommendation.

• “A List of References” is simply a list of 3-4 individuals who are familiar with you and your work. 
•  Include your references' names, positions, contact information, etc.
• The information is centered on a separate sheet that you can hand out with your resume
• Title it:   "References for (Your Name)"
• NOTE:  Most references are contacted by phone, rather than by online recommendation forms.

Faculty references are relatively less important to a job search; and past employers, internship supervisors and/or volunteer coordinators are relatively more important. 

• References must be able to discuss your on-the-job skills, knowledge, general approach to administrative or lab work, interpersonal skills and teamwork.
•  As with requests for recommendation letters, it’s best to get permission from recommenders beforehand.
•  If using a faculty member as a reference, I recommend contacting whichever one you feel/felt most comfortable working with.  E-mail to set up a meeting and send a copy of a paper or any short assignments you wrote, to help him/her remember you and the quality of your academic work.  Additionally, draw up a resume that highlights those experiences that are most similar to the type of position(s) you want and send that, too.

TIPS FOR WORKING WITH FACULTY

Working with university faculty can be quite different from working with high school faculty, especially if your long-term goal is gaining a research mentor.  Read the sheet attached for success hints.  Good luck and develop great mentoring relationships!