To the STEM Scholar Applicant

Character Recommendation

To the STEM Scholar Applicant

Please print your full name below and give this form to a person familiar with your background and who is willing to submit a letter of recommendation on your behalf.

Applicant’s Name (Please Print): ______

In accordance with the Family Education Rights and Privacy Act of 1974, you may waive your right to inspect this recommendation by signing the statement below. Should you decide not to waive the right, you will have access if you are admitted and subsequently enroll in the above program.

I hereby [do / do not ]waive my right of access to this recommendation letter: ______

(circle one)Applicant’s SignatureDate

To the Recommender

We would appreciate your opinion of the person named above, who is an applicant for the STEM Scholar Program at the University of Wisconsin – Platteville. We ask that you complete this form only after the applicant has completed the section above.

Recommender’s Contact Information:

Signature: ______Date:______

Name (Please Print): ______Title: ______

Institution: ______Email: ______

Address: ______Phone: ______

How long have you known the applicant?______

In what capacity? ______

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Any questions you have regarding this recommendation form or the STEM Scholar’s Program may be directed to:

Irfan Ul-Haq

Department of Mathematics

The University of Wisconsin – Platteville

1 University Plaza

Platteville, Wisconsin 53818

Phone:608-342-1938

Email:

You may return the completed form to the applicant in a sealed and signed envelope or you may send the form to:

Sarah Blevins

Department of Financial Aid

The University of Wisconsin – Platteville

1 University Plaza

Platteville, Wisconsin 53818

Phone:608-342-1836

Email:

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For each of the following eight traits, please select the box that best matches the applicant. An applicant need not match every statement in a category for you to decide to rate them at a certain level. The statements are merely listed as examples; use your best judgment to decide how to rate the applicant.

The traits listed are based on research related to academic success in college. While the information provided will be used in selection decisions, a low rating for a trait does not necessarily hurt an applicant’s chance at the scholarship. When rating the applicant, a careful evaluation of strengths and weaknesses is in the long run more beneficial than routine praise.

While not required, we encourage you to attach a separate statement to elaborate on any of the ratings you gave the applicant or offer comments you feel are important.

Please rate the applicant’s Self Concept

In assessing the applicant’s self-concept, please consider the full range of the applicant’s life (as you have knowledge of it). Evidence of accomplishing difficult goals may be academic or may be from other aspects of the applicant’s life, even very non-traditional pathways.

□The applicant has a high positive self-concept: the applicant has shown evidence of being able to set and accomplish difficult goals; the applicant is optimistic about his/her ability to succeed at tasks; the applicant often undertakes difficult challenges; the applicant is unconcerned about how they rate with regard to other students; the applicant knows how they will achieve his/her life goals.

□The applicant demonstrates some traits listed immediately above and below

□The applicant has somewhat positive self-concept: the applicant has shown evidence of being able to accomplish limited (not excessively difficult) goals; the applicant does not express vocal concerns that other students are better than his/her self, but seems overly concerned with how he/she rates compared with others; the applicant is selective about the challenges he/she undertakes.

□The applicant demonstrates some traits listed immediately above and below

□The applicant has a negative self-concept: the applicant tends to have low expectations regarding grades or other aspects in which his/her performance may be rated; the applicant is easily dissuaded from goals; the applicant avoids challenges; the applicant expresses concerns that other students are better than he/she is.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Ability for Self-Appraisal

□The applicant has realistic self-appraisal: the applicant is highly aware of his/her strengths and weaknesses; the applicant has demonstrated an ability to overcome his/her weaknesses (this may be a personal weakness such as shyness or from some other field such as but not limited to athletic or academic ability); the applicant is aware of how the experiences (personal or school-related) of his/her life have resulted in personal growth

□The applicant demonstrates some traits listed immediately above and below

□The applicant has marginally realistic self-appraisal: the applicant knows some of his/her weaknesses, but does not fully know how to overcome them; the applicant is aware of his/her strengths, but tends to somewhat under- or over-estimate them.

□The applicant demonstrates some traits listed immediately above and below

□The applicant has limited self-appraisal: the applicant is unsure of his/her own abilities; the applicant overreacts to positive and negative critiques (failing to see the larger context); the applicant is unaware of how well he/she is doing at a task (such as a course) until the end result (such as a final grade); the applicant does not understand how his/her actions lead to an end result.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Ability to Manage Biases

This trait regards the applicant’s ability to assess the cultural and racial demands of institutions and react in assertive ways towards overcoming biases against themselves. This rating is primarily aimed at racial, gender, or gender identity biases, but might equally well apply to first-generations applicants, applicants transitioning from small, rural communities to college in a larger city, returning veterans, or the disabled to name a few examples.

□The applicant can successfully handle bias against his/herself:the applicant has successfully overcome obstacles that were a result of biases in a positive way; the applicant is committed to changing biased systems; the applicant confronts bias in an analytical way, understanding the larger context of institutionalized and historical inequities and seeking transformation of underlying practices rather than focusing on individual personalities within a system.

□The applicant demonstrates some traits listed immediately above and below

□The applicant has mixed ability in coping with bias: the applicant is aware of bias within systems, and is passionate about overcoming bias, but does not always choose constructive ways in overcoming biases; the applicant has some awareness of biases that impact his/her life but often focuses on smaller aspects rather than the larger picture.

□The applicant demonstrates some traits listed immediately above and below

□The applicant does not manage bias well: the applicant does not recognize that racism or other biases exist; the applicant blames others for his/her problems; the applicant is unaware of how bias impacts their success; the applicant is overly cynical about overcoming bias; the applicant reacts to bias by disengaging.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Preference for Long Term Goals

□The applicant shows a strong capability for setting and accomplishing long-term goals:the applicant has demonstrated persistence, patience, long-term planning, and delayed gratification to accomplish some long-term goal; the applicant plans for his/her long-term future; the applicant has a clear vision of his/her long-term future; the applicant is aware of intermediate and realistic steps necessary to achieve his/her long-term goals; the applicant has participated in extra-curricular activities related to his/her long-term goals.

□The applicant demonstrates some traits listed immediately above and below

□The applicant shows some ability for accomplishing long-term goals: the applicant has self-discipline, the ability to delay gratification, and the patience necessary to accomplish long-term goals, but has no clear vision or only a vague idea of their long-term desires; the applicant struggles to establish appropriate intermediate and realistic steps to achieving long-term goals.

□The applicant demonstrates some traits listed immediately above and below

□The applicant has trouble setting or accomplishing long-term goals: the applicant focuses too much attention on short-term results; the applicant does not demonstrate a coherent plans to approach major tasks (school, work, or other activities); the applicant’s stated goals are vague or unrealistic; the applicant does not show clear direction in life.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Availability of Strong Support Persons

□The applicant seeks out and develops strong support groups:the applicant has an appropriate support person that he/she turns to for advice, encouragement, and assistance; the applicant is willing to admit when he/she needs help and turns to others for advice and support; the applicant realizes and appreciates the importance of people who can support him/her in overcoming obstacles or obtaining advice; the applicant has the ability to make connections to elders or professionals and not merely people close to their peer group.

□The applicant demonstrates some traits listed immediately above and below

□The applicant accomplishes a mixed support network: the applicant seeks out support persons, but does not know how to identify appropriate people; the applicant seeks help from others sometimes, but not necessarily all the times that he/she should.

□The applicant demonstrates some traits listed immediately above and below

□The applicant does not seek out strong support persons: the applicant avoids looking or is unaware of how to look for help from other people; the applicant keeps problems to his/herself; the applicant is unaware of the importance of a strong support person.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Leadership Experience

□The applicant demonstrates strong leadership abilities:the applicant has demonstrated an ability to organize and influence others whether at school, at work, community involvement, or through some unaffiliated group of peers; the applicant has demonstrated evidence of acting as a role-model to siblings, community members, or schoolmates; the applicant is comfortable offering advice and direction to others; the applicant has demonstrated a commitment to being a role model or support person for others; the applicant has demonstrated a sustained commitment to an organization with increasing involvement, skill development, and responsibilities over time.

□The applicant demonstrates some traits listed immediately above and below

□The applicant demonstrates mixed leadership abilities: the applicant posses skills associated with leadership (organization, assertiveness, and time-management) but has not demonstrated a passion or sustained commitment to any organization; the applicant is viewed as a role-model by others, but does not recognize themselves that way; the applicant has a mixed record of leadership and passive following.

□The applicant demonstrates some traits listed immediately above and below

□The applicant does not demonstrate characteristics of leadership: the applicant seeks the leadership of others; the applicant is passive and/or lacks initiative; the applicant lacks confidence and/or leadership skills; the applicant avoids controversy; the applicant is overly cautious.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Community Involvement

□The applicant demonstrates strong leadership abilities:the applicant has a strong sense of what he/she considers as his/her community; the applicant has demonstrated a sustained commitment to a service site or issue; the applicant has demonstrated a specific long-term relationship with a community; the applicant has accomplished specific community goals; the applicant has linked community service to his/her professional or career goals.

□The applicant demonstrates some traits listed immediately above and below

□The applicant demonstrates mixed community involvement: the applicant’s sense of community is strong but broad – he/she has a strong sense of activism and demonstrated community service, but not a specific community or group that he/she can identify with; the applicant participates in many community service activities, but without a consistent plan or link to his/her professional or career goals.

□The applicant demonstrates some traits listed immediately above and below

□The applicant does not demonstrate community involvement: the applicant has no link to a cultural, racial, or geographic community; the applicant does not have any sense of what he/she considers as his/her community; the applicant’s community involvement is in name only; the individual prefers solitary rather than group activities.

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

Please rate the applicant’s Acquires Knowledge Related to a Field

A “field” may refer to any professional or non-professional area of development. What is important is a demonstrated use of opportunities provided to develop knowledge and ability in an intentional way. The field studied may be from any are; traditional academic and extracurricular pathways and non-traditional pathways should be equally considered.

□The applicant has demonstrated a strong ability to acquire knowledge in a field:the applicant has used opportunities available to acquire new knowledge in some field of study; the applicant has worked independently to acquire knowledge, expressing an internal drive towards self-improvement; the applicant can use his/her knowledge to teach others about the field studied; the applicant utilizes multiple, possibly non-traditional avenues to acquire knowledge (work, club participation, self-selected assignment topics from school, etc.); the applicant actively seeks out new ways to acquire knowledge related to a field.

□The applicant demonstrates some traits listed immediately above and below

□The applicant demonstrates some ability to acquire knowledge in a field: the applicant has shown willingness to use extracurricular means or independent study to acquire knowledge related to a field but maybe not with a high frequency; the applicant has shown the ability to acquire knowledge in non-traditional ways; the applicant has taken advantage of opportunities for advancing their knowledge, but perhaps not along a systematic, intentional path

□The applicant demonstrates some traits listed immediately above and below

□The applicant does not demonstrate a strong ability to acquire knowledge in a field: the applicant does not demonstrate evidence of learning from community or non-academic activities; the applicant is highly traditional in his/her approach to learning; the applicant is unaware of or uninterested in opportunities to develop knowledge in a field; the applicant shows a keen lack of curiosity

□I have no information regarding the applicant’s strength in this area or do not wish to respond to this question

If you would like to elaborate on any of your responses, provide additional information or add your personal statement in support of the candidate then please use the following space or attacha type-written, signed statement.

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