Prior To Writing The Letter

Prior to agreeing to compose a reference letter, it may be helpful to:

• Establish honestly and directly whether or not you are able to write a positive letter on behalf of the student. If limited knowledge of the student’s talents or a negative impression would prevent you from providing a positive letter, you should discuss the issues with the student at the onset. This clarification may encourage the student to pursue other sources or initiate a conversation that may address your concerns. Once you have established that the student still desires a letter from you, you must maintain the integrity of the process by personally writing the letter rather than simply signing a student-composed letter. However, requesting ideas from the student with regard to areas of focus is acceptable and often helpful.
• Ask the student for a resume, personal statement, transcript, even a picture (as a visual aid to jog your memory) or whatever additional materials may assist you in crafting your letter. If possible, a meeting between you and the student should be arranged to discuss specific academic and career goals.
• To comply with the Buckley Amendment, obtain the student’s written permission before serving as a reference. The Career Center’s Reference Letter Service forms include a complete disclosure statement that students sign, i.e., the appropriate Evaluation Form. However, when providing a verbal reference, having the student’s written permission may be especially critical.
• Consider the advantages of co-signing a letter. Faculty members and graduate student instructors are often inundated with requests for reference letters. In turn, students may debate whether to pursue the “status” of a faculty letter in lieu of more personalized comments by a GSI. Co-signed letters serve the student’s needs while providing a creative solution to pressing workloads. You should refrain from asking students to compose their own letters submitted under your signature.