How to capture high-impact references

Regardless of whether your career path after college takes you into the workforce or graduate school, you are going to need evidence from your faculty who can vouch for your character, skill and work ethic for future employers or supervisors to take a chance on you. Getting the right high-impact references can be as elusive and frustrating as trying to capture a golden snitch. However, the rewards of doing it right are probably as exhilarating as winning Hogwart’s house cup. The purpose of this article is to help secure the most favorable referees for whatever path you choose.

Whom should you ask?

Frankly, professors dread getting asked to serve as references for students who have performed in a lackluster manner. We use a few simple strategies to entertain whether we can, in good conscience, vouch for your character and abilities. These include:

• Good grades. If you got anything less than a B in my course, don’t ask me.
• Strong classroom comportment. Did you engage in my course? Did you ask questions or make contributions to class discussions? Did you nod off or use class time to catch up on Facebook?
• Solid work ethic. Did you self-regulate in a way that reflects a commitment to doing your best? Did you arrive to class on time? Did you turn your projects in by deadline? If something prevented either, did you let me know about the problem?

If you meet those criteria, then by all means, move forward with asking your prospect to serve as your recommender.

When should I ask?

Professors tend to get inundated with reference requests. Don’t ask in a drive by interaction after class. Make an appointment with your prospect and explain that you will need about ten minutes of the professor’s time to talk about the possibility of serving as a reference or writing a letter of recommendation.

How should you ask?

Explain what you need and why you have selected the prospect as someone who can provide a good description. If feasible, explain the scope of work that will be required. For example, are you asking for a generic letter to be filed with Career Services on your campus or something more extensive, such as letters to 20 graduate school programs? Do you want the professor to be on standby for calls that may come from prospective employers?

What information/materials should you provide?

• A personal statement, description of long-term goals and/or resume/curriculum vita. Provide the document that best portrays what path you are trying to pursue.
• A comprehensive list of the kind of assistance you will need with any deadlines to be met. Many reference processes now require recommenders to file their observations electronically. Most professors like to knock out all their written references in one sitting. Try not to dribble in additional requests after your big ask.
• A list of the phone calls the professor might receive from people in the workforce who may be interested in you for a future opportunity. Later in the process, if it is clear that the professor is likely to receive a phone call from a prospective employer, a short, informative email will prepare the professor effectively to present your best case to the interviewing agent.
• Any specific information about the context to which you will be applying that will help write a stronger letter. For example, you may be drawn to the casual work climate at Google or you want to work in someone’s lab at a specific graduate school. Provide a list of what appeals to you about the choices you have made.
• A list of the classes you took with the professor. List the semester, the grade earned and any projects you completed that might help jog the professor’s memory and make your work stand out in a favorable way.
• A summary of research, volunteer or extracurricular experience that can provide a backdrop for discussing teamwork and leadership skills or other relevant accomplishments.
• An unofficial copy of your transcript.
• If your process entails GRE considerations, report your scores along with any explanation you might have for scores that are disappointing. The damage from a poor GRE score can often be mitigated by a reference who can speak with authority regarding whether the performance was atypical and potentially diminish its influence in the final decision.
• List the other individuals whom you hope will write letters for you so the professor knows how to emphasize aspects of your performance that might not be addressed by other known recommenders.
• Describe any relative weaknesses that you are currently trying to improve. Many employers and graduate selection committees ask specifically for deficits to be identified. Professors can tell a stronger story if they can describe any potential problem and along with what you are doing to rectify it.

How do I close the deal?

After you make your case, look the professor in the eye, if you can, and ask, "Are you able to provide a strong reference for me?" If the professor wavers at all, it may be an indication that the letter will not be of sufficient power to produce the outcome you want. If so, move on until you can see at least some glint of enthusiasm for the task.

Should I waive my rights to see the reference letter?

Graduate school applications, in particular, will ask if you waive your right to see what people have written about you. If you do the appropriate spade work on capturing your references (remember, looking your targets in the eye and assessing whether they can write a strong letter), then you should feel confident that anyone who agrees under those circumstances is likely going to write an optimal letter. Many professors make it a practice to provide you with a copy of what they have written, regardless of the status of your decision to waive. You can ask if they provide copies, but it is usually more appropriate to wait. Conversely, if you choose not to waive your right, then that decision becomes part of the information your potential recommender has; it may signal a lack of confidence in what the recommender will say. You want to avoid any actions that will weaken the confidence in the recommender regarding what kind of future track record you will produce.

Is the process finished?

No. It is your responsibility to follow-up with those requesting the information to determine if the needed data actually arrived. Busy professors can inadvertently make mistakes that can compromise your goal. If the promise has not been kept, a gentle reminder may be sufficient to get the job done. In addition, it is always a good idea at the conclusion of the process to close the loop by sharing the outcome of your efforts and to express appreciation for all the investment that transpired.

References

Dunn, D.S. , & Halonen, J.S. (2017). The psychology major’s companion: Everything you need to know to get you where you want to go. New York: Worth Publishers.

About the author

Jane S. Halonen, PhD Jane S. Halonen, PhD, is professor of psychology at the University of West Florida. Her research agenda has focused on critical thinking, assessment, and faculty and program development. Her most recent emphases have been on helping good departments become great ones. She has been involved over the course of her career with helping the American Psychological Association develop guidelines or standards of academic performance from high school through graduate education, including chairing the APA Task Force on Psychology Major Competencies, which developed the "Guidelines for the Undergraduate Psychology Major: Version 2.0" (2013). She served as co-chair of the APA Committee on Associate and Baccalaureate Education from 2015-2016. She was named the 2013 winner of the American Psychological Foundation’s Award for Distinguished Applications in Education and Training. She served as the chief reader for the Psychology Advanced Placement Reading from 2004-2009.