How To Get A Great Letter Of Recommendation For College

College Recommendation Letters

Recommendations are the only personal yet third-party perspectives colleges get on a candidate

They function as an independent validation of what the student has said about himself or herself; they can also help shed light on the student’s circumstances, both personal (family problems, for example) and general (how challenging the school generally is; what opportunities were unavailable).

Note: the UCs don’t require any recommendations, with the exception of specific campuses or majors. Because of this, California students are particularly unclear about the real purpose of recommendations, and should attend to the following information very carefully.

3 Types of Recommendation Letters for College

There are three types of recommendations: teacher, counselor and supplementary recommendations.

Each has a different role to play.

Most colleges require two teacher recommendations and one counselor recommendation. The supplementary recommendation is optional, and each school has its own policy for handling such letters. It’s pretty common knowledge among college counselors that the typical recommendation letter has very little influence on the fate of an applicant. Why?

Because most letters are so identical they’re interchangeable. In fact, NYU’s guidelines for teachers writing recommendations states:

“[Recommendations] are letters of support…An overly general letter can indicate a certain reserve. For that reason, if a [teacher] feels like they don’t know enough to write a detailed account of that student, or if they have reservations, it is better to decline the student’s request, and have them search out a more suitable recommender.”

On the other hand, recommendations stand to provide a more robust understanding of an applicant than can be provided by the application itself. Alisha Couch, Director of Admissions Operation and Transfer Recruitment at Ohio Wesleyan University says,

“If it’s done right, [a recommendation] brings the student to life…So much of a college application is just data, and a letter of recommendation can help paint a picture of who a student really is.”

Teachers: Letter of Recommendation for College

A thoughtful recommendation letter from a writer who obviously really knows an applicant can make a difference.

While such a letter won’t get an unqualified student into a particular school, it can help distinguish one qualified applicant from a pile of similarly qualified applicants.

What can a student do to maximize his or her chances of securing such a meaningful recommendation?

Here are four general suggestions: 
  1. Students should get to know their teachers.
  2. Students must plan ahead and be considerate to their recommenders.
  3. Students should provide teachers with the information they need to write personal letters.
  4. Students should waive the right to read their letters of recommendations.

Get to know teachers

One big problem that children from immigrant families particularly have is that they tend to be more quiet and passive in class and don’t seek to establish relationships with adults.

Now if a student gets an A in AP® U.S. History but doesn’t participate in class discussions, his or her teacher will probably write a good but generic recommendation about the student’s academic achievement.

Although the letter may contain many genuine compliments about the student’s academic ability, this letter won’t add any information to the student’s profile, because the fact that this student was an able student who worked hard and did well in class would already be evident from the grade he or she received.

By comparison, the student with a B+ in AP U.S. History who, though not the smartest kid in the class, participated actively, went out of his way to help other students and asked thought-provoking questions of the teacher would be more likely to score a memorable recommendation.

The first student might receive a recommendation letter that says, “Sarah is an excellent student who performs well on all of her tests and essays. She is responsible about turning in her homework on time and is generally a high-achieving individual.”

The second student might receive a recommendation letter that says, “Noah was the spark that ignited classroom discussions, the student who read the whole book when only a chapter was assigned. His infectious enthusiasm for history motivated everyone around him to think a bit harder or re-think things once again.”

It’s obvious which recommendation would make a difference! The only way a student can get a recommendation like Noah’s is by opening up and participating in class.

Plan ahead and be considerate

It is preferable for students to get recommendations from teachers of core academic subjects—math, for example, rather than photography.

In addition, students should try to get recommendations from junior-year teachers: they’re able to provide a more recent evaluation of student performance than sophomore-year teachers, but they also had a whole year to see the student in action, unlike senior-year teachers.

This means that rising juniors should start thinking about which instructors might be candidate letter-writers and seek to develop relationships with these teachers right from the beginning of the school year.

Rising seniors should download application materials as soon as they are available and get the recommendation forms to teachers in a timely and organized fashion. The little details really do matter.

Students must remember that they are asking already busy instructors, who are most likely writing dozens of letters, to do them a favor.

They must be sure to give teachers plenty of time to write the letter. They must also make sure their material is organized and neat: all sections that students fill out must be properly attended to and all forms should be accompanied by stamped and addressed envelopes.

These little details can make a big difference to the teacher’s perception of a student—and can subliminally affect how the teacher feels about the student! Finally, don’t forget to send instructors a thank-you card when the process is over.

 

Provide information that the recommender can use to add concrete details and a personal touch

Teachers have many, many students. It can be difficult for a teacher to remember specific things about specific students, and it is perfectly appropriate for students to help teachers out with little reminders.

Students might provide teachers with a copy of an essay that had received particularly outstanding comments, or with updates about extracurricular activities that have been motivated and informed by their classroom studies. These details can help a teacher write a more powerful and personal recommendation.

For example, here is an excerpt from one high school teacher’s letter from MIT Admissions that really made an impact. Notice the specific details the teacher was able to recall:

“David’s abiding interest, however, is computer science. He has developed a series of ‘strands’ for use in providing computerized drill and review in the basic skills and techniques of algebra and arithmetic and has recently adapted these to other subjects. David’s work in this area has been so original and significant that he has published a paper on it and delivered several lectures to professionals in other parts of the country. This is a phenomenal accomplishment for anyone, especially a young man in rural Arkansas. It is also worth noting that both last year and this year David taught computer programming to a tenth-grade class of mine for two weeks. He took over completely, preparing lectures, assignments, and tests with great care and thought. His lectures were clear and well organized, and it was obvious that he had expended a great deal of effort to make the course the success that it was.

David’s personal qualities are as impressive as his intellectual accomplishments. An extremely kind, sensitive and sensible boy, he has had a difficult family situation for a few years now. He provides emotional support to his mother through her battle with cancer without allowing the situation to undermine his own stability and accomplishments. He has exhausted all that we have to offer him in this small community, and the maturity that he has demonstrated leads me to believe him capable of entering college a year early, as he now plans to do. I sincerely hope that you will be able to offer him a place in MIT’s freshman class.”

MIT Admissions offers their own praise for this informative letter:

“This recommendation is filled with comments from someone who clearly knows this student well. We get a clear sense for not only David’s intellectual capacities, but also emotional maturity. His genuine love for computer programming comes through in this teacher’s description. We also realize that he is pushing academic boundaries in his community and making opportunities for himself – a trait that is especially important for a candidate seeking college admissions…”

A word of warning: students must be sure to give teachers only select and relevant supplementary information. Teachers definitely do not appreciate being flooded with superfluous papers—this is extra work for them, after all!

Waive the right to read recommendation letters

Students have the option to waive their right to read recommendation letters. They must make this decision before handing the recommendation forms to recommenders.

College admissions officers tend to give much less credit to letters that have been read by the applicant. Knowing a student might read the letter may very well impact the recommender’s willingness to write in a completely candid fashion. Students who waive their right to read their recommendations demonstrate confidence in their relationship with the recommender.

In the ideal case, students should have no reason to doubt whether they will get solid recommendations. And most teachers will refuse to write a recommendation rather than write a poor one. However, when in doubt, a student can initiate a frank conversation and ask whether a teacher feels informed enough to write a strong recommendation.

Counselor: Letter of Recommendation for College

I said before that a recommendation is a personal but third-party perspective on a student that can provide independent validation of what the student says elsewhere on the application. To expand on this, I should point out that each recommendation type illuminates a different aspect of the student.

Teacher recommendations attest to a student’s ability in a particular subject area and his or her way of interacting intellectually with peers.

School counselors, by contrast, see students in a broader context. In other words, a teacher will compare a student with other members of his or her class and will focus on the student’s academic performance and character.

A guidance counselor will compare a student with other members of his or her grade and factor in extracurricular activities and leadership roles as well as academic abilities.

However, the value of a counselor recommendation does not end with the bigger picture counselors provide.

Guidance counselor, Lori Jacobson, had a huge impact

Here’s a true story to think about.

Lori Jacobson was a guidance counselor for many years at a highly-respected public school in southern California. During her twenty-year tenure, she saw handfuls of her students get into the most selective universities across the nation – year after year. Harvard University, for example, normally admitted one or two students from Ms. Jacobson’s school every year. Harvard eventually initiated contact with Ms. Jacobson. The university had received applications from four very strong candidates in Ms. Jacobson’s high school. Admissions officers had already decided to admit one, but they wanted Ms. Jacobson’s help in choosing which of the three remaining candidates would get the second spot.

There are two things to take away from this story.

First, students should not underestimate the amount of influence their guidance counselors have with colleges! Good guidance counselors can function as advocates for their student, initiating contact with college admissions offices and providing admissions committees with important information on behalf of their students.

Second, let’s consider why Harvard University enlisted Ms. Jacobson’s help. It was because she could provide additional insight not found anywhere else, including in the applications themselves.

What kind of information could a guidance counselor provide that a student can’t?

Counselors can powerfully present personal information

I already mentioned that guidance counselors can give crucial contextual information. They can tell a college how hard the AP® Physics teacher really is and how many high-achieving students are too afraid to take the course. They can remind a college that their school Speech and Debate team is nationally-ranked and that captaining the team is a real honor.

There is another kind of information—information of a rather more personal kind—that is best heard from guidance counselors rather than from students themselves.

One of the most important functions of a counselor recommendation is to detail any adversities and personal issues that might have affected a student’s academic performance.

Coming from a counselor, this kind of information amounts to an explanation of a weak term, for example, or a year of complete non-participation in extracurricular activities.

Coming from the student directly, however, the same information inevitably sounds like an excuse, even if it’s true.

Diane’s counselor helped contextualize her academic performance in light of her adversity

Several years ago, I worked with a student who was suffering from a rare eye disorder that required her to undergo multiple surgeries and skip school for a month.

Now of course, the student was able to detail parts of her experience in her personal statement. But it was the counselor recommendation that really lent credibility to her application.

The counselor was able to contextualize Diane’s academic performance (straight As, 1470 SAT® score) in light of her adversity.

Diane’s counselor could say what Diane couldn’t: that her grades were all the more impressive because of the circumstances under which she achieved them.

Ultimately, Diane, whose disability made her passionate about becoming a doctor, was admitted into a school with one of the top three medical programs in the nation: Washington University in St. Louis.

The case of Diane also points to something else a guidance counselor can do better than the student: brag. I already stressed that students shouldn’t think of their essays as highlight reels. Rather, students should aim for modesty—and leave it to the cold hard numbers and the recommendations of others to do the rest.

Counselor recommendations are powerful tool – use them!

The counselor recommendation is an invaluable and often neglected tool in the college admissions process.

Although students need to be demure about their achievements and stoical about their hardships, counselors have no such constraints. In fact, their job is to boast about their students or to explain in full detail what hardships students have endured and overcome. This means that it’s critical for students to make a concerted effort to get to know their guidance counselors and keep them updated on their various activities. Students shouldn’t just assume that counselors know what they’re up to or what they’re dealing with.

One guidance counselor at a Bay Area private school had no idea that her student was a nationally recognized cellist since the student never told her!

Although many students might doubt the effectiveness of their counselor’s recommendation, especially if coming from a large school, Laura Lavergne, Communications Director at UT Austin’s Office of Admissions, disagrees. 

“At UT Austin, we use a holistic review process. As a result, meaningful information that comes to us through any submitted items – including recommendations – [has] the potential to make a difference when we are reviewing applications.”

Students should make it a point to check in periodically with their guidance counselors. The more a counselor knows of a student’s life, the more comprehensive a recommendation the counselor will be able to write.

Supplementary: Letter of Recommendation for College

The supplementary recommendation is an optional part of the application, and each school has its own policy for handling these letters.

Here are a few guidelines to help a student decide whether or not to submit a supplementary letter of recommendation:

  1. First, students must not be fooled into thinking that more is better or that more can’t hurt. Students absolutely should not submit additional letters that say the same old thing and don’t contribute anything to their profile. There is no quicker way to irritate a busy admissions officer than to send a whole bunch of unnecessary and repetitive information. (In fact, admissions officers have a saying: “the thicker the file, the thicker the applicant.”)
  2. Second, students shouldn’t solicit recommendations from people who don’t really know them. Students often try to get letters from school alumni, congressmen, celebrities, etc. However, a recommendation is only as valuable as the letter writer is knowledgeable! A student who gets a letter from a local congresswoman who knows nothing about the student will get a generic form letter.

Be open-minded about who you ask a supplementary letter of recommendation

Related to the last point: students shouldn’t be narrow-minded in their idea of what makes a good recommender.

Diversity is an additional key consideration for students requesting multiple letters of recommendation. When students gather recommendations from…others who know them in different capacities, they paint a fuller picture for admissions officers,”

says Cassie Poncelow, a school counselor at Poudre High School in Fort Collins, Colorado. Some of the best recommendation letters are written not by members of government or presidents of companies, but by people who really know a student in a different and revealing context.

One Cornell admissions officer still remembers a recommendation he read several years ago. As he recalled it in an article for the New York Times, the recommendation had been written on behalf of

“a young man from a comfortably middle-class family who had [been hired] as a manual laborer…. To the surprise of his boss, ‘the kid’ worked without complaint through stifling heat when several of the more experienced crew groused, took long lunches and asked to leave early.”

The admissions officer noted that he had seen “few letters address motivation more effectively” than this letter from a roofer. Unsurprisingly, the student was admitted.

Don’t underestimate the importance of a great letter of recommendation for college

To summarize, students shouldn’t underestimate the importance of the recommendation letter.

Although even an outstanding letter cannot compensate for other weaknesses in the application, it can make a material difference: it can explain why one student with a seemingly rock-solid application was rejected while another with near-identical numbers and activities was accepted.

Students should be realistic, however. The vast majority of letters end up being generically complementary and therefore inconsequential.

The best letters come from people with an intimate knowledge of the student. So instead of pinning hopes on chasing down big-name letter-writers or well-connected alumni, students should work on nurturing strong relationships with teachers who inspire them, guidance counselors who “get” them, and anyone else—bosses, internship coordinators, etc.—with whom they have meaningful contact.

Related Posts

Ace Your College Interview: Essential Tips And Techniques

Ace Your College Interview: Essential Tips And Techniques

Greetings, future college students! Today at FLEX College Prep, we’re focusing on a crucial aspect of your college application process: the college interview. While the thought of an interview might seem daunting, it’s actually a fantastic opportunity for you to shine and make a personal connection with your potential future college. Let’s explore some key tips and strategies to help you ace your college interview.

READ MORE
Education
  • Stanford University – MA in International Comparative Education
  • Vanderbilt University – BS in Human and Organizational Development (Education Track); BA in German Studies
Areas of Specialization
  • International students
  • Students seeking admission to highly selective school
  • Chinese immigrant families
  • Social Science majors

Tracy L.

Senior Associate Admissions Consultant

Tracy comes to FLEX with several years of experience as a college admissions consultant and career coach. She attended Vanderbilt, where she double-majored in Human and Organizational Development and German Studies. She then pursued her Master’s in International Comparative Education at Stanford. This combination of roles and achievements equips Tracy with a broad perspective on education and career readiness, enabling her to offer comprehensive guidance to students navigating the complex process of college admissions. 

 

Tracy’s recent experience as an education consultant at UNESCO provides her with an understanding of global education trends. Her deep knowledge of the college admissions process and skill in tailoring strategic applications for students’ unique profiles are enhanced by her research into parenting strategies. Tracy is well-equipped to provide parents with advice on effective communication with their children and parenting styles that best support their academic and personal development.

 

In addition to her professional expertise, Tracy is fluent in English, Chinese, and German. Having grown up in Shanghai, she is also familiar with the Chinese education system, which allows her to provide tailored advice to Chinese immigrant families who have recently arrived in the U.S.

How to Build a Personalized College List

College Admission Trends:

Soft-Skills Have Replaced the SAT In College Admissions

Common Application Common Mistakes

How to Answer UC Personal Insight Questions

Recent Changes to College Admissions

FLEX 2023 Open Houses

Back-to-School Support For Your 6th-12th Grade Student

Featuring presentations by FLEX’s world-class Academic Instructors and Admissions Consultants.

ATTEND the seminar “2023-24: The Impact of Technology on School & College Planning.”

  1. The SAT is going completely digital. How will this impact your student?
  2. What is the role of ChatGPT and other AI in college admissions?
  3. Which classes and extracurriculars should my 6th-12th grader be taking?
  4. Why is personality the new emphasis in college applications?

INDULGE in refreshments, giveaways, games, and more while touring your local FLEX Center.

ENJOY a sneak peek of FLEX’s programs including Impacter Pathway.

MEET the FLEX team who will share tips on back-to-school success.

WIN amazing prizes, worth thousands off our programs, in our raffle drawing.

For more information email [email protected] or call your local center.

How to Write Effective UC Admissions Essays

Does Having Perfect Academics Get You Into The UCs?

A Special Webinar Event

Class of 2023 College Admissions Trends:

Analyzing Surprising Results

Middle Schoolers:

Maximize Your Summer

Why Admissions Officers Look for Personality in Essays

UCLA & Brown Admissions Officers Share Insights

Why A+ Students Don't Get 5s On AP Exams

How AP exams have changed, how colleges use scores, and how FLEX can help

The New "Perfect Profile"

For Getting Into The UCs

ACE Preview Workshop:

College Essay Topic - Common App Personal Statement

UCLA vs USC

Webinars for 6th - 9th Grade Students

Personality Testing: The Newest Trend in Post-Pandemic College Admission

Webinars for 6th - 9th Grade Students

Prepare for Success in High School, College & Beyond

ACE Preview Workshop

Education
  • B.A. Biology and Asian Studies – Bowdoin College
  • M.A. Biological Sciences – CSUEB
Subjects
  • SAT Math
  • ACT Math and Science
  • AP Biology
  • AP Chemistry
  • AP Physics
  • AP Calculus

Akimitsu Makino

Master Instructor

Aki graduated from Bowdoin College with a B.A. in Biology and Asian Studies.  Upon graduation, he gained experience in ophthalmic clinical research, where he was fortunate to co-author publications and co-invent a patent.  While working in the clinic, Aki pursued a master’s degree in the biological sciences at CSU East Bay, where he completed a biotechnology certificate and was one of the few students to be granted a visiting scholar position at UCSF as part of his master’s research for one year.

Aki’s passion for helping students overcome challenges in math and science is demonstrated in his extensive tutoring experience.  From supplementing a student’s school curriculum to designing a customized course; for nearly a decade, he has helped students realize their goals.  In his free time, Aki enjoys learning new subjects and topics, all of which he utilizes when teaching students.

ACE Preview Essay Workshop

Why My Major?

Extracurricular Activities: Summer Planning

School may be in session now, but summer is a great opportunity for students to gain valuable experiences outside the classroom, and planning ahead is important. In recent years, research internships have become an important part of the college admission process, and your student can start building an impressive research resume as early as 9th grade.

A student’s extracurricular profile has become a significant factor in college admissions, speaking volumes to a student’s intellectual curiosity, personal excellence, and character. So how do you go about building one? Should a student display a wide variety of interests or deep interest in a single field? Do colleges care about the quantity over quality of activities? How can you distinguish yourself from other applicants? This is the time to showcase to colleges your passions and accomplishments outside of the classroom.

Join FLEX as we discuss what an extracurricular activities profile is, the relevance of extracurricular and summer activities, and how to build them seamlessly into a robust and cohesive application profile!

Changes & Trends: 

Analyzing Early Results for the Class of 2024

Sarah-Kim
Education
  • B.A. Psychology & B.A. Criminal Justice – University of Maryland
  • M.A. Legal and Forensic Psychology – UC of Irvine
Subjects
  • SAT English
  • ACT English
  • English
  • AP Psychology

Sarah Kim

Associate Instructor

Sarah Kim graduated from the University of Maryland in College Park with a B.A. in Psychology and a B.A. in Criminal Justice/Criminology. She currently studies at the University of California, Irvine pursuing a Master’s in Legal and Forensic Psychology. There, her research focuses on rapport and support building in interviews with adolescent victims of sex trafficking. She takes her research focus on rapport building to reach students individually in a gentle but focused manner. When not working or doing school work, she loves to read, dance, and spend time with her dog.

Sarah has been tutoring for 7 years with experience in K-12 general English as well as SAT/ACT Test Preparation. She specializes in the reading writing components of standardized tests. Her extensive background in tutoring has allowed her to be considerate of all students’ needs–whether that be young children learning how to read or high schoolers wanting to succeed on their SAT. Sarah believes that each student should be met where they are and strongly believes that every student can succeed.

Education
  • B.S. Economics – Arizona State University
  • M.A. Educational Leadership and Administration – UC Davis
  • Master of Education – Arizona State University
  • Ph.D. Sociocultural Studies and Educational Policy – Arizona State University
Subjects
  • English
  • Spanish
  • AP Spanish

Carmina Mendoza

Master Instructor

Dr. Carmina Mendoza is an education scholar with 25 years of experience in the public education sector. Her research and teaching have focused on Spanish instruction at different levels–elementary, secondary, and higher education.  Dr. Mendoza has decades of experience, both as a teacher and as a researcher of Spanish immersion programs in Arizona and California. 

Dr. Mendoza is also an active adjunct professor at Santa Clara University, teaching courses at the Masters of Arts in Teaching and Credential program. In this program, Dr. Mendoza has taught graduate level courses in Spanish to students who want to add a Spanish/English bilingual authorization to their teaching credential. 

Dr. Mendoza is also a published author. She is the author of the book Transnational Messages: Experiences of Chinese and Mexican Immigrants in American Schools.  She has also written chapters in edited volumes and articles in peer-reviewed academic journals, including the High School Journal and Multilingual Educator (publication of the California Association for Bilingual Education).

Education
  • B.A. Social Sciences, Emphasis Sociology – New York University
Subjects
  • ACT English and Reading
  • AP English Language and Composition
  • AP European History
  • AP Psychology
  • AP US History
  • SAT Verbal

Sara Delgado

Associate Instructor

Sara has a Bachelor of Arts in Social Sciences with an emphasis on sociology from New York University, and an Associates of Art in Sociology from Fullerton College. Sara’s past experiences as an educator and tutor range from Elementary to College age students. She provided peer-led supplemental instruction during her time at Fullerton College; during this supplemental instruction, she assisted students with understanding concepts and assignments in English courses taught at the school. She currently works as a long-term substitute teacher for local high schools. Sara’s main motivation to pursue a career as an educator is to support students and provide them with a fun and conducive learning experience that will set them up for future success.

Education
  • B.S. Computer Game Science – UC Irvine
Subjects
  • AP Computer Science A
  • Computer Science: C/C++
  • Computer Science: Java
  • Computer Science: Python
  • Math, Lower Level (Alg2 and Below)
  • Pathways – STEM Coding

Theodore (Teo) Lee

Associate Instructor

Theodore (Teo) Lee graduated from the University of California-Irvine with a B.S. in Computer Game Science. He has been tutoring computer science for the last 5 years, helping those new to the field understand and develop their computer science skills. In addition to tutoring, Teo is President of the local Association for Computing Machinery. He has led many team projects developing software, and he has won numerous prizes in the many competitions he has attended.

When teaching students, Teo likes to implement practical examples and explain concepts using visual models and diagrams. In the field of Computer Science more specifically, it is especially important to understand how things work “under the hood,” so Teo strives to equip his students with multiple ways of thinking about a problem, thereby developing their own style in navigating the various technical routes toward achieving a solution.

Education
  • B.S. Business Administration in Marketing and Finance – UC Berkeley
  • M.S Education – CSU East Bay
  • Multiple Subject Teaching Credential – CSU East Bay
  • Single Subject Teaching Credential English, History Social Science, Science – CSU East Bay
Subjects
  • AP Macro and Micro
  • ACT English Reading Science
  • SAT Verbal
  • AP Gov
  • APUSH
  • AP Lit and Lang
  • AP Environmental Science

Rick Denny

Master Instructor

Rick attended San Francisco’s Lowell High, qualifying as a National Merit Finalist. After graduating from UC Berkeley’s Haas School of Business, Denny spent 15 years marketing and managing tech startups that were acquired by Amazon, Microsoft, Time Warner, and others for hundreds of millions of dollars.

Seeking to make a meaningful difference in students’ lives, Rick earned an MS in Education, and seven California teaching credentials including single subject English, history and social science, and science. Since 2007, Denny has taught and tutored diverse learners in English through AP Language and AP Literature; social science through AP Macroeconomics, AP Microeconomics, and AP US History; and science through AP Environmental Science. Rick has also mentored students in individual college-level research projects.

Since 2013, Denny has helped students excel on standardized tests, especially the SAT and ACT.  Rick particularly enjoys individual tutoring because he likes getting to know his students and their interests, customizing instruction to meet their needs, and contributing to their growth and success. His tutoring superpowers are listening, analysis, patience, and humor.

Education
  • B.A. English, Philosophy – University of Hartford
  • Ph.D. English – UC Irvine
Subjects
  • AP English Language & Composition
  • AP English Literature & Composition
  • AP Psychology
  • FRMC – Humanities

Michael Mahoney

Master Instructor

Dr. Michael Mahoney holds a PhD in English from the University of California-Irvine, where he has extensive experience teaching university courses in College Writing, English, Philosophy, Film, and History. Michael is widely recognized for his ability to engage students. He has received multiple campus-wide awards in recognition of his excellence as an instructor. In addition to his teaching, Michael’s research has also been recognized for its innovative approach to interdisciplinarity. His doctoral work has received support from endowments in fields as diverse as literary criticism, medical humanities, and science and technology studies.

Michael believes strongly in a student-centered approach to teaching, one that emphasizes active engagement with core concepts in order to achieve specific learning outcomes. His goal is to equip students with the skills to think critically, meaningfully, and independently about texts, ultimately helping them gain a sense of mastery and command over their use of language. Drawing on nearly a decade of experience teaching college writing in various disciplines, Michael also aims to help students reach their full potential in developing compelling and insightful essays.

Elijah
Education
  • B.S. Mathematics – Harvey Mudd College
Subjects
  • AP Calculus
  • College Math
  • SAT Math
  • Math (lower and upper level)

Elisha Dayag

Associate Instructor

Elisha Dayag is a PhD student in Mathematics at UC Irvine. He received his BS in Mathematics at Harvey Mudd College. For the past five years, he has taught and tutored a wide range of students and topics: everything from 6th graders to college students doing calculus and beyond.

As a tutor, Elisha feels that math instruction should be tailored to a student’s specific needs and help soothe any anxieties they may have regarding mathematics. He further believes that anyone can be proficient in and, more importantly, find joy in doing mathematics given enough practice and the right guidance.

Education
  • B.A. English, Minor in European Studies – UCLA
  • M.A. English – CSU Long Beach
Subjects
  • ACT English and Reading
  • AP English Language & Composition
  • AP English Literature & Composition
  • AP European History
  • AP US History
  • AP World History
  • Pathways – English & Writing
  • SAT Verbal

Chelsea Gibbons

Associate Instructor

Chelsea Gibbons holds a B.A. in English with a minor in European studies from UCLA and an M.A. in English from Cal State Long Beach, where she specialized in 18th century British literature. While pursuing her Master’s, Chelsea worked as a managing editor for the school’s academic journal and taught as a graduate assistant for numerous literature and history classes. Outside of the university setting, Chelsea has instructed high school students across the humanities, and specifically in the test prep environment: her teaching background includes AP English Language, AP English Literature, AP European History, AP US History, AP World History, college application essays, and standardized test prep (ACT, ISEE, PSAT, SAT).

Chelsea views the classroom as a democratic space. Her students are active participants in their own learning, guided as they are through thoughtful discussions and assignments. She strongly believes that the development of critical thinking and the promotion of a global perspective makes humanities classes crucial to every student’s education, no matter what their major or academic focus.

Education
  • M.S. Physics – New York University
  • M.S. Applied Mathematics – CalPoly University, Pomona
  • M.S. Physical Chemistry – CalPoly University, Pomona
  • B.S. Physics – CalPoly University, Pomona
Subjects
  • AP Calculus AB/BC
  • AP Chemistry
  • AP Physics 1
  • AP Physics 2
  • AP Physics C: Electricity & Magnetism
  • AP Physics C: Mechanics
  • Chemistry
  • Computer Science: Python
  • Math, Upper Level (Trig and Up)
  • Pathways – STEM Coding

Andres Cardenas

Principal Instructor

Andrés Cárdenas is an accomplished scientist and STEM teacher. He holds multiple Master’s degrees: one in Computational Physics from NYU, another in Applied Math from CalPoly, and one in Physical Chemistry, also from CalPoly.

After working as a researcher at Los Alamos National Laboratory, Andrés spent 8 years teaching AP Physics at New York City high schools. His passion for science, in part, explains his love for teaching: his classroom enthusiasm is immediately visible,  something his students find contagious. Andrés believes that a robust STEM education starts with a student’s sense of wonder and a desire to discover; and his curriculum work reflects an emphasis on connecting concepts with theory organically—be it in mathematics, physics, chemistry, or computer science.

How to Build Your Extracurricular Activities Profile

For Stand-Out College Applications

Pre-Med and BS/MD Programs -
What It Takes to Get In:

Is There a Doctor in the House?

What Sophomores & Juniors Should Be Doing Right Now to Prepare for College

Senior year may seem like it’s far away, but if you start your college application planning now, you will reduce stress and reap the rewards of a seamless and quality college journey.

In this seminar, we will share how a little foresight in specific areas will help you achieve your college goals. Topics covered include:

  • Choosing Classes Strategically
    • Did you know that public schools and private schools calculate their GPA differently? Learn how to select classes that will optimize admission to your target college. We’ll also talk about the importance of taking Honors/AP® courses, as well as college level credits in high school.
  • Building Your Extracurricular Activities
    • What you do outside of class both in school and off campus is an important part of your college application journey. We’ll provide strategies on how to not only best keep track of your extra-curricular activities now but also give you insights on which activities can enhance your college application.
  • Preparing for Standardized Tests
    • Students should actively plan and prep for standardized tests well before their senior year. We’ll share how you can best approach your PSAT®/SAT®/ACT® and what you should start doing now to maximize your success on the target test date.

Attend this in-person seminar to learn what Sophomores and Juniors MUST know about college applications and how you can get a winning start!

Changes & Trends:

Early Results For The Class Of 2023

Maikel-Masoud
Education
  • BSC. Mechanical Engineer – University of Alexandria
  • A.S. Mechanical Engineering – Diablo College
  • B.S. Mechanical Engineering – UC Berkeley
Subjects
  • AP Physics
  • Math (lower and upper level)
  • SAT Math
  • ACT Math and Science
  • AP Calculus

Maikel Masoud

Associate Instructor

Michael holds a Bachelor Degree in Mechanical Engineering from UC Berkeley and another from Alexandria University in Egypt. And he is currently pursuing a Master’s in Robotics at the University of Maryland.

Michael is passionate about education. He believes that he can help make every student love Mathematics and Physics – even those who have had a hard time coping with the nuances and complexities of these fields. Michael has taught widely throughout the Bay Area. He has been an instructor and STEM tutor at Diablo Valley College, as well as working in that capacity with students in private schools in San Francisco and in Berkeley. Having served in the US Army as a Combat Medic Specialist, Michael is experienced in aiding individuals when they are under extreme stress and in need of a calming, motivating presence. Michael is generous and kind, and particularly enjoys connecting to different cultures and people of all backgrounds.

Flex College Prep
Education
  • PhD Sociology – University of Southern California

Alfredo Huante

College Essay Instructor

Alfredo Huante holds a Ph.D. in Sociology from the University of Southern California. He has taught several undergraduate courses, introducing students to or advancing their understanding of the social world. Alfredo has published works in academic journals and
websites and has ample editing experience. Alfredo excels at helping students translate their experiences into engaging, written essays by adjusting to each student’s specific needs.

Flex College Prep
Education
  • B.A. English – Stanford University

Cristina Herrera Mezgravis

College Essay Instructor

Cristina graduated from Stanford University with Distinction and awards both in fiction and nonfiction for exceptional work in Creative Writing. Her application essays were published in 50 Successful Stanford Application Essays and 50 Successful University of California Application Essays.

She taught English to elementary school students while studying abroad in Paris, ran a creative writing program for high school students during her senior year at Stanford, and currently volunteers as an ESL tutor with the Palo Alto Adult School. Cristina worked for two years at an Andreessen Horowitz-backed startup, prototyping a new mobile app for teachers and students, and curating unpublished books, stories, and deleted scenes by New York Times bestselling authors.

Her experience in admissions consulting began by helping friends and family highlight the passions that set them apart as individuals and select the colleges that were a right fit for them. Students she advised were admitted to Stanford University, USC, and UC Berkeley, among others.

sara-fernandes
Education
  • B.A. English – Santa Clara University
  • Masters of Library and Information Science – San Jose State University

Sara Fernandes

Assistant Director of College Essay

Sara attended UC Berkeley and transferred to Santa Clara University after deciding she wanted the opportunity to work with faculty on research. While at Santa Clara University, she helped Professor Judy Dunbar research and edit her book The Winter’s Tale: Shakespeare In Performance . Sara then went on to obtain her Master’s Degree in Library and Information Science at San Jose State University and graduated in the top 1% of her class.

She has used her undergraduate and graduate education to pursue her passion of teaching research and writing to students. Sara has over five years of experience teaching and coaching, over two of which are with FLEX College Prep. At FLEX, Sara has successfully taught classes in SAT Verbal, ACT Verbal, middle school writing and English classes, college essay, and AP English Language and Composition.

She is committed to staying current with trends in test prep and college admissions as well as setting realistic goals for each student so that he or she can achieve success.

NicholasD
Education
  • B.A. US History and Philosophy – UC Davis
  • M.A History – San Francisco State University

Nicholas Dawes

College Essay Instructor

Nick Dawes earned his BA in US History with a philosophy minor from the University of California, Davis, and an MA in History with a concentration in cross-cultural contact from San Francisco State University. While Nick was growing up, many in his family were teachers and school administrators across the South Bay, including Fremont Union High School District, so he is intimately familiar with the academic landscape of the Bay Area.

While in graduate school, he lectured in undergraduate courses, acted as an associate editor of an academic journal, and published his own original work. After graduation, Nick worked in standardized test prep, AP subject tutoring, and he most recently taught at a Bay Area private school for five years. He believes that students learn and work best when they have a productive relationship with their instructor.

In his essay coaching, he works to help students dig deeper into who they are as individuals and what motivates them in order to find the compelling, unique stories in each student. Nick has worked with students on their college admissions essays for the last 9 years, helping students gain admission to top UCs and other prestigious top 20 public and private institutions across the country.

Flex College Prep
Education
  • Doctoral study in Human Development and
  • Psychology – Harvard University
  • M.A. Applied Child Development – Tufts University
  • B.A. Anthropology – Boston University

Martha Crowe

Master Consultant & Instructor

Martha Crowe has worked with, for, and on behalf of youth for three decades, as a social worker, child advocate, nonprofit director, consultant, and for the past eight years, as a professor, researcher, and medical writer at SDSU. Helping people tell their stories has been at the heart of each phase of her career. Martha loves getting to know young people — to hear about what they care about, what they are good at, and what their dreams are for their futures. And magic can happen when they trust her enough to help them tell their stories in an authentic and compelling way that both honors who they are and convinces admissions counselors to accept them.

 

Martha believes in taking a personalized approach with each student, tailoring her time with them based on their individual writing skills and learning needs. Her approach is always based on genuine care and concern combined with concrete action items and deadlines. For the past four years, Martha has helped students get into a variety of colleges, as well as honors programs within those colleges, from tiny to huge, rural to urban, California to the East Coast: UC Berkeley, UCLA, UCSD, UC Davis, Northeastern, UMass Amherst, University of Michigan, Syracuse, Macalester, Santa Clara University, Pepperdine, University of San Diego, Loyola Marymount, Cal Lutheran, Cal Arts, Claremont McKenna Colleges, University of Minnesota, University of Illinois-Urbana Champagne, among others.

 

Martha grew up in Kansas City and joyfully left for Boston after high school, attending Boston University, Tufts, and Harvard for undergraduate and graduate school. She moved to SoCal in 2004 to spend time with her brother after graduation, and like so many others, forgot to leave. Most importantly, she’s a mom to three kids, who are, at the time of this writing, 18, 16, and 12, and an auntie to 58 nieces and nephews (true story) and too many great nieces and nephews to count. In her spare time, Martha volunteers with High Tech High, Miracle League, and Meals on Wheels, is an avid reader, and loves hanging out with her kids.

Flex College Prep
Education
  • B.S. Mathematics – UCSD
  • M.S. Psychology – King’s College London (In Progress)

Helena Chen

College Essay Instructor

Helena is a Masters student in Psychology with extensive experience in the education sector, where she has worked as a teacher, consultant and student advocate. She started tutoring students in high school and supported herself in college as an SAT instructor. With a mathematics background but still very much interested in pedagogy and mentorship, Helena decided to leverage her analytical mindset and ability to problem-solve by continuing to work in college admissions consulting–advising high school students and their families on the complex college admissions process. Through this work, she continued her passion for teaching others how to write and hone their narrative voice, which brought her to FLEX as a college essay instructor.

Flex College Prep
Education
  • B.A. English/Creative Writing; Minor: Music Industry and Cinematic Arts – University of Southern California

Gabriel Block

College Essay Instructor

Gabriel graduated magna cum laude from the University of Southern California with a BA in English/Creative Writing. He honed his writing skills through writing-intensive programs at USC and the University of Melbourne in Australia. After graduating, he spent four years in the music industry working for Sony Music Publishing, where he engaged in daily writing assignments and excelled at working with others and building trusting relationships. Gabriel has years of teaching experience; he brings a warm energy and first hand expertise in writing successful college essays. In the classroom, Gabriel values trust and joy. With a genuine interest in others, he builds trust through keen listening and clear and open communication, and asks for the same, in return. By having fun with the material and leading with positive reinforcement, he brings his best to the classroom and gets the best from his students. Most importantly, Gabriel believes in pursuing what you love. He can’t wait to learn what makes you who you are and to help you convey your authentic self to your dream school.

Northern California Info Banks September 17th

An Inside Look at Flex College Admissions
jaimie
Education
  • UC Irvine – MA in Art History
  • UC Irvine – BA in Art History with a minor in English
Language(s)
  • English (native proficiency)
  • Korean (conversational)

Jaimie Joo

Associate Consultant & College Essay Instructor

Since her days as an undergraduate, Jaimie has had an insider’s perspective of the college admissions process at the University of California system. She has worked as a Campus Representative in the Office of Undergraduate Admissions and as an Academic Advisor in the School of Humanities at UC Irvine, where she gained invaluable insight into the admissions and counseling process. Because of these experiences, Jaimie understands the importance of fit when selecting and applying to colleges. Additionally, she has been able to work with a diverse group of students, including international students and first-generation students.

With all of her students, Jaimie strives to help them gain entrance to a college or university that will not only set them up for career success, but will also help them find joy in learning. She hopes she can help her students feel empowered in their own skills and abilities.

Jaimie is also a FLEX College Essay Specialist, which allows her to bring out her students’ most authentic and compelling selves. She has a proven track record in producing high-quality storytelling with her students and finds that writing is a necessary strength for any major.

In terms of admissions, Jaimie has worked with students who have been granted admission to John Hopkins, UC San Diego, and UC Irvine.

During her free time, Jaimie volunteers for an Asian American art collective. She enjoys reading, writing, and talking about pop culture.

dickson
Education
  • B.A. Computer Science and Linguistics at UC Berkeley
Subjects
  • AP Computer Science A
  • Computer Science: Java
  • Computer Science: Python
  • Math, Lower Level (Alg2 and Below)
  • Math, Upper Level (Trig and Up)

Dickson Tsai

Master Instructor

Dickson Tsai graduated from UC Berkeley with a B.A. in Computer Science and Linguistics, and he is currently a software engineer. While at Berkeley, he worked as a teaching assistant for numerous computer science courses. In addition to teaching undergraduates, he also tutored high school students online in AP Computer Science and on the SAT, reaching the Top 10 in “Super Helpful” ratings at a top online education service platform.

Dickson cares most about cultivating a growth mindset in students, since an internal desire to improve leads to a stronger, healthier motivation than any external reward. He emphasizes a mastery of fundamentals through highly interactive activities like drawing program visualizations for AP Computer Science. 

Through this and other activities, Dickson works to accurately assess his students’ understanding and provide timely, actionable feedback. That way, students can gain the confidence to reason on their own from first principles.

AshleyR
Education
  • B.A. Creative Writing – SFSU
Subjects
  • English Enrichment
  • College Essay

Ashley Rodriguez

Associate Instructor

Ashley attended San Francisco State University where she received her BA in Creative Writing with an emphasis in Poetry. As an avid writer, Ashley developed an interest in poetry at a very young age, after immersing herself in the collections of Edgar Allen Poe and William Shakespeare. Throughout her college experience, Ashley participated in numerous workshops where she was able to sharpen her skills in playwriting, poetry, short stories, novels, and essays. She worked as an Editor for Transfer Magazine, SF State’s literary publication, where she read and edited hundreds of submissions and selected the best pieces to be published. After college, Ashley worked as an Editor for an appraisal firm, interned as a writer for a travel magazine, and became the lead writer for a video game startup, here in the Silicon Valley.

Her passion for writing developed into a drive to educate youth on the English language. From Creative Writing to grammar and vocabulary, Ashley enjoys helping students hone their writing skills and prepare them for college. For over 5 years with FLEX, she has tutored students in essay writing for college and graduate school applications, with a focus on Architecture, History, Interior Design, Art, STEM, Social Sciences, and more! Ashley is a taskmaster who ensures her students complete coherent, authentic, and strategic essays well before application deadlines.

MattL
Education
  • B.S. Mathematics – Stanford University
  • M.S. Mathematics – San Jose State University
  • Ph.D. Mathematics – UC Santa Barbara
Subjects
  • SAT I & II Math
  • ACT Math
  • AP Calculus AB and BC
  • Computer Science (Java, C++, & Python)

Matt Lazar

Principal Instructor

Matt Lazar specializes in mathematics, including Algebra I, Geometry, Algebra II, Precalculus, AP Calculus AB, AP Calculus BC, Multivariable Calculus, Linear Algebra, and Discrete Mathematics. He is also familiar with higher level mathematics including abstract algebra, complex analysis, real analysis, differential geometry, differential topology, and point set topology. In addition, he has experience in editing math textbooks. Matt Lazar is capable of teaching introductory computer science languages, including the languages of C++, Java, and Python. Within the area of computer science, Dr. Lazar specializes in two dimensional and three-dimensional computer graphics.

At FLEX College Prep, Dr. Lazar would like to transfer his skills in mathematics and computer science to his students, so that his students can become successful in their education and their careers. Matt’s exceptional teaching ability is also shown in his AP track record, where the average AP Calc BC score of his students is 4.9, with 90% of his students earning 5s. His passion for math has enabled students across the ability spectrum to achieve their Calculus learning goals.