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The Mentor: An Academic Advising Journal Students Must Lay the Groundwork for References Brad Thompson, Penn State University Employers, schools – nearly everyone, it seems – wants references. Although a good reference is unlikely to get you a job, a poor one could cost you a coveted position. Therefore, it is worth taking time to make sure you get the best references you possibly can. With graduation or summer vacation looming, jobs and internships are on the minds of many students. Teachers and others are inundated by requests for letters of recommendation. But asking for a recommendation need not be a nerve-wracking experience and can even be an opportunity for personal growth. Countless students over the years have asked me to write letters of recommendation or to be a reference for them. During my first couple of years as a professor, I usually agreed to write letters for anyone who had the gumption to ask. Now I have guidelines that I apply to virtually all requests. If you follow these, getting good references should be easy. First, and this should be obvious, ask for references only from teachers in classes in which you have done very well. Simply getting along with or liking the teacher is not enough to assure a strong letter of recommendation. I don't feel I can write strong recommendations for students who do not excel in my classes, no matter how nice or friendly they seem. And I see no point in writing tepid recommendations. Second, supply the person giving you a reference with full supporting materials. I ask that students give me copies of their resumes and any other materials – such as cover letters, transcripts or personal statements – that their applications require. I need to know to whom the student is applying and for what position. This applies not just to the initial application but to any subsequent applications. Asking that students keep me informed of every application for which I am a reference guarantees that we have a steady conversation (more likely an e-mail exchange, these days) about the job hunt. During these exchanges, I get to know the students even better. Third, you should tell your references about the aspects of your work or relationship that you want them to emphasize. Keep in mind that teachers see so many students over the years that you may need to remind them of some particularly illustrative events in your relationship. I recently began asking students seeking references to write several paragraphs about themselves in the third person. I use that to see if we are on the same wavelength regarding their strengths and weaknesses. Once we have agreed on how I can best present the student, I am always willing to give them a copy of my letter. This also is the time to think through what each of your references adds to your application. Perhaps, for example, asking three teachers to be references for a job does not show you to be the well-rounded person you are. A former employer might add a dimension. But three faculty references may be just the ticket if you are applying for graduate school. Finally, give your reference time to write the letter. I ask that students give me two weeks to write an initial letter. I save letters of recommendation on my computer so that I can quickly generate others as needed. But students should realize that if they have been considering for months whether to apply to graduate school, it is only common courtesy to give me more than two or three days to write a letter. The more time I have to think about and write a letter, the better it is likely to be. After the application process is completed or after you get the job, you should write notes of appreciation to your references. Not only has the reference spent considerable time composing his or her letter – I often spend several hours talking to a student and composing even a one-page letter – but also because there may come a time when you need another letter of recommendation from that person. A quick thank-you note likely will be remembered then, and that will make it easier to ask for another letter – perhaps years later when applying to graduate schools and an academic reference is needed. And because of your thoughtfulness, it will probably be an even stronger recommendation. Believe me, notes of appreciation from students are so rare that teachers remember them. Over the last few years I have had two students who not only did “A” work in a very challenging class but also volunteered in subsequent semesters to tutor and run review sessions for the the class. I appreciated their help so much that I practically asked them if I could write them letters of recommendation. Originally published in the Centre Daily Times, February 29, 2000. Not to be re-used in any form without permission of the author. Brad Thompson is an assistant professor in Penn State's College of Communications. He is on leave for the 2000-2001 academic year as a Fulbright Scholar at the American University in Bulgaria. He can be reached at bthompson@nws.aubg.bg or brad-thompson@psu.edu. Published in The Mentor on September 1, 2000, by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |