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. What Employers Want: Top 20 Qualities, Skills, and Abilities
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

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 interact personally 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. Possible Characteristics To Describe in Letters of Recommendation
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

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. Strategies to Secure Strong Letters of Recommendation
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.

21. More information psych.boisestate.edu/EricLandrum.htm