NCA Career Guide 2014-16

CAREER GUIDE Northwestern Career Advancement

For undergraduate and graduate students

2014–16 a

NORTHWESTERN CAREER ADVANCEMENT (NCA) Make good use of this guide, but don’t let it take the place of coming to see us.

Main Office: 620 Lincoln Street, Evanston campus Express Advising Center: Main Library, Core second floor Phone 847-491-3700 Email nca@northwestern.edu Web www.northwestern.edu/careers

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CONTENTS

Dear Northwestern student, The entire staff of the newly renamed Northwestern Career Advancement office is

2 Career planning

pleased to present you with the 2014–16 Career Guide. We hope that this guide will

5 Networking

give you the tools needed to successfully prepare

9 Résumés

for life after Northwestern. Wherever you are in your

22 Cover letters

career development, you’ll find information within these

26 Interviewing

pages that will help you learn more about yourself, set

32 Finding job/internship

career goals, construct résumés and cover letters,

opportunities

secure internship and full-time job opportunities, and, if desired, pursue graduate school admission.

While the guide covers a wide range of careerrelated topics, keep in mind that it represents only a fraction of our staff’s knowledge and expertise. It is intended to supplement in-person meetings. I strongly encourage you to meet with a career counselor or your school-based adviser as early as your first year to explore your interests and find a suitable career path.

There are a number of people and organizations I’d like to thank for making this career guide possible, including the corporate sponsors who generously provided financial support to create and print it: Accenture, ALDI, Sodexo, AQR Capital Management, Deloitte, Grosvenor Capital Management, PwC, Strategy&, Goldman Sachs, L. E. K. Consulting, and Visa. We value their partnership and appreciate the many opportunities they bring to our students every year. I’m also grateful for the countless hours guide editor-in-chief Christina Siders and her team, Maggie Heffernan and Rachel Taylor, devoted to selecting, writing, and editing the content. This resource would not exist without Christina’s leadership and the hard work of our entire staff.

Finally, University Relations deserves praise for bringing our content to life with a beautiful professional design.

I hope you’ll refer to this guide often, and I welcome you to visit our office and attend the many events and programs we host throughout the year. We are here to help you every step of the way as you advance your career.

Sincerely,

Mark Presnell NCA Executive Director

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01. CAREER PLANNING Career planning is a continuous process, a series of decisions you will make throughout your life. The four main stages of the Career Development Model shown in the diagram on this page—assess, explore, decide, and act, with time to reflect at each stage—are meant to be continuous throughout your career, not performed only once.

The four-year plan (next two pages) created by NCA organizes your career planning while in college by revisiting the four stages during each of your undergraduate years. It will help you to translate your academic and cocurricular experiences into professional

skills and opportunities. Make sure that you work with your NCA adviser to adapt the plan to your goals and needs. Not every item will apply to your unique situation.

Long-term career planning can be daunting, but if you devote time each year to your career development, your opportunities will be immense and your goals will be attainable.

Even though each person’s experience is unique, the following key points apply to everyone: Start early. Planning ahead opens up the widest range of opportunities and gives you time to change your mind along the way.

Reflect on your skills, values, interests, and strengths before making any decision.

Don’t be afraid to change your path. No career decision is irreversible.

CAREER DEVELOPMENT MODEL

³

ASSESS

EXPLORE

Analyze your interests, values, and skills to identify career fields, work environments, lifestyles, and job functions that you want to explore.

Research and investigate a range of career options that are of interest to you.

³ ACT

DECIDE

Obtain hands-on experience through internships, full-time and part-time positions, and campus or volunteer activities.

Evaluate your options and narrow your selections to the few that are the best matches for you.

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³

reflect

01. CAREER PLANNING

First year

Sophomore year

ASSESS

ASSESS

Identify how your interests, values, and skills align with career options by taking a career assessment, such as the Myers-Briggs Type Indicator or Strong Interest Inventory.

Meet with an NCA career counselor to clarify your career interests.

EXPLORE

Think about what you can offer to employers (strengths, skills, experiences) and begin to develop a career narrative and professional introduction.

Get involved in one or two student or service organizations to explore your interests.

EXPLORE

Take diverse coursework and talk with different academic departments to explore various majors, minors, and certificates.

Use LinkedIn and Our Northwestern to view profiles of alumni who studied your major or work in an industry of interest.

Research two or three potential careers and industries through WetFeet, Vault, and the Occupational Outlook Handbook.

Conduct one or two informational interviews each quarter with personal contacts, Northwestern alumni, or industry experts.

DECIDE Meet with your career adviser to create a career plan for your first and second years.

Narrow down summer opportunities (research, study abroad, internships, part-time jobs, volunteer work).

Increase your leadership experience in student organizations by chairing a committee, initiating a project, or running for office.

Explore options for summer jobs and internships with your NCA career adviser.

DECIDE ACT Convert your high school résumé into a professional document and upload it to CareerCat. Create a LinkedIn profile and build your network by requesting connections with personal and academic contacts.

Speak with people you know who have careers of interest.

Pursue summer opportunities with targeted résumés and cover letters.

Decide on summer opportunities to pursue.

Narrow down and decide on academic major(s), minor(s), and certificate program(s); meet with University Academic Advising if you are considering an interschool transfer.

ACT Update your résumé in CareerCat, incorporating first- and second-year experiences.

Update your LinkedIn profile and connect with new contacts.

Participate in career fairs to pursue internship opportunities.

Apply for summer experiential learning opportunities using targeted résumés and cover letters.

If considering graduate school, get to know two professors to increase your chances of getting strong letters of recommendation.

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01. CAREER PLANNING

Junior year

Senior year

ASSESS

ASSESS

Reflect on what you’ve learned from each internship, job, and student involvement experience.

Reflect on how your values and interests might determine your choice of a work setting.

Identify your skills and values by doing a Motivated Skills or Values Card Sort with an NCA career counselor.

If you don’t have a clear career focus yet, meet with an NCA career counselor to discuss your options.

EXPLORE

EXPLORE

Research employers of interest using WetFeet, Vault, Hoover’s, LinkedIn, and company websites.

Research employers of interest using WetFeet, Vault, Hoover’s, LinkedIn, and company websites.

Evaluate summer internship options with your NCA career adviser.

DECIDE

Expand your knowledge of job opportunities, examine work settings, and prepare for interviewing by networking at employer information sessions, coffee chats, career fairs, etc.

Select a summer opportunity that will provide relevant experience and skill development for your desired career.

DECIDE

Identify two or three industries to consider for full-time postgraduate employment and learn their recruiting timelines.

Select two or three industries to pursue for full-time employment and learn about and implement the best search techniques for them.

ACT

If you are interested in highly competitive graduate programs or fields, develop a postgraduation backup plan.

Continue to network with Northwestern alumni using the LinkedIn alumni tool.

Contact the Office of Fellowships for information about career-related fellowships.

Develop a polished professional introduction to engage employers and alumni during networking events.

Target employers and industries of interest at career fairs.

Practice your interviewing skills by participating in a mock interview with your career adviser.

Accept offers for full-time employment or graduate school.

ACT Tailor your résumé toward industries and employers you’re considering.

If applicable, begin preparation for graduate school by taking admissions tests in the fall and preparing your application.

Attend career fairs to make full-time employment connections with specific employers.

Apply for full-time positions as early as possible and tailor cover letters to each company and position.

Follow up with employer contacts from past career fairs, information sessions, and informational interviews.

Strengthen your interviewing skills by participating in a mock interview with your career adviser.

Identify references and request permission to use them in applications for employment or graduate programs.

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02. NETWORKING

Speaking with people in your field of interest to explore career options and gather information is known as networking. It is about initiating, developing, and maintaining professional connections and relationships.

As you engage in career exploration and professional development, networking will be a robust tool for compiling information and understanding how to market yourself to potential employers. It is the most effective way to meet leaders and keep abreast of major changes in a field.

Networking can take place in any environment—from a train ride to a professional conference—and may range from informal dialogues to structured exchanges. You may arrange networking meetings, the most common of which is an informational interview. Often the first step in building a professional network, informational interviewing provides an opportunity to have a qualitative exchange one-on-one with a contact.

Unlike in a traditional interview, you are responsible for directing the conversation and asking the questions.

These interviews are particularly useful when you have little awareness about a career field and limited work experience or are considering a career transition. The goal is to transition your informational interview contacts into job search advocates who might advance your application for a position or identify opportunities not posted online.

It is important to approach networking with the genuine intention of learning and connecting, not simply obtaining a position. Your networking contact should be a source of information that you cannot find elsewhere. Be prepared for each networking experience by researching the industry and the company, reviewing your experiences, and being able to articulate your career interests and skills. You’ll then approach each exchange with greater confidence, have more memorable dialogues, and leave a positive impression. Your questions should show genuine interest and solicit information that can facilitate a well-informed career decision. Inquire about your contact’s career story and experiences in the field and industry. Ask for advice about how to prepare for a career in the field, relevant courses to take, and activities that will make you more marketable, as well as for support for your internship and job searches.

Continued

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02. NETWORKING

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DEVELOPING QUESTIONS FOR AN INFORMATIONAL INTERVIEW

These questions will start you thinking, but you should tailor your questions to the specific person and industry.

Continued from previous page

Once you understand the value of networking for your career exploration and professional development, how do you start building and engaging a network?

STEP 1: IDENTIFY CONTACTS AND OPPORTUNITIES

What type of person usually succeeds in this field/organization?

Your list of contacts may include a broad range of people, both inside and outside your chosen field. Personal referrals are people in your current network, such as friends, family, neighbors, coworkers, and professors. You might expand this network by asking for names of people they know who are employed in relevant careers. Direct contacts are people you identify through professional organizations, employer-hosted events, and social networking websites.

Events such as conferences, workshops, panels, and information sessions also provide opportunities for networking. They happen throughout the year at a variety of venues, both on campus and off. You could find yourself surrounded by many people with similar career interests and get great insight from the person seated next to you. Make sure you follow the appropriate protocol for participation in an event and, if necessary, make travel arrangements. If payment is required, look for a discounted rate for students.

What do you see as the hot issues in this field?

STEP 2: INITIATE THE CONNECTION

What is your background? What was your career path?

What are the major responsibilities of your position?

If there is such a thing as an average week, what is it like for you?

What are the positive and negative aspects of working in this field?

What trends do you see affecting career opportunities?

How can I become a more competitive candidate for this industry?

What steps would you recommend I take to prepare to enter this field?

How are hiring decisions made?

What professional associations do you recommend I join?

Can you recommend anyone else for me to contact?

The way you initiate contact will depend on how well you know the person. A phone call may be appropriate for someone you speak with regularly, an email for contacts with whom you are less familiar. If you are approaching someone to whom you were referred, start by introducing yourself and saying how you were referred. Then say why you are reaching out and what you hope to learn, such as information about his or her position, career field, and career story. Be direct in requesting 20 to 30 minutes for an exchange. A face-to-face meeting at the employment site is ideal, but if that’s not possible, another location or the use of Skype or the telephone may be arranged.

Give your prospective contact two weeks to reply, and then send a followup email if you have not heard back. If your second attempt is unsuccessful, move on to other contacts who may be more receptive.

STEP 3: PREPARE FOR THE NETWORKING MEETING You need to be prepared to both ask engaging questions and respond to questions. Using the many resources available, research the person’s industry and its job categories. Research will result in more targeted questions and more detailed responses. If you are attending a networking event, conduct research on the presenters and their backgrounds.

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02. NETWORKING

SAMPLE PROFESSIONAL INTRODUCTIONS

Knowing what information or advice you are seeking is essential in maximizing your time with contacts. Develop a list of 10 to 15 relevant questions. The type of questions you ask may be perceived as an indicator of your preparation, professionalism, and industry knowledge.

It is important to be comfortable articulating your skills, values, and career interests. Consider how your experiences and activities have influenced your career interests and plan how you will communicate this. Prepare a professional introduction—a 30-second summary including your full name (if the person doesn’t already know you); year in school and major; relevant skills, strengths, and experience; and an engaging question so that you’ll be ready to present your experiences in networking situations. See two sample professional introductions at the right.

STEP 4: CONDUCT THE NETWORKING MEETING Regardless of the venue of your networking conversation, dress appropriately.

Arrive early for face-to-face encounters. Begin with your professional introduction. You want to make a positive impression and launch a conversation. With the goal of being genuine, consider the other person, the details that are relevant to share, and the value and purpose of your inquiry. A brief introduction sounds more genuine than a long one and allows the conversation to start sooner.

Let the dialogue progress naturally. Don’t feel compelled to ask every question on your list, and keep within the specified timeframe. At the end, express appreciation for your contact’s time and contribution to your learning and inquire about staying connected.

STEP 5: FOLLOW UP Within 48 hours send a personal thank-you note highlighting the value of the meeting and mentioning any suggestion or referral the contact provided that was helpful. Sending a thank-you note opens the door to further exchanges.

Because one exchange does not build a relationship, you need to consider ways to maintain the connection. A log with each contact name, date, outcome, and important notes is helpful. Aim to connect with contacts each quarter.

Consider mailing seasonal greeting cards, sending email messages, forwarding interesting industry news and journal articles, and inviting them to occasional coffee breaks.

“

Hello, my name is Monica Lee. I am a senior in communication studies at Northwestern. This past quarter, I interned at a sports analytics company, focusing on translating data into social media communications. I was excited to see you were attending the career fair and was hoping you could share more about how data intersect with communications, both internally and externally, at your firm.”

“Hello, my name is Walter Golden.

I will be earning a master’s degree in counseling psychology from Northwestern University this June.

A highlight of my program has been serving as a counselor to at-risk innercity students in group and individual settings. After listening to you on this panel, I was hoping you could share more details about what prepared you to be effective in your role as a residential therapist.

”

NORTHWESTERN’S

OPPORTUNITIES FOR NETWORKING

These are the most common organized venues that Northwestern provides for career-related networking:

Career fairs Employer information sessions Industry panels Conferences Employer site visits Guest speakers Externship programs Alumni events and resources

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02. NETWORKING

SOCIAL MEDIA AND JOB/INTERNSHIP SEARCHES

Whether it means building relationships with prospective employers and career mentors on LinkedIn, tweeting industry knowledge, or showcasing your work on a professional website, establishing a professional online presence is a crucial part of the job and internship search today. No matter where you are in your career development, you can forge a professional path for yourself on social media using one or more of these online services.

LINKEDIN

As the world’s largest professional network, LinkedIn helps you connect with experts in your field, build industry knowledge, and showcase your skills and experience.

Your LinkedIn checklist: Choose a professional profile photo.

Complete a Twitter profile by adding a professional photo, a 160-character bio introducing you and your career interests, and a link to your professional website or LinkedIn profile.

Follow others who can help your professional development, such as companies of interest and industry experts.

Search for career opportunities and relevant information using hashtags such as #intern, #career, and #tweetmyjobs.

Brand yourself as an expert by tweeting or retweeting industry news.

Share your work through photos, videos, and links to portfolios and blog posts.

Customize your public profile URL using your name or an abbreviated version of it. (Your username should be consistent across all social media channels, if possible.)

Keep all tweets professional and appropriate.

Revise your profile regularly, as you do your résumé.

Like or add companies of interest or industry experts on Facebook and Google+.

Join groups relevant to your industry of interest.

Follow company pages and locate Northwestern alumni.

Search for jobs or internships by industry, job function, or location.

Use proper etiquette. Don’t contact people you do not know without a connection or introduction.

TWITTER

A microblogging service, Twitter allows you to communicate short messages (tweets) of 140 characters or less, follow updates from companies and influencers, and build your own following.

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Your Twitter checklist:

BEYOND LINKEDIN AND TWITTER

Develop a blog using WordPress or Tumblr to respond to news of your industry.

If you’re in the arts, upload samples of your work on Flickr and Issuu or share videos you’ve created or a video résumé on YouTube.

Display work samples or your résumé on Pinterest, where you can also pin items that reflect your industry and career interests.

Follow Northwestern Career Advancement on Twitter, Facebook, LinkedIn, and other social media sites (a complete list is on the NCA website) to learn about career tips and news, program and event listings, job opportunities, and industry trends.

03. RÉSUMÉS An overview of your education, experiences, and skills, your résumé is used to market what you offer potential employers by demonstrating your strengths and skills and how you would apply them to deliver value and outcomes.

ACTION VERB + TASKS + RESULTS

Here’s an example of how a student described her work as a server at the Main Street Café: Awarded “Employee of the Month” recognition based on customer feedback and supervisory staff reviews.

Trained 15 new hires on restaurant policies, customer service skills, and problem-solving techniques.

Created and implemented a comprehensive marketing plan that resulted in a 30 percent increase in business from the Northwestern community.

Managed point-of-sale operations and addressed customer concerns and inquiries to ensure superior customer service.

Before writing a résumé, review job descriptions in your area of career interest to find out the skills sought. This will provide a frame of reference and help you align your skills with those employers want. In general, an undergraduate résumé should be kept to one page in length, though there may be exceptions in certain industries.

Often the most difficult part of developing a résumé is learning how to articulate your experiences to impress employers. Every experience, no matter how trivial it might seem to you, can develop skills that can transfer to other settings.

To identify and adequately describe your skills, make a list of each experience, whether a volunteer position, a full-time job, an internship, or a role in a student organization. Picture what you did on a typical day during a busy week, selecting three to five words from the power verbs list on the next page to convey the skills you employed that day.

For each verb, expand your statement by asking yourself who, what, when, why, and how. Whenever possible, quantify your impact on the customers, process, or organization. What difference did your work make? What were your accomplishments?

Continued

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03. RÉSUMÉS

Continued from previous page

Once you’ve given thought to identifying and describing what you can offer, you can organize your résumé using some of the categories below. You may choose to vary this typical sequence to suit your unique experiences. Many examples of effective résumés are shown on the following pages.

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Contact information contains your full name, permanent and/or school address, telephone number, and email address, usually in boldface, larger type. Include only one phone number and one email address. Do not include personal information such as Social Security number, physical traits, race, ethnicity, or citizenship.

The education section includes your institution’s name, location, degree type, anticipated graduation date, major(s), minor(s), and GPA. If you have more than one degree, place the highest or most recent degree first.

Listing relevant coursework and academic honors and awards is optional.

The experience section(s) aligns your experience with desired opportunities. It may include full-time, part-time, and summer employment; student teaching; internships; practicums; academic research; and volunteer work.

Choose headings for the various categories that best market your experiences. List experiences in reverse chronological order, providing the company/organization name and location and your position title and dates

employed. For each experience, include three to five bullet-point statements about how you applied your skills and affected a task or project.

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A leadership section is increasingly important to recruiters of undergraduates. Include organization name, positions you held with dates, projects, significant contributions, and skills and abilities demonstrated. This section is usually formatted similarly to the experience section, with bullet points.

The activities and community involvement section showcases your contribution to the on-campus and off-campus communities, usually organized in a list format. Include position(s) held, organization name, and dates for each experience.

Honors/awards can be a stand-alone section or included in their respective categories. For each, include the name of the honor/award and the date granted. A brief description is optional.

Skills is often the final category on a résumé, reiterating your qualifications or showcasing additional relevant skills. Language and computer proficiency and training certifications are among the skills typically listed.

Interests is an optional section. Many employers appreciate getting to know you a little better beyond your formal training and experiences. If you choose to list interests, be specific, authentic, and appropriate.

BUILDING BETTER BULLETS WITH POWER VERBS

Bullet points should be used in the experience and leadership sections of your résumé and any other section where you can demonstrate skills that can be transferred to a job. Each bulleted statement should start with a power verb. Be results oriented.

Ask yourself who, what, when, why, and how to describe—with quantification, if possible—the work performed, your contributions, and the outcomes. The following are power verbs, and your unique experiences may suggest others: accomplished achieved administered advised analyzed arranged assessed collaborated communicated

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completed conducted consulted contributed coordinated corresponded created designed determined

developed directed drafted encouraged enhanced established evaluated examined expanded

expedited facilitated formulated fostered generated guided handled identified illustrated implemented improved initiated inspected integrated invented investigated maintained managed

maximized motivated navigated negotiated operated organized oversaw performed planned prepared presented processed produced provided published recorded regulated repaired

reported represented researched resolved reviewed revised scheduled secured served specialized strengthened supervised supported taught trained validated verified wrote

03. RÉSUMÉS

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MADELINE WENDLE

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EDUCATION Northwestern University Evanston, IL; Expected June 2014 Bachelor of Arts in Economics and International Studies | Minor: Arabic Cumulative GPA: 3.73/4.00 | Dean’s List: 5 of 6 quarters Relevant Courses: Econometrics, International Finance, Human Rights & Foreign Policy

66 Emerson St | Evanston, IL 60201 m-wendle@northwestern.edu | (812) 555-7164

RELEVANT EXPERIENCE

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US State Department Critical Language Arabic Immersion Program, Participant Salalah, Oman; June - August 2013 • Studied Arabic through immersion and intensive coursework, including 4 hours of daily formal instruction • Mentored by Omani student at Dhofar University; practiced speaking for 1 hours a day • Introduced to local customs and religion; traveled throughout Oman • Received highest grade in class of 34 students Cook County Juvenile Courts Public Defenders Office, Legal Intern Chicago, IL; June – August 2012 • Researched topics pertaining to juvenile law to become better aware of relevant cases • Interviewed clients prior to trial and obtained valid information for cases • Docketed files and cross-referenced data to the proper cases for future reference • Created Excel spreadsheets to classify and report information to Public Defenders • Responded to client inquires, fielded calls, and maintained database of 350 contacts LEADERSHIP EXPERIENCE

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Pi Beta Phi Sorority, Vice President of Finance Northwestern University; 2011 – Present • Managed finances for 100+ person organization using Quickbooks software, both accounts payable and receivable • Served as the liaison between the chapter and House Corporation; oversee the House Manager • Researched and created $65,000 budget, including alternative means of funds investment • Reevaluated and revised budget, leading to a 20% reduction in dues, the largest in Chapter history Model Arab League, Member Northwestern University; 2011 – Present • Served as liaison between Northwestern University league and other regional universities to strengthen collaboration and ensure strategic goals alignment • Represented Saudi Arabia on Palestinian Affairs Council in regional conference in Oxford, Ohio in February 2011 to simulate Arab League debate and problem-solving

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ACTIVITIES Analytics Team Member, Institute for Student Business Education (ISBE) Sponsorship Committee, Dance Marathon Tutor, Northwestern University Athletic Department

January 2012 - Present September 2013 – May 2014 September 2012 - Present

HONORS

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• • • •

Gamma Sigma Alpha Honors Society: Greek life juniors and seniors with a GPA of 3.5 or higher Alpha Lambda Delta Honors Society: Freshman students with GPA of 3.5 or higher & in top 20% of class Pi Beta Phi Core Values Award: Integrity: Illinois Epsilon Chapter, voted by peers to epitomize integrity Published in The True Body Project anthology; City Beat newspaper; Queen City Forum magazine; and “Mic & Mia” website; featured in Cincinnati 20/20 Arts Festival and the Women Writing for Change radio show on WVXU (91.7)

LANGUAGE SKILLS Modern Standard Arabic: professional working proficiency Egyptian Arabic dialect: conversational Spanish: professional working proficiency INTERESTS: Waterskiing, Historical Fiction Novels, Jazz Performances

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03. RÉSUMÉS Frank Thompson ˆ”ƒÂ?Â?–Š‘Â?’•‘Â?ͺ̡Â?‘”–Š™‡•–‡”Â?Ǥ‡†— Č‹Í¸ÍˇÍśČŒ ͡͡͡nj͜;ʹͳ Campus Address: ͳͺ͚ͳ Š‹…ƒ‰‘ ˜‡Â?—‡ ˜ƒÂ?•–‘Â?ÇĄ ͸ͲʹͲͳ

Permanent Address: ͜ʹ͝͡ ‡•– ͺ–Š –”‡‡– ƒÂ?–‘Â?ÇĄ ͲʹͲʹͳ

EDUCATION Northwestern UniversityÇĄ ˜ƒÂ?•–‘Â?ÇĄ

ƒ…Š‡Ž‘” ‘ˆ ”–• ‹Â? PsychologyÇĄ Â?–‹…‹’ƒ–‡† —Â?‡ ʹͲͳ͸ ‹Â?‘” ‹Â? —•‹Â?॥ Â?•–‹–—–‹‘Â?• —Â?—Žƒ–‹˜‡ ÇŁ 3.77/4.00 Honors: Ž’Šƒ ƒÂ?„†ƒ ‡Ž–ƒ ƒ–‹‘Â?ƒŽ ‘Â?‘” ‘…‹‡–›ǥ ‡ƒÂ?ǯ• ‹•– Č‚ ͸ ‘ˆ Íť “—ƒ”–‡”• Relevant CourseworkÇŁ ƒ…”‘‡…‘Â?‘Â?‹…•ǥ —„Ž‹… ’‡ƒÂ?‹Â?‰ǥ ‘Â?’Ž‡š ”‰ƒÂ?‹œƒ–‹‘Â?•ǥ ”‰ƒÂ?‹œƒ–‹‘Â?ƒŽ ˆˆ‡…–‹˜‡Â?॥

LEADERSHIP EXPERIENCE

HIGH SCHOOL experiences may be included if they are relevant or convey unique skill sets. They usually are removed after the second year of college.

Northwestern University Office of Admissions, ˜ƒÂ?•–‘Â?ÇĄ ŽŽ‹Â?‘‹• Tour Guide, —Â?‡ ʹͲͳ;nj ”‡•‡Â?– x ‡’”‡•‡Â?– ‘”–Š™‡•–‡”Â? Â?‹˜‡”•‹–› –‘ ‰”‘—’• ‘ˆ ͳ͡Ϊ ’”‘•’‡…–‹˜‡ •–—†‡Â?–• ƒÂ?† ˆƒÂ?‹Ž‹‡•Ǥ x ††”‡•• ‹Â?“—‹”‹‡• ƒÂ?† …‘Â?…‡”Â?• ˆ”‘Â? ˆƒÂ?‹Ž‹‡• ƒÂ?† ’”‘•’‡…–‹˜‡ •–—†‡Â?–•Ǥ Wildcat Welcome, ˜ƒÂ?•–‘Â?ÇĄ ŽŽ‹Â?‘‹• Peer Advisor, ƒ”…Š ʹͲͳ;nj ‡’–‡Â?„‡” ʹͲͳ; x Â?–”‘†—…‡† Â?‡™ •–—†‡Â?–• –‘ ‘”–Š™‡•–‡”Â? Â?Â‹Â˜Â‡Â”Â•Â‹Â–Â›ÇĄ •‡”˜‹Â?‰ ĥ ‰—‹†‡ ƒÂ?† Â?‡Â?–‘”Ǥ x ŽƒÂ?Â?‡† ƒÂ?† …‘‘”†‹Â?ƒ–‡† Íś ”‡—Â?‹‘Â?• ƒÂ?† ͳʹ ‡˜‡Â?–• –Š”‘—‰Š‘—– –Š‡ ›‡ƒ” ‹Â?…Ž—†‹Â?‰ –”‹’• –‘ –Š‡ Š‹…ƒ‰‘ ›Â?’Š‘Â?› ”…Š‡•–”ƒ ƒÂ?† ƒŽ—Â?Â?‹ †‹Â?Â?‡”•Ǥ x ƒ…‹Ž‹–ƒ–‡† †‹ƒŽ‘‰—‡ ‹Â? ‰”‘—’• ‘ˆ ͳͲ ”‡‰ƒ”†‹Â?‰ …‘ŽŽ‡‰‡ ‡š’‡…–ƒ–‹‘Â?• ƒÂ?† –‹’• ˆ‘” •—……‡••ˆ—Ž –”ƒÂ?•‹–‹‘Â?•Ǥ North Canton High School Swim Team, ƒÂ?–‘Â?ÇĄ ƒ••ƒ…Š—•‡––• Captain, ÂƒÂŽÂŽČ€ ‹Â?–‡” ʹͲͳʹ x ‘‘”†‹Â?ƒ–‡† ƒÂ?† Ž‡† ’”ƒ…–‹…‡ ˆ‘” Í´Íś •™‹Â? –‡ƒÂ? Â?‡Â?„‡”•Ǥ x ƒ…‹Ž‹–ƒ–‡† ‰‘ƒŽ •‡––‹Â?‰ ƒ…–‹˜‹–‹‡• –‘ ‹Â?’”‘˜‡ •–”‘Â?‡ •Â?‹ŽŽ ƒÂ?† †‡…”‡ƒ•‡ •’‡‡† –‹Â?‡•Ǥ x ”‰ƒÂ?‹œ‡† ™‡‡Â?Ž› –‡ƒÂ? „”‡ƒÂ?ˆƒ•–• ƒÂ?† ͳ͡Ϊ ‡˜‡Â?–• –Š”‘—‰Š‘—– •‡ƒ•‘Â? –‘ ’”‘Â?‘–‡ –‡ƒÂ? •’‹”‹–Ǥ ORK EXPERIENCE FRANCESW HARPER

Bridgeview Day Camp, ‹Ž™ƒ—Â?‡‡ǥ ‹•…‘Â?•‹Â?

and Swim Instructor, —��‡” ʹͲͳͳȀʹͲͳʹ 1500 Chicago Avenue, Apartment 5C, Evanston, IL 60201Lifeguard (630) 555-7473 francisharper2017@northwestern.edu x

—’‡”˜‹•‡† Íş Ž‹ˆ‡‰—ƒ”†• –‘ ‡Â?•—”‡ –Š‡ •ƒˆ‡–› ƒÂ?† ‹Â?•–”—…–‹‘Â? ‘ˆ ƒ’’”‘š‹Â?ƒ–‡Ž› ʹͲͲ …Š‹Ž†”‡Â?Ǥ

EDUCATION

x ‡•‹‰Â?‡† ƒÂ?† ‹Â?’Ž‡Â?‡Â?–‡† •™‹Â?Â?‹Â?‰ ’”‘‰”ƒÂ? ˆ‘” …Š‹Ž†”‡Â? ™‹–Š †‡˜‡Ž‘’Â?‡Â?–ƒŽ †‹•ƒ„‹Ž‹–‹‡•Ǥ Northwestern University, Evanston, IL Bachelor of Music in Flute Performance, Bachelor of Arts in French; Expected June 2017 x ‘‘”†‹Â?ƒ–‡† •–ƒˆˆ –”ƒ‹Â?‹Â?‰ ’”‘‰”ƒÂ? –‘ ‡Â?•—”‡ Š‹‰Š Ž‡˜‡Ž ‘ˆ •™‹Â? ‹Â?•–”—…–‹‘Â? ˆ‘” •–—†‡Â?–•Ǥ Minor in Arts Administration GPA: 3.89/4.00 Paddington Family Restaurant, ‹Ž™ƒ—Â?‡‡ǥ ‹•…‘Â?•‹Â?

RELEVANT EXPERIENCE

Alumni Relations and Development, Northwestern University, Evanston, IL x ƒ‹Â?–ƒ‹Â?‡† •‡ƒ–‹Â?‰ ƒ””ƒÂ?‰‡Â?‡Â?– ‘ˆ ”‡•–ƒ—”ƒÂ?– –‘ ‡Â?•—”‡ Â?ƒš‹Â?—Â? •ƒ–‹•ˆƒ…–‹‘Â? ‘ˆ …—•–‘Â?‡”• ƒÂ?† •–ƒˆˆǤ Clerical Aide, Fall 2012-Present x ‡•’‘Â?†‡† –‘ …—•–‘Â?‡” “—‡•–‹‘Â?•ǥ Â?ƒÂ?ƒ‰‡† …—•–‘Â?‡” …‘Â?’Žƒ‹Â?–•ǥ ƒÂ?† …‘Â?•—Ž–‡† ™‹–Š Â?ƒÂ?ƒ‰‡Â?‡Â?–Ǥ • Enhance office productivity by completing donor mailings, data entry, and prospect research x extensive ‘Â?–”‹„—–‡† –‘ Â?ƒŒ‘” ‡˜‡Â?– ’ŽƒÂ?Â?‹Â?‰ǥ ‹Â?…Ž—†‹Â?‰ †‡˜‡Ž‘’‹Â?‰ ‡˜‡Â?– ’”‘Â?‘–‹‘Â?• ƒÂ?† •‘Ž‹…‹–‹Â?‰ ˜‘Ž—Â?–‡‡”•Ǥ • Edit 800 handwritten thank-you notes for quarterly Thank-a-Thon program and Thank-a-Donor Week • Generate reports and lists, uploadedA Contact Reports and Mass Updates to CATracks, analyzed data for CTIVITIES Parent and Family Giving and DirectParticipant, Mail teams ƒÂ?…‡ ƒ”ƒ–Š‘Â?ÇĄ ’”‹Â?‰ ʹͲͳ; • Organize CATracks IDs, student andVolunteer, parent names, and sports into a contact information spreadsheet —–Š‡”ƒÂ? ‡Â?‡”ƒŽ Â‘Â•Â’Â‹Â–ÂƒÂŽÇĄ ƒŽŽ ʹͲͲ͝nj ’”‹Â?‰ ʹͲͳʹ for Athletics programs SKILLS The Atlanta Opera, Atlanta, GA

Host, —��‡” ʹͲͳͲȀʹͲͳͳ

Computer: ”‘ˆ‹…‹‡Â?– ‹Â? ‹…”‘•‘ˆ– ‘”†ǥ š…‡Žǥ ƒÂ?† ‘™‡” ‘‹Â?– Arts Administration Intern, Summer 2014 Language: ”‘ˆ‹…‹‡Â?– ‹Â? ’ƒÂ?‹•Š • Drafted press releases for each of the Opera’s 3 mainstage performances for the 2014-2015 season • Utilized Tessitura to complete ticket exchanges and create call lists • Identify and research prospective group sales patrons, resulting in a 10% increase in group sales

Auditorium Theatre of Roosevelt University (ATRU), Chicago, IL Development Intern, Fall 2013 • Oversaw annual Devil’s Ball and Gala events for 500+ attendees each; created auction signs, proofread materials, wrote thank-you letters to 45 sponsors and donors, completed day-of event tasks • Researched membership programs at 15 similar venues and organizations • Developed new program proposal for ATRU and presented ideas to Board of Directors South Arts, Atlanta, GA Performing Arts Exchange Intern, Summer 2012 • Utilized event-planning skills to execute PAE conference of 800 attendees • Managed PAE division of YouTube Channel: uploaded videos and exhibitor updates • Effectively communicated with agents and contractors to answer questions and arrange for services SELECTED PERFORMANCES

Northwestern University Chamber Orchestra, Evanston, IL Fall 2012-Present Northwestern University Bienen School of Music Student Recital, Evanston, IL Spring 2013 and Spring 2014 Atlanta Flute Club Senior High School Honors Flute Choir, Atlanta, GA Winter 2010, Winter 2011, and Winter 2012

LEADERSHIP EXPERIENCE

Zeta Tau Alpha, Northwestern University, Evanston, IL Sisterhood Chair, Winter 2014-Present • Plan, coordinate, and execute bi-weekly events for 120 chapter members based upon member input and expressed need, increasing participation by 20% • Develop and implement new curriculum and ideas for big-little sister program to encourage development of new chapter members Bienen School of Music Student Advisory Board, Evanston, IL Member, Fall 2013-Present • Selected by Bienen School of Music faculty to represent 85 members of the Class of 2016 • Create community within the Bienen School of Music by promoting communication between students, faculty, and University administration • Collaborate with 11 students to initiate meaningful conversations among Bienen students regarding needs, expectations, and desired learning opportunities and present outcomes to faculty each quarter

SKILLS

12

Computer: Proficient in Microsoft Office, Constant Contact, Tessitura Language: Fluent in French

This DUAL-DEGREE student highlights selected performances, in addition to leadership experiences, to demonstrate unique experience in and passion for MUSIC.

03. RÉSUMÉS

TEJAN COUNT 29 Brookstone Way, Evanston, IL 60201 Ɣ 847.555.2929 Ɣ count@u.northwestern.edu EDUCATION Northwestern University: Weinberg College of Arts and Sciences, Evanston, IL Bachelor of Arts Degree, June 2015 Major: English Concentration: Literary Criticism and Theory Certification: Undergraduate Leadership Program GPA: 3.62/4.00 RELEVANT COURSES: Interpreting Culture, Language in the Text, History of the Literary Criticism, Contemporary Theory, Language and Culture, Modern Rhetorical Theory, Psycholinguistics, and Phenomenology ACADEMIC PROJECT Modern Rhetorical Theory: Effective Communication in Business Project Fall 2014 x Critically analyzed contemporary theory of management and its direct effects on 3 consulting firms x Interviewed 7 Business Analyst Managers to understand the flow of communication x Provided recommendations to improve communication practices, leading to a 32% increase in work productivity at 1 firm x Performed extensive research on each consulting firm’s mission, projects, and obstacles INTERNATIONAL EXPERIENCE

Study Abroad Participant, Universidad de Buenos Aires, Buenos Aires, Argentina x x x x

Analyzed local government and policies surrounding education and contrasted findings against U.S. policies Interacted with native residents, including Patagonian grasslands inhabitants: Gauchos Gained exposure to the endangered and extinct languages of Argentina Developed fluency in Spanish language during 2-month experience by living with a Spanish-speaking host family

Summer 2014

INTERNATIONAL EXPERIENCE, such as study abroad, presents an opportunity to acquire marketable skills for a variety of industries and positions.

LEADERSHIP EXPERIENCE Vice President, Minority Business Association, Evanston, IL Fall 2012-Present x Support President in operations of student-run group focused on minority students interested in business x Increase student membership by 70% during tenure as Marketing Advocate (Fall 2011-Spring 2012) x Foster healthy working relationships with student-run groups, administrators, faculty, and alumni x Facilitate bimonthly meetings to ensure efficiency and to create an equal learning forum for all members 0HHUD *DQHVK x Research and analyze current organizational plans and propose new mission-specific direction )RVWHU $YH 8QLW (YDQVWRQ ,/ Ć” Ć” PJ #X QRUWKZHVWHUQ HGX

Nominated Participant, Undergraduate Leadership Program, Evanston, IL ('8&$7,21 x x x x

Spring 2011 Acquired and improved leadership skills and experience through1RUWKZHVWHUQ 8QLYHUVLW\ (YDQVWRQ ,/ a 4-course certificate program

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ACTIVITIES Omega Psi Phi Fraternity, Inc. Winter 2012-Present Undergraduate Black Management Association

x

QUANTIFY your accomplishments and include the results of speciďŹ c projects, when possible.

13

03. RĂ&#x2030;SUMĂ&#x2030;S

SIENNA PATEL Â&#x2022;Â&#x2039;Â&#x2019;Â&#x192;Â&#x2013;Â&#x2021;Â&#x17D;̡Â&#x2014;ǤÂ?Â&#x2018;Â&#x201D;Â&#x2013;Â&#x160;Â&#x2122;Â&#x2021;Â&#x2022;Â&#x2013;Â&#x2021;Â&#x201D;Â?ǤÂ&#x2021;Â&#x2020;Â&#x2014; x Č&#x2039;͡͡͡Č&#x152; ͳʹ;nj͜͡͸͚ x ͳͳͳ Â&#x201D;Â&#x201D;Â&#x2039;Â?Â&#x2030;Â&#x2013;Â&#x2018;Â? Â&#x2013;Ǥǥ Â&#x2DC;Â&#x192;Â?Â&#x2022;Â&#x2013;Â&#x2018;Â?ÇĄ ͸ͲʹͲͳ

EDUCATION Northwestern University, Â&#x2DC;Â&#x192;Â?Â&#x2022;Â&#x2013;Â&#x2018;Â?ÇĄ

Â&#x192;Â&#x2026;Â&#x160;Â&#x2021;Â&#x17D;Â&#x2018;Â&#x201D; Â&#x2018;Â&#x2C6; Â&#x201D;Â&#x2013;Â&#x2022; Â&#x2039;Â? Â&#x160;Â&#x2021;Â&#x192;Â&#x2013;Â&#x201D;Â&#x2021;ÇĄ Â&#x161;Â&#x2019;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2021;Â&#x2020; Â&#x2014;Â?Â&#x2021; ʹͲͳ͸

Highlighting speciďŹ c plays, as well as names of the directors, shows experience and knowledge to potential THEATER employers.

Yale Summer Conservatory for Actors, Â&#x2021;Â&#x2122; Â&#x192;Â&#x2DC;Â&#x2021;Â?ÇĄ ÇĄ Â&#x2014;Â?Â&#x2021;ÇŚ Â&#x2014;Â&#x2030;Â&#x2014;Â&#x2022;Â&#x2013; ʹͲͳ; PRODUCTION EXPERIENCE Northwestern University, Â&#x2DC;Â&#x192;Â?Â&#x2022;Â&#x2013;Â&#x2018;Â?ÇĄ

Â&#x161;Â&#x2021;Â&#x2026;Â&#x2014;Â&#x2013;Â&#x2039;Â&#x2DC;Â&#x2021; Â&#x201D;Â&#x2018;Â&#x2020;Â&#x2014;Â&#x2026;Â&#x2021;Â&#x201D; The Freshman Musicale Â&#x2022;Â&#x2022;Â&#x2039;Â&#x2022;Â&#x2013;Â&#x192;Â?Â&#x2013; Â&#x201D;Â&#x2018;Â&#x2020;Â&#x2014;Â&#x2026;Â&#x2021;Â&#x201D; The History Boys

Â&#x2039;Â&#x2030;Â&#x160;Â&#x2013;Â&#x2039;Â?Â&#x2030; Â&#x2019;Â&#x2021;Â&#x201D;Â&#x192;Â&#x2013;Â&#x2018;Â&#x201D;

I Love You Because

Â?Â&#x203A; Â&#x192;Â&#x2013;Â&#x2013;Â&#x160;Â&#x2021;Â&#x2122;Â&#x2022;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Â&#x192;Â&#x201D;Â&#x2018;Â&#x17D;Â&#x2039;Â?Â&#x2021; Â&#x2039;Â&#x2021;Â&#x2020;Â&#x2021;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Â&#x2021;Â&#x2022;Â&#x2022;Â&#x2021; Â&#x2018;Â&#x2013;Â&#x160;Â&#x2022;Â&#x2026;Â&#x160;Â&#x2039;Â&#x17D;Â&#x2020;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D;

ʹͲͳ͜ ʹͲͳ; ʹͲͳ;

ʹͲͳʹ ʹͲͳͳ

Â&#x2039;Â&#x201D;Â&#x2022;Â&#x2013;Â&#x2039;Â&#x2021; Â&#x2039;Â&#x2026;Â&#x2021; Â&#x2019;Â&#x192;Â&#x2020;Â&#x2039;Â&#x2021;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D;

ʹͲͳͳ

Â?Â?Â&#x2039;Â&#x2021; Â&#x2021;Â&#x2022;Â&#x2021;Â&#x201D;Â&#x201D;Â&#x192;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Ǥ Â&#x17D;Â&#x2021;Â? Â&#x192;Â&#x2013;Â&#x2013;Â&#x160;Â&#x2021;Â&#x2122;Â&#x2022;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Ǥ Â&#x17D;Â&#x2021;Â? Â&#x192;Â&#x2013;Â&#x2013;Â&#x160;Â&#x2021;Â&#x2122;Â&#x2022;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Ǥ Â&#x17D;Â&#x2021;Â? Â&#x192;Â&#x2013;Â&#x2013;Â&#x160;Â&#x2021;Â&#x2122;Â&#x2022;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Â&#x2039;Â&#x2013;Â&#x2018; Â&#x2021;Â&#x201D;Â?Â&#x192;Â?Â&#x2020;Â&#x2021;Â&#x153;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D;

ʹͲͳ; ʹͲͳʹ ʹͲͳʹ ʹͲͳͳ ʹͲͳͲ

Raleigh Ensemble Players Theatre Company, Â&#x192;Â&#x17D;Â&#x2021;Â&#x2039;Â&#x2030;Â&#x160;ÇĄ Â&#x2013;Â&#x192;Â&#x2030;Â&#x2021; Â&#x192;Â?Â&#x192;Â&#x2030;Â&#x2021;Â&#x201D;

The Last Days of Judas Iscariot Ǥ Â&#x17D;Â&#x2021;Â? Â&#x192;Â&#x2013;Â&#x2013;Â&#x160;Â&#x2021;Â&#x2122;Â&#x2022;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Â&#x2014;Â?Â&#x2020;Â&#x201D;Â&#x192;Â&#x2039;Â&#x2022;Â&#x2039;Â?Â&#x2030; Â&#x2021;Â&#x192;Â?

Eukiah Ǥ Â&#x17D;Â&#x2021;Â? Â&#x192;Â&#x2013;Â&#x2013;Â&#x160;Â&#x2021;Â&#x2122;Â&#x2022;ÇĄ Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; The North Carolina Dance Institute, Â&#x192;Â&#x17D;Â&#x2021;Â&#x2039;Â&#x2030;Â&#x160;ÇĄ Â&#x160;Â&#x2018;Â&#x201D;Â&#x2021;Â&#x2018;Â&#x2030;Â&#x201D;Â&#x192;Â&#x2019;Â&#x160;Â&#x2021;Â&#x201D;

NCDI Summer Showcase PERFORMANCE EXPERIENCE Northwestern U. Danceworks Â&#x192;Â?Â&#x2026;Â&#x2021;Â&#x201D; Dog Sees God ÇŻÂ&#x2022; Â&#x2039;Â&#x2022; Into The Woods Â&#x192;Â&#x2026;Â?ÇŻÂ&#x2022; Â&#x2018;Â&#x2013;Â&#x160;Â&#x2021;Â&#x201D; Godâ&#x20AC;&#x2122;s Country Â&#x160;Â&#x2021; Â&#x2013;Â&#x2014;Â&#x2020;Â&#x2021;Â?Â&#x2013; Bat Boy

Â?Â&#x2022;Â&#x2013;Â&#x2039;Â&#x2013;Â&#x2014;Â&#x2013;Â&#x2021; Â&#x192;Â?

WORK EXPERIENCE Carousel Productions, Â&#x2018;Â&#x2022; Â?Â&#x2030;Â&#x2021;Â&#x17D;Â&#x2021;Â&#x2022;ÇĄ

Intern, Â&#x2014;Â?Â&#x2021; ʹͲͳ͜ Č&#x201A; Â&#x2014;Â&#x2030;Â&#x2014;Â&#x2022;Â&#x2013; ʹͲͳ͜ Â&#x2021; Â&#x201D;Â&#x2018;Â&#x2013;Â&#x2021; Â&#x2022;Â&#x2014;Â?Â?Â&#x192;Â&#x201D;Â&#x2039;Â&#x2021;Â&#x2022; Â&#x2018;Â&#x2C6; ͡͡Ϊ Â&#x2022;Â&#x2026;Â&#x201D;Â&#x2021;Â&#x2021;Â?Â&#x2019;Â&#x17D;Â&#x192;Â&#x203A; Â&#x2022;Â&#x2014;Â&#x201E;Â?Â&#x2039;Â&#x2022;Â&#x2022;Â&#x2039;Â&#x2018;Â?Â&#x2022; Â&#x2C6;Â&#x2018;Â&#x201D; Â&#x2019;Â&#x201D;Â&#x2018;Â&#x2020;Â&#x2014;Â&#x2026;Â&#x2013;Â&#x2039;Â&#x2018;Â? Â&#x2021;Â&#x2DC;Â&#x192;Â&#x17D;Â&#x2014;Â&#x192;Â&#x2013;Â&#x2039;Â&#x2018;Â? Â&#x2021; Â?Â&#x192;Â&#x17D;Â&#x203A;Â&#x153;Â&#x2021;Â&#x2020; Â&#x2026;Â&#x2018;Â?Â&#x2013;Â&#x2021;Â?Â&#x2013; Â&#x2013;Â&#x2018; Â&#x2020;Â&#x2021;Â&#x2013;Â&#x2021;Â&#x201D;Â?Â&#x2039;Â?Â&#x2021; Â&#x2122;Â&#x160;Â&#x2039;Â&#x2026;Â&#x160; Â&#x2022;Â&#x2014;Â&#x201E;Â?Â&#x2039;Â&#x2022;Â&#x2022;Â&#x2039;Â&#x2018;Â?Â&#x2022; Â&#x2022;Â&#x160;Â&#x2018;Â&#x2014;Â&#x17D;Â&#x2020; Â&#x201E;Â&#x2021; Â&#x192;Â&#x2019;Â&#x2019;Â&#x201D;Â&#x2018;Â&#x2DC;Â&#x2021;Â&#x2020; Â&#x2C6;Â&#x2018;Â&#x201D; Â&#x2020;Â&#x2021;Â&#x2DC;Â&#x2021;Â&#x17D;Â&#x2018;Â&#x2019;Â?Â&#x2021;Â?Â&#x2013; Â&#x2021; Â&#x201D;Â&#x2018;Â&#x2013;Â&#x2021; Â&#x2019;Â&#x201D;Â&#x2018;Â&#x152;Â&#x2021;Â&#x2026;Â&#x2013; Â&#x2022;Â&#x2014;Â?Â?Â&#x192;Â&#x201D;Â&#x2039;Â&#x2021;Â&#x2022;ÇĄ Â&#x2019;Â&#x17D;Â&#x192;Â?Â?Â&#x2021;Â&#x2020; Â&#x2013;Â&#x2021;Â&#x192;Â? Â?Â&#x2021;Â&#x2021;Â&#x2013;Â&#x2039;Â?Â&#x2030;Â&#x2022;ÇĄ Â&#x192;Â?Â&#x2020; Â&#x192;Â&#x2020;Â&#x2020;Â&#x201D;Â&#x2021;Â&#x2022;Â&#x2022;Â&#x2021;Â&#x2020; Â&#x2019;Â&#x160;Â&#x2018;Â?Â&#x2021; Â&#x2039;Â?Â&#x201C;Â&#x2014;Â&#x2039;Â&#x201D;Â&#x2039;Â&#x2021;Â&#x2022; North Carolina Dance Institute, Â&#x192;Â&#x17D;Â&#x2021;Â&#x2039;Â&#x2030;Â&#x160;ÇĄ Substitute Dance Teacher, Front Desk Staff, Â&#x2014;Â&#x2030;Â&#x2014;Â&#x2022;Â&#x2013; ʹͲͲͺ ÇŚ Â&#x2014;Â&#x17D;Â&#x203A; ʹͲͳͳ

JOAN GOODMAN Â&#x2021; Â&#x160;Â&#x2018;Â&#x201D;Â&#x2021;Â&#x2018;Â&#x2030;Â&#x201D;Â&#x192;Â&#x2019;Â&#x160;Â&#x2021;Â&#x2020; Â&#x192;Â?Â&#x2020; Â&#x2013;Â&#x192;Â&#x2014;Â&#x2030;Â&#x160;Â&#x2013; Â&#x2026;Â&#x2018;Â?Â&#x201E;Â&#x2039;Â?Â&#x192;Â&#x2013;Â&#x2039;Â&#x2018;Â?Â&#x2022; Â&#x192;Â?Â&#x2020; Â&#x2013;Â&#x2021;Â&#x2026;Â&#x160;Â?Â&#x2039;Â&#x201C;Â&#x2014;Â&#x2021; Â&#x17D;Â&#x2021;Â&#x2022;Â&#x2022;Â&#x2018;Â?Â&#x2022; Â&#x2C6;Â&#x2018;Â&#x201D; Â&#x152;Â&#x192;Â&#x153;Â&#x153;ÇĄ Â&#x2013;Â&#x192;Â&#x2019;ÇĄ Â&#x201E;Â&#x192;Â&#x17D;Â&#x17D;Â&#x2021;Â&#x2013;ÇĄ Â?Â&#x2018;Â&#x2020;Â&#x2021;Â&#x201D;Â?ÇĄ Â&#x192;Â?Â&#x2020; Â&#x160;Â&#x2039;Â&#x2019;ÇŚÂ&#x160;Â&#x2018;Â&#x2019; Â&#x2020;Â&#x192;Â?Â&#x2026;Â&#x2021; Current Address: 1234 Ashland Avenue, Apt. 1N Evanston, IL 60202

j-goodman18@northwestern.edu Â&#x2C6;Â&#x2018;Â&#x201D; Â&#x192;Â&#x2030;Â&#x2021;Â&#x2022; ͡njÂ&#x192;Â&#x2020;Â&#x2014;Â&#x17D;Â&#x2013; (319) 555-7452 Â&#x2021; Â&#x2013;Â&#x201D;Â&#x2021;Â?Â&#x2030;Â&#x2013;Â&#x160;Â&#x2021;Â?Â&#x2021;Â&#x2020; Â&#x2022;Â&#x2013;Â&#x2014;Â&#x2020;Â&#x2021;Â?Â&#x2013; Â&#x2013;Â&#x2021;Â&#x2026;Â&#x160;Â?Â&#x2039;Â&#x201C;Â&#x2014;Â&#x2021; Â&#x201E;Â&#x203A; Â&#x192;Â&#x2013;Â&#x2013;Â&#x2021;Â?Â&#x2020;Â&#x2039;Â?Â&#x2030; Â&#x2013;Â&#x2018; Â&#x2039;Â?Â&#x2020;Â&#x2039;Â&#x2DC;Â&#x2039;Â&#x2020;Â&#x2014;Â&#x192;Â&#x17D; Â?Â&#x2021;Â&#x2021;Â&#x2020;Â&#x2022; Â&#x192;Â?Â&#x2020; Â&#x2019;Â&#x201D;Â&#x2021;Â&#x2022;Â&#x2021;Â?Â&#x2013;Â&#x2039;Â?Â&#x2030; Â&#x2026;Â&#x2018;Â&#x201D;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2039;Â&#x2018;Â?Â&#x2022; Â&#x2039;Â? Â&#x192; Â&#x2019;Â&#x2018;Â&#x2022;Â&#x2039;Â&#x2013;Â&#x2039;Â&#x2DC;Â&#x2021; Â&#x2122;Â&#x192;Â&#x203A; Â&#x2021; Â&#x2018;Â?Â?Â&#x2014;Â?Â&#x2039;Â&#x2026;Â&#x192;Â&#x2013;Â&#x2021;Â&#x2020; Â&#x2122;Â&#x2039;Â&#x2013;Â&#x160; Â&#x2026;Â&#x2014;Â&#x2022;Â&#x2013;Â&#x2018;Â?Â&#x2021;Â&#x201D;Â&#x2022; Â&#x2039;Â? Â&#x2019;Â&#x2021;Â&#x201D;Â&#x2022;Â&#x2018;Â? Â&#x192;Â?Â&#x2020; Â&#x2018;Â? Â&#x2013;Â&#x160;Â&#x2021; Â&#x2019;Â&#x160;Â&#x2018;Â?Â&#x2021;ÇĄ Â&#x2018;Â&#x2C6;Â&#x2C6;Â&#x2021;Â&#x201D;Â&#x2039;Â?Â&#x2030; Â&#x2019;Â&#x2021;Â&#x201D;Â&#x2022;Â&#x2018;Â?Â&#x192;Â&#x17D;Â&#x2039;Â&#x153;Â&#x2021;Â&#x2020; Â&#x201D;Â&#x2021;Â&#x2022;Â&#x2019;Â&#x2018;Â?Â&#x2022;Â&#x2021;Â&#x2022; Â&#x2013;Â&#x2018; Â&#x2020;Â&#x192;Â&#x2039;Â&#x17D;Â&#x203A; Â&#x2039;Â?Â&#x201C;Â&#x2014;Â&#x2039;Â&#x201D;Â&#x2039;Â&#x2021;Â&#x2022; Permanent Address: Â&#x2021; Â&#x192;Â?Â&#x192;Â&#x2030;Â&#x2021;Â&#x2020; Â&#x201C;Â&#x2014;Â&#x192;Â&#x201D;Â&#x2013;Â&#x2021;Â&#x201D;Â&#x17D;Â&#x203A; Â&#x201D;Â&#x2021;Â&#x2030;Â&#x2039;Â&#x2022;Â&#x2013;Â&#x201D;Â&#x192;Â&#x2013;Â&#x2039;Â&#x2018;Â? Â?Â&#x192;Â&#x2013;Â&#x2021;Â&#x201D;Â&#x2039;Â&#x192;Â&#x17D;Â&#x2022; Â&#x192;Â?Â&#x2020; Â&#x2C6;Â&#x2021;Â&#x2021;Â&#x2022; Â&#x2C6;Â&#x2018;Â&#x201D; ʹ͡ͲΪ Â&#x2020;Â&#x192;Â?Â&#x2026;Â&#x2021;Â&#x201D;Â&#x2022; Â&#x2019;Â&#x192;Â&#x201D;Â&#x2013;Â&#x2039;Â&#x2026;Â&#x2039;Â&#x2019;Â&#x192;Â&#x2013;Â&#x2039;Â?Â&#x2030; Â&#x2039;Â? ͳ͡ Â&#x2014;Â?Â&#x2039;Â&#x201C;Â&#x2014;Â&#x2021; Â&#x2026;Â&#x17D;Â&#x192;Â&#x2022;Â&#x2022;Â&#x2021;Â&#x2022; 1234 Dewitt Street Cedar Rapids, IA 50662 Temple Beth Or, Â&#x192;Â&#x17D;Â&#x2021;Â&#x2039;Â&#x2030;Â&#x160;ÇĄ

Assistant Music TeacherÇĄ Â&#x2021;Â&#x2019;Â&#x2013;Â&#x2021;Â?Â&#x201E;Â&#x2021;Â&#x201D; ʹͲͲ͚nj Â&#x2014;Â?Â&#x2021; ʹͲͳͳ Â&#x2021; Â&#x2018;Â&#x17D;Â&#x17D;Â&#x192;Â&#x201E;Â&#x2018;Â&#x201D;Â&#x192;Â&#x2013;Â&#x2021;Â&#x2020; Â&#x2122;Â&#x2039;Â&#x2013;Â&#x160; Â&#x2013;Â&#x160;Â&#x2021; Â&#x2014;Â&#x2022;Â&#x2039;Â&#x2026; Â&#x2039;Â&#x201D;Â&#x2021;Â&#x2026;Â&#x2013;Â&#x2018;Â&#x201D; Â&#x2013;Â&#x2018; Â&#x2026;Â&#x2018;Â?Â&#x2020;Â&#x2014;Â&#x2026;Â&#x2013; Â&#x2021;Â&#x2122;Â&#x2039;Â&#x2022;Â&#x160; Â?Â&#x2014;Â&#x2022;Â&#x2039;Â&#x2026; Â&#x2026;Â&#x17D;Â&#x192;Â&#x2022;Â&#x2022;Â&#x2021;Â&#x2022; Â&#x2021;Â&#x2DC;Â&#x2021;Â&#x201D;Â&#x203A; Â&#x2014;Â?Â&#x2020;Â&#x192;Â&#x203A; Â&#x2C6;Â&#x2018;Â&#x201D; Â&#x2030;Â&#x201D;Â&#x192;Â&#x2020;Â&#x2021;Â&#x2022; njͳͲ Â&#x2021;

Â&#x2021;Â?Â&#x2021;Â&#x201D;Â&#x192;Â&#x2013;Â&#x2021;Â&#x2020; Â&#x2122;Â&#x2021;Â&#x2021;Â?Â&#x17D;Â&#x203A; Â&#x17D;Â&#x2021;Â&#x2022;Â&#x2022;Â&#x2018;Â? Â&#x2019;Â&#x17D;Â&#x192;Â?Â&#x2022; Â&#x2C6;Â&#x2018;Â&#x201D; Â&#x2021;Â&#x192;Â&#x2026;Â&#x160; Â&#x2018;Â&#x2C6; Â&#x2013;Â&#x160;Â&#x2021; ͸ Â&#x192;Â&#x2030;Â&#x2021; Â&#x2030;Â&#x201D;Â&#x2018;Â&#x2014;Â&#x2019;Â&#x2022; Northwestern University, Evanston, IL

EDUCATION

Robert McCormick School of Engineering and Applied Science HONORS June 2015 Bachelor of Science in &KHPLFDO (QJLQHHULQJ, Cary Academy Excellence in Drama Award, ʹͲͲ͝ǥ ʹͲͳͳ Cumulative GPA: 3.46/4.00

Johnnetta Camile Overton ScholarshipÇĄ ʹͲͳͲǥ Â&#x2030;Â&#x2039;Â&#x2DC;Â&#x2021;Â? Â&#x2013;Â&#x2018; Â&#x2013;Â&#x160;Â&#x2021; Â&#x201D;Â&#x2039;Â&#x2022;Â&#x2039;Â?Â&#x2030; Â&#x2022;Â&#x2021;Â?Â&#x2039;Â&#x2018;Â&#x201D; Â&#x2122;Â&#x2039;Â&#x2013;Â&#x160; DzÂ&#x192; Â&#x2020;Â&#x203A;Â?Â&#x192;Â?Â&#x2039;Â&#x2026; Â&#x2019;Â&#x2021;Â&#x201D;Â&#x2022;Â&#x2018;Â?Â&#x192;Â&#x17D;Â&#x2039;Â&#x2013;Â&#x203A;ÇĄ Â&#x192; Â&#x2022;Â&#x2013;Â&#x201D;Â&#x2018;Â?Â&#x2030; Â&#x2122;Â&#x2018;Â&#x201D;Â? Â&#x2021;Â&#x2013;Â&#x160;Â&#x2039;Â&#x2026;ÇĄ Â&#x192;Â?Â&#x2020; Â&#x192;Â? Â&#x192;Â&#x201E;Â&#x2039;Â&#x17D;Â&#x2039;Â&#x2013;Â&#x203A; Â&#x2013;Â&#x2018; Â&#x17D;Â&#x2021;Â&#x192;Â&#x2020;ÇĄ Â&#x2018;Â&#x2C6;Â&#x2C6;Â&#x2021;Â&#x201D;Â&#x2039;Â?Â&#x2030; Â&#x192; Â&#x2022;Â&#x2013;Â&#x201D;Â&#x2018;Â?Â&#x2030; Â&#x2DC;Â&#x2018;Â&#x2039;Â&#x2026;Â&#x2021; Â&#x2039;Â? Â&#x2013;Â&#x160;Â&#x2021; Â&#x2026;Â&#x2018;Â?Â?Â&#x2014;Â?Â&#x2039;Â&#x2013;Â&#x203A;Çł

5HOHYDQW &RXUVHV: Engineering Analysis, Thermodynamics, Fluid Mechanics, Heat and Mass Transfer, Kinetics and Reactor Engineering, SKILLS Chemical Product Design

Technical: Â&#x192;Â&#x2022;Â&#x2039;Â&#x2026; Â&#x2022;Â&#x2018;Â&#x2014;Â?Â&#x2020; Â&#x192;Â?Â&#x2020; Â&#x17D;Â&#x2039;Â&#x2030;Â&#x160;Â&#x2013; Â&#x201E;Â&#x2018;Â&#x192;Â&#x201D;Â&#x2020;ÇĄ Â&#x2022;Â&#x2019;Â&#x2018;Â&#x2013;Â&#x17D;Â&#x2039;Â&#x2030;Â&#x160;Â&#x2013; Â&#x2018;Â&#x2019;Â&#x2021;Â&#x201D;Â&#x192;Â&#x2013;Â&#x2039;Â?Â&#x2030;

&2856( PROJECTS

EXPERIENCE

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SKILLS

14

/DERUDWRU\ â&#x20AC;&#x201C; Experienced in metal formability testing, bioluminescence toxicity assay, automatic titration, and other standard laboratory tests; familiar with Design of Experiments and FTIR &RPSXWHU â&#x20AC;&#x201C;Experienced in MATLAB programming, HYSYS process simulation, and D.o.E. FusionÂŽ statistical software; proficient with Microsoft Word, Excel, PowerPoint, and Windows Vista/7/XP /DQJXDJH â&#x20AC;&#x201C; Conversant in Spanish

COURSE PROJECTS are a great way to demonstrate technical, managerial, and teamwork skills.

03. RÉSUMÉS

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Qualifications and experience in the area of interest are highlighted by noting specific PUBLICATIONS.

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:LQWHU ± 6SULQJ x (QJDJH FKLOGUHQ LQ SK\VLFDO DFWLYLWLHV GXULQJ UHFHVV WR SURPRWH KHDOWK\ KDELWV x Critically analyzed 100-page annual report for Amazon to identify Acid Test Ratio, Inventory Turnover, and Return x 7XWRU FKLOGUHQ LQ UHDGLQJ ERRNV D GD\ on Investment in order to increase 2013 profit margin by 87%. $OWHUQDWLYH 6WXGHQW %UHDN 3DUWLFLSDQW 5HIXJHH )DPLO\ 6HUYLFHV $WODQWD *HRUJLD

:LQWHU x Compared quarterly reports with competitor eBay and isolated areas of development for company to address x 7XWRUHG LQ D KRXU DIWHU VFKRRO SURJUDP IRU FKLOG UHIXJHHV UDQJLQJ IURP VXEMHFWV RI ZULWLQJ WR VFLHQFH x Gained solid understanding of quarterly balance sheets (assets, liabilities, and share holdersâ&#x20AC;&#x2122; equity) and income x 6WUHQJWKHQHG WKH FKLOGUHQ¶V OLIH VNLOOV VXFK DV GLVFLSOLQH NLQGQHVV DQG RSHQ PLQGHGQHVV WKURXJK OHVVRQV DQG VRFLDO DFWLYLWLHV statements (quarterly performance for revenues and expenses)

Introduction to Applied Econometrics: Regression Analysis using STATA x Utilized internet and other resources to self-teach STATA programming language x Analyzed demographic data and created a regression chart correlating demographic data to wages

Fall 2013

LEADERSHIP EXPERIENCE Basketball Representative, Student Athletic Advisory Committee (SAAC), Evanston, IL Fall 2013-Present x Selected by coaches and academic advisors as representative for menâ&#x20AC;&#x2122;s basketball team x Present issues and opportunities around campus and Evanston community to Athletic Department x Develop community service events for 150+ Evanston youth x Relay ideas, questions, and concerns from teammates and other student athletes to campus administrators x Create promotional videos & e-mails to attract peers to SAAC events Member, Northwestern University Basketball Team, Evanston, IL Fall 2012-Present x Elected to be in Leadership Council focused on representing team issues with coaching staff x Teach the importance of teamwork and clear communication in a highly competitive environment x Balance academics with 20+ hours of athletic commitment each week x Critically analyze 350 offensive/defensive plays during the course of a season x Assess opponent schemes and provide counter plays in a fast-paced manner x Practice conflict resolution skills to ensure healthy team atmosphere and focus on yearly team goals x Earned Academic All Big Ten Honors in 2012 and 2013 Mentor, Peers Urging Responsible Practice through Leadership & Education, Evanston, IL Fall 2012-Present x Provide an equal-opportunity environment for student-athletes to share issues and opportunities in the community x Implement new campus resources designed to enhance student-athlete life at Northwestern University x Chosen by athletic administrators to make influential decisions benefitting student-athletes WORK EXPERIENCE Counselor, Northwestern Menâ&#x20AC;&#x2122;s Basketball Camp, Evanston, IL Summer 2014 x Provided basketball skills and encouraged campers to achieve goals through strong work ethic and dedication x Assessed 25 campersâ&#x20AC;&#x2122; skill levels and developed a personalized training module for campers to increase skills SKILLS & INTERESTS Language: Basic knowledge of French and Spanish Technical: Proficient in Microsoft Office: Word, Excel, and PowerPoint; STATA Interests: Athletics, Woodworking, and World Religions

16

STUDENT ATHLETES should focus on the leadership and transferrable skills gained in their sports and positions.

03. RÉSUMÉS

Résumé writing for graduate students Graduate students applying to positions outside of academia often must convert their CVs into résumés, which are preferred in industry and nonprofit settings. A résumé should be concise and tailored to highlight relevant skills and experience.

Some graduate students may not have relevant work experience, however, and must communicate how their experiences enable them to perform the required duties of a position. As a graduate student, you have developed a wide range of skills that have prepared you for multiple career options. If your background is not an exact match, identify the skills you have acquired during any activity in your life that are transferrable and applicable to a particular position.

Think about all of your experiences—including advanced

coursework, research, projects, leadership roles, volunteer roles, paid positions, and teaching—and note the skills you developed in each. What were your daily tasks? What equipment did you use? What were your results? Don’t forget about your “soft” skills—teamwork, collaboration, project management, and effective communication—which are highly valued by employers. From a careful reading of the job description, as well as your research of the employer and industry, you will learn the important skills sought as well as the keywords and terminology of the field and can tailor your résumé accordingly.

The following pages show examples of graduate student résumés.

CV vs. RÉSUMÉ At least two pages or longer (no page limit)

Concise: one to two pages in length

Comprehensive overview of academic and scholarly achievements

Summary of skills, education, and experience tailored to a particular industry or employer

Written for academic audiences, typically in your field of study

Written for employers with a range of academic and professional backgrounds

Used when applying for positions within academic and research institutions and for funding and fellowship applications

Used when applying for positions outside of academia, particularly in industry and nonprofit settings

Categories and formats vary widely by discipline

Designed as a marketing tool to highlight your fit for a position and to obtain an interview

17

03. RÉSUMÉS

Bradley J. Oliver 9000 Chicago Avenue #5B Evanston, IL 60202 y (773) 555-4321 y bq-oliver@u.northwestern.edu

EDUCATION Northwestern University, Evanston, IL Ph.D. Candidate in Neuroscience, GPA: 3.12/4.00, GRE: Q: 790; V: 680; A: 6

For nontechnical fields, highlight TRANSFERRABLE SKILLS from your research, such as analysis, modeling, and project management, instead of providing project overviews.

Anticipated 2015

Northwestern University Kellogg School of Management, Evanston, IL Certificate in Management for Scientists and Engineers Summer 2013 Selected (50/150) for an intensive 10-week program for doctoral students focused on management and frameworks.

Carnegie Mellon University, Pittsburgh, PA B.S. in Biomedical Engineering, Minor in Fine Arts, Major GPA: 3.23/4.00

2007

RESEARCH EXPERIENCE Northwestern University, Evanston, IL 2009 – Present Graduate Student Demonstrated the importance of a novel circadian/metabolism gene in regulating the sleep-wake cycle (1 publication).

Developed a novel application of statistical modeling for the large-scale study of neurobehavior (5 publications).

Initiated and championed technology transition to the RNA-Seq platform, resulting in acquisition of $7.8M award.

Mentored and supervised 8 undergraduates and 5 junior graduate students.

University of Chicago, Chicago, IL 2007 – 2009 Research Technologist III Assisted in the negotiation of the laboratory's 3-year, $1.6M collaboration with a major pharmaceutical company.

Managed a team of 5 research technicians and a database engineer on a $3M government-funded project.

Redesigned the data analysis pipeline and accomplished rigorous testing targets to merit $1.5M funding for phase 3.

LEADERSHIP EXPERIENCE Advanced Degree Consulting Alliance (ADCA), Northwestern University, Evanston, IL 2013 – Present Executive Board Member Lead 50+ applying members through “Interview Bootcamp” workshop/seminar series.

Co-author and advise on the development of the ADCA Consulting Case Book, the first written by PhDs for PhDs. Arts Student Council, Carnegie Mellon University, Pittsburgh, PA 2005 – 2007 President and Business Manager

Co-wrote grant applications and budgeted $1,200 in campus funding for student art exhibition.

AVERY P. MATTHEWS Recruited exhibition opportunities at local businesses (5-8/year) and managed venue logistics for the group.

112 Smithson Drive Ɣ Chesapeake, VA 23322 Ɣ (847) 555-4410 Ɣ matthews@u.northwestern.edu

RELATED EXPERIENCE EDUCATION Northwestern University Kellogg School of Management, Evanston, IL 2013 – Present Northwestern University, Evanston, IL August 2015 Research Internship, Center for Research in Technology & Innovation Ph. D., Materials Science and Engineering, GPA: 3.56/4.00

Co-author a case investigating targeting/positioning strategy for a new product launch published in a top business journal.

The Pennsylvania State University, State College, PA May 2009 Analyze industry benchmarking information to determine market conditions and go-to market strategies.

Bachelor of Science, Cum Laude, Materials Science and Engineering, Physics Minor Honors: Schreyer Honors College, Keramos Honorary Fraternity Pottery Barn, Pittsburgh, PA 2006 – 2007 Sales Team Member RESEARCH & TEACHING EXPERIENCE Achieved record-setting sales numbers September through extensive knowledge of 10,000+ products and over 240 hours of training.

Northwestern University, Evanston, IL 2009-Present Graduate Research Assistant, Department of Materials Science and Engineering AWARDS x Collaborated in an interdisciplinary center spanning 8 research groups at 3 universities across 4 disciplines to publish advances in transparent electronic semiconductorsNational Institutes of Health (NIH) fellowship (4 yrs at $75K/yr) Young Investigator Award of 100+), 1st Sage Bionetworks Commons Congress x Coordinated grant review presentation development and served as a liaison with(6lead investigators Carnegie Mellon School of Engineering full-tuition scholarship (4 yrs) x Developed novel technique to characterize point defects in amorphous thin films using high-temperature, in situ electrical property measurement INTERESTS & HOBBIES

Science and Engineering Research and Teaching Synthesis, Evanston,yIL March 2010JuneCompleted 2014 Arts Education Introductory Sommelier Training Course y Volunteer Little League baseball coaching y Ultimate Workshop Organizer, Spring 2014 Frisbee (founded/captained Carnegie Mellon Intramural Team) x Developed immersive, hands-on experiments to demonstrate process and importance of university-level research x Supervised 18 students in group activities and taught basic research methods and techniques Student Coordinator, Spring 2012 x Rapidly ascertained the essentials of workshop organizers’ research areas to devise custom teaching methods and demos x Utilized online forms enhancing the scheduling of 85 students into 15 workshop sessions over three weeks LEADERSHIP EXPERIENCE Ready, Set, Go: A Course in Scientific Communication, Evanston, IL January 2014-Present Co-Founder, Program Administrator x Authored grant application for $10,000 to pilot a yearlong workshop for graduate student researchers x Coordinated professionals in theater, journalism, and communication to design intensive 10-week workshop x Designed and maintained a course website to promote the achievements of workshop fellows x Analyzed program feedback using web-based forms and presented to a board of graduate school deans Engelhart Graduate Residence Hall, Evanston, IL March 2010-September 2014 Community Assistant, 2010-2012; Senior Community Assistant, 2012-2014 x Facilitated weekly meetings for a staff of 4 graduate students to plan events and enhance community development x Reviewed, selected, and trained candidates for a community assistant position x Planned 30 events over 4 years for a diverse community of 300 residents on budget of $8,000 per year x Implemented online duty log to track staff efforts, improving consistency of response and scheduling decisions x Enhanced Engelhart’s social network presence, contributed to improving event awareness and attendance by 50% WORK EXPERIENCE Apple Retail, Norfolk, VA June 2007-August 2009 Apple Specialist x Engaged customers in friendly conversation to assess needs and provide the optimal solution for their budgets x Earned Apple Product Professional Gold-Level Certification for product knowledge HONORS & AWARDS MGLC Art Fair Winner, Photography Walter P. Murphy Fellowship (awarded to outstanding first-year Ph. D. students)

2012, 2014 2009

MATERIALS SYNTHESIS & CHARACTERIZATION TECHNIQUES SEM, XRD, ToF-SIMS, XPS, Profilometry, Ellipsometry, Hall Probe, UV-VIS Spectrophotometry, Solid-state synthesis, PLD COMPUTER SKILLS

Proficient Apple Keynote, Adobe Illustrator, Adobe InDesign, Adobe Photoshop, Adobe Muse, MS Excel, MS Word, MS PowerPoint

Intermediate Adobe Premiere, Adobe Dreamweaver, Google SketchUp 8, LabVIEW 7, Wolfram Mathematica 8

18

IDENTIFY SKILLS related to the job description.

Showcasing the skills can help your résumé surface in an employer’s online search.

03. RĂ&#x2030;SUMĂ&#x2030;S

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Highlight any GROWTH OR PROMOTION, demonstrating loyalty and potential to future employers.

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CLINICAL AND RESEARCH EXPERIENCE

The Family Institute, Northwestern University, Evanston, IL September 2013 â&#x20AC;&#x201C; Present Counseling Practicum Trainee Complete 80+ hours of face-to-face counseling and receive 100+ hours of group and individual supervision 0 " ) %& ',0# 0 "" &#' -0 !! #" &>H H Provide direct clinical service to 15+ weekly clients aged 15-32 years $ $ $ $ $ $#$ $ $ ! $ "$ ,H1999$$ Treat presenting issues of depression, anxiety, childhood trauma, interpersonal relationships and body image ?HH4=0HEH4=0H Past 2 Present Project, Boston University School of Social Work, Boston, MA October 2011 â&#x20AC;&#x201C; May 2013 Research Assistant Collected data, developed recruitment strategies and corresponded with 45+ participants to measure the effects of childhood experiences on adult development Awarded a $2500 grant for a research project entitled â&#x20AC;&#x153;Does impulsive personality lead to college binge drinking? Examining the relationship between impulsivity and binge drinking among college studentsâ&#x20AC;?

WORK EXPERIENCE Residential Services, Northwestern University, Evanston, IL August 2013 â&#x20AC;&#x201C; Present Assistant Residence Director/South Campus Hall Government Advisor Collaborate with faculty, staff and students to foster vibrant and inclusive residential environments Serve as primary advisor to 3 hall governments and offer guidance, training, and support to 15 lead members Coordinate and implement the election process, manage executive board meetings, and facilitate the revision of constitutions Tufts Summer English Language Programs, Tufts University, Medford, MA June 2013 â&#x20AC;&#x201C; August 2013 Resident Counselor Provided supervision and guidance to 19 international students and 3 student leaders Instructed residents on crisis response, identifying binge drinking behaviors, and active listening techniques Fostered immersion to life at Tufts University and the United States by creating educational presentations and leading cultural trips around the greater Boston area Boston University Orientation, College of Arts & Sciences, Boston, MA March 2012 â&#x20AC;&#x201C; January 2013 Student Advisor Served as a peer mentor and leader to a group of approximately 15-18 incoming students at each Orientation session Conducted small group meetings and discussions with students and families, explaining academic polices and requirements

Listing PROFESSIONAL AFFILIATIONS AND MEMBERSHIPS conveys a commitment to your ďŹ eld and may help you make connections with employers.

Billings Office of the Clinical Psychiatry Department, Boston Medical Center, Boston, MA February 2011 â&#x20AC;&#x201C; December 2012 Office Assistant Verified insurance claims of Boston Medical Center psychiatric patients and processed session billing Managed clinical documents and updated insurance provider information through online office system

AFFILIATIONS AND SERVICE American Mental Health Counselors Association Student Support Network, Boston College UMOJA, Boston College Black Student Union Cultural Mentorship Program, The Howard Thurman Center for Common Ground, Boston College

2013 â&#x20AC;&#x201C; Present April 2012 2009 â&#x20AC;&#x201C; 2011 2009 â&#x20AC;&#x201C; 2011

19

03. RÉSUMÉS

MAYA L. SANTIAGO 1915 Maple Avenue Evanston, IL 60201 (847) 555-1234 ml-santiago2@u.northwestern.edu

When converting your CV to a résumé, highlight your direct and transferrable skills in a CANDIDATE PROFILE.

Profile Doctoral candidate in Biomedical Engineering seeking a challenging position in medical device development. Six years of expertise using innovative research methods to build and test prosthetic devices. Strong communication skills developed through interacting directly with medical patients to collect data and presenting research to scientific and community audiences. Demonstrated strong leadership ability planning a departmental research symposium and multiple teaching experiences.

Education Northwestern University, Evanston, IL Ph.D. Candidate in Biomedical Engineering, Anticipated June 2015 Dissertation: Neuromechanical Mechanisms of Prosthetic Knee Joint Control: Associations with Prosthetic Alignment M.S. in Biomedical Engineering, December 2011 Thesis: An Investigation of Shock-Absorbing Prosthetic Components for Persons with Transfemoral Amputation Graduate Teaching Certificate Program, 2012-2013 Searle Center for Teaching Excellence University of Virginia, Charlottesville, VA B.S. in M echanical Engineering, May 2008 Magna Cum Laude

Research Experience

Teaching Experience

Research Assistant, Northwestern University Prosthetics-Orthotics Center, Chicago, IL Apr. 2009-Present • Propose novel research protocol to investigate the influence of prosthetic alignment on the gait biomechanics of persons with transfemoral amputation • Build and test innovative EMG electrodes that make it possible to acquire intrasocket EMG signals • Design custom-made alignment adapters to implement and standardize research protocol • Collect quantitative gait data using a Motion Analysis motion capture system, AMTI force plates, Cosmed treadmill, iPecs™ load cell, and Noraxon EMG telemetry system • Supervise and train 5 undergraduate students through a summer research project • Program custom Matlab scripts and perform statistical analyses to analyze gait data • Recruit, schedule, and consent subjects for research studies • Prepare and maintain Institutional Review Board (IRB) paperwork

Undergraduate Research Assistant, University of Virginia, Sept. 2007-May 2008 Co-Instructor, Northwestern University Dept. of Biomedical Engineering, Evanston, IL Jan. 2013-Mar. 2013 Charlottesville, VA • Studied the influence of different pH solutions on the dynamic swelling of functional hydrogel structures in • Taught an introductory biomechanics course (statics and strength of materials) to 41 sophomore engineers microfluidic channels • Implemented challenge-based learning methods

May 2007- Aug. 2007 • Developed and refined teaching philosophy and portfolioResearch Fellow, National Science Foundation REU, University of California, Los Angeles, CA • Examined the biomechanical effect growth factors Teaching Assistant, Northwestern University Dept. of Biomedical Engineering, Evanston, IL Sept.of2012-Dec. 2012 on the repair time of flexor tendons in the human hand • Conducted material strength tests of tendon sutures using MTS equipment • Supported professor by teaching an advanced engineering section for graduate students • course Presented research results to academic colleagues and corporate sponsors • Revised teaching materials and updated information for student packets • Offered students recommendations to improve performance in course Leadership

Co-Chair, McCormick Graduate Leadership Council, Northwestern University Sept. 2013-Present • Organize a council of 16 student leaders to foster leadership and community among engineering graduate students Mentor, Get-a-Grip Middle School Science Program, Evanston, IL Sept. 2012-Present • Manage a $7,000 budget from the Dean’s Office for academic, social, and professional activities • Teach students basic engineering concepts related to the design of a prosthetic arm • Plan and implement 3 seminars on academic career planning for doctoral students • Mentor middle school students during a prosthesis design competition Symposium Planning Committee, Chicago Graduate Student Research Symposium Sept. 2010-May 2012 Judge, Chicago Public Schools Annual Science Fair, Chicago, IL Jan. 2012 • Collaborated with academic departments, faculty, staff and students at 5 Chicago-area institutions to organize an • Evaluated elementary and high school student projects for city-wide science fair competition interdisciplinary research symposium with over 200 attendees Volunteer Science Teacher, Kennedy Elementary, Chicago, IL, & Haven Middle School, IL andJune 2010-2012 • Coordinated travelEvanston, arrangements meeting schedules for invited speakers and guests • Instructed classes of 25-30 students in basic science and engineering concepts on timelines a monthlytobasis • Created project ensure appropriate deadlines were met by planning committee members • Collaborated with school faculty to develop innovative projects to engage elementary and middle school students • Created schedules and assigned teaching responsibilities for team of 10 graduate student volunteers

Community Service

Skills Technical Software: Computer Software: Languages:

Matlab, Mathematica, Maple, SPSS, SIMM, OrthoTrak and Cortex for motion capture, AutoCAD, Mechanical Desktop, TurningPoint, FORTRAN 77 Microsoft Office Suite (Word, Excel, PowerPoint), Paintshop, Adobe Suite Spanish (fluent), French (proficient)

Selected Publications and Presentations Santiago, M.L., Yarin, S., Mehta, D. “Cross Validation of a Portable, Six Degree-of-Freedom Load Cell for Use in LowerLimb Prosthetics Research.” (In Preparation).

Santiago, M.L. “An Investigation of Shock-Absorbing Components in Persons with Unilateral Transfemoral Amputation.”

Midwest Chapter Meeting, American Academy of Orthotists and Prosthetists, May 15, Atlanta, GA, USA, 2014.

Santiago, M.L. “What’s New in Rehabilitation Research.” Rehabilitation Institute of Chicago’s Annual Nancye B. Holt Rehabilitation Management Course: Challenges in Leadership and Management, January 10-11, Dallas, TX, USA, 2014.

Santiago, M.L., Lewis, D., Fey, T.E. “Limb Compliance and Shock-Absorbing Pylons in Persons with Transfemoral Amputations.” International Society for Orthotics, May 19-23, Toronto, Ontario, Canada, 2013.

Santiago, M.L., Horton, J.C., Baldwin, A., Lewis, D. “The Effect of Transfemoral Prosthesis Alignment Perturbations on Gait.” Journal of Orthotics and Prosthetics. 68(3):58-64, 2013.

Santiago, M.L. “Comparing Shock-Absorbing Prosthetic Components in Unilateral Transfemoral Amputees.” Abilities 19(3):6-7. Northwestern University, Chicago, IL, USA, 2011.

Awards American Academy of Orthotists & Prosthetists Education Research Foundation Fellowship Whitaker Foundation Graduate Fellowship Second Place Departmental Award, Northwestern University BME Research Day Poster Presentation Award for Progress in Engineering Design and Application University of Virginia Academic Achievement Scholarship University of Virginia Distinguished Service Award University of Virginia College of Engineering Award

20

2013-2014 2009-2013 2012 2012 2004-2008 2008 2007

Mentioning “SELECTED” PUBLICATIONS AND PRESENTATIONS saves space and implies there are more.

03. RĂ&#x2030;SUMĂ&#x2030;S

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When searching for CAREERS OUTSIDE ACADEMIA, think broadly about skills such as leadership, coaching, and course design.

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21

04. COVER LETTERS

An important marketing tool, a cover letter introduces you to a potential employer and should always accompany a résumé. By clearly highlighting your strengths and credentials, the cover letter should capture the employer’s interest and ultimately secure you an interview. You should customize your cover letter for each employer and address it to a specific person. If you don’t know the recruiter’s name, address your letter to “Northwestern Recruiting Team” or “Hiring Manager.”

22

A cover letter is written in a business letter format. It should be kept to one page of three to five paragraphs, focusing on specific content in depth and not repeating your entire résumé.

The opening paragraph introduces you. State your reason for writing and how you learned about the organization or position. If someone referred you, include the person’s name and affiliation with the employer. Demonstrate your level of interest in and knowledge of the organization in two to three more sentences.

The middle paragraphs emphasize and elaborate on your strongest qualifications and key relevant experiences.

Address qualifications specifically listed in the job description. The cover letter and résumé together should convey a complete picture of what you want the employer to know about you.

The closing paragraph is generally used to express thanks for consideration, to request an opportunity to discuss the position, and to indicate how you can be reached. For long-distance searches, let the employer know of any plans to visit the area, in hope of arranging an interview then.

If you are using the heading from your résumé, you needn’t repeat your contact information in the closing paragraph. Include your name, institution, degree, and graduation date in the signature.

It is a good idea to solicit feedback on your cover letter by sharing drafts with NCA staff, professional contacts, and peers. Ask your reviewers, “What did you learn about my qualifications and interest in the position?” And, of course, you’ll want to proofread it before sending it.

You’ll see three sample cover letters on the pages that follow.

04. COVER LETTERS

Baxter Rosi 1234 Chicago Avenue Apt. 2A, Evanston, IL 60201 ∙ brosi4@u.northwestern.edu ∙ 847.555.3211 September 29, 2014 Jack Smith Director of Human Resources The Boston Consulting Group 300 N. LaSalle Street Chicago, IL 60654

The highlighted sections demonstrate how you can tailor your cover letter to the job description.

Dear Mr. Smith: I am writing to apply for the Associate position at The Boston Consulting Group. Currently, I am a senior at Northwestern University and a double major in Political Science and International Studies with a minor in Business Institutions. The Boston Consulting Group stands out to me because of its wide range of capabilities in the global market and the customized approach it takes to address clients’ challenges. In addition, the opportunity to chart my own course in a supportive and challenging environment is very important to me. I have spoken at length about this position with Ann Johnson, a current Associate with BCG, and our discussions have reinforced my enthusiasm for working at your organization upon graduation.

My internship and leadership experiences, as well as my academic performance, have given me the interpersonal and analytical skills to succeed at BCG. This past summer I worked at Target Corporation as a business analyst intern. My primary responsibilities included developing a strategic plan to increase Target’s sales and cut costs through better product transition processes and creating a long-term plan to implement my recommendations. I, along with my other teammates, developed a plan to address the disconnect between the timing and scope of product transitions compared with the customer shopping trends and frequency, which led to a potential sales increase of $10 million and receipt savings of $9.3 million. Although the core of the internship involved quantitative work and trend analysis, the knowledge that I gained through the positive relationships I built with team members across the division was critical to my success.

In addition to my professional experiences, I have served as a leader at Northwestern in both the classroom and other capacities. Currently, I am the chair of the Northwestern program team for campusCATALYST, a student- run organization that pairs students with a non-profit to carry out a 10-week consulting project. I began my involvement with campusCATALYST as a sophomore, when I participated in the program as a community analyst during my winter term. I interned at a nonprofit called GlobeMed, where I analyzed its current and prospective media strategies to determine how it could implement a more effective media campaign for its upcoming expansion. Last year, I was chosen to join the program team for campusCATALYST as a non-profit liaison. My responsibilities included recruiting and managing non-profit clients and the MBA mentors who worked with the students during their projects. In the spring of 2011, I was elected chair of the organization, and will be managing the 9-person program team as well as serving as the student liaison to our board of directors.

I believe my education, work experience, and leadership abilities make me a strong candidate for the Associate position.

Enclosed is my resume that further outlines my education and work experience. I am excited to learn more about The Boston Consulting Group and look forward to the opportunity to discuss this position with you in person. Should you have any questions, please feel free to contact me at 847-555-3211 or brosi4@u.northwestern.edu. Thank you for your time and consideration. I look forward to meeting with you soon.

Sincerely, Baxter Rosi

Job posting Associates work closely with BCG teams and the client organization as they conduct interviews, analyze data, communicate findings, and drive change. You will become adept at helping clients find answers to their toughest questions and implement necessary changes. No two experiences are the same but all offer opportunities and challenges. BCG also offers career paths that include promotion directly to consultant, graduate school assistance, and career transition opportunities worldwide.

BCG offers you an experience that spans many industries, clients, and business issues, with learning coming in all shapes and sizes, from intensive orientation programs to ongoing training and on-the-job apprenticeship. As an associate, you will be challenged to develop firsthand knowledge of clients’ critical business issues, building client-management, problem-solving, and communications skills. You will be given ownership of significant segments of client projects, as well as responsibility for supporting the broader problem-solving effort. You will conduct interviews with key market players and industry specialists and analyze clients’ performance. Your findings, and contributions to team discussions, will help deliver impact for clients.

In addition to a strong academic record, we seek candidates who are team contributors, having excellent problem-solving skills, exceptional communication skills, strong quantitative and analytical skills, and are proven leaders.

23

04. COVER LETTERS

Marie Hough Slivka Hall ∙ 2332 Campus Drive ∙ Evanston, IL 60201 ∙ (309) 555-2323 ∙ Mariehough@northwestern.edu

January 18, 2013 Penguin Group (USA) Human Resources Department Attn: Internship Coordinator 375 Hudson Street New York, NY 10014 Dear Internship Coordinator: I am a junior majoring in Comparative Literature with a minor in Public Health. Yet, to the librarian at home in New York, I am still the kid who bribes her friends for library cards each summer in order to evade the 30- booksper-week-limit. I was also the one who secretly hoped for rainy days in elementary school – it meant spending recess in the library.

Now that I am at Northwestern University, I have had the ability to branch out in my passion for reading. I have become interested in the legal processes of the literary world, and I am eager to see how a powerhouse publishing company responds to changes such as the rise in e-books. Since publishing is a field closed off to most students, I am eager to explore each Penguin Group department in both the Young Readers and Adult divisions, and was excited to find the posting on CareerCat. I would like to be considered a candidate for your summer internships in the following areas: contracts, editorial and subsidiary rights.

My interest in the publishing process began with forays in journalism. During my freshman year, I joined the copy desk of The Daily Northwestern and studied investigative reporting by editing articles. The following year, I used what I learned and began working on short clips, an activity culminating in my own investigative article about latenight dining options in Evanston. I then contacted the editor of Newsday newspaper and he invited me to join its copy desk that summer as its first undergraduate intern. Although the newspaper industry is a different type of print publishing, it was fantastic being part of the group revision process. I would walk out of the office each night with my nose stuck happily in a copy of the next morning’s paper.

An internship with Penguin Group would introduce me to a new area of the publishing industry–one without which story pitching and writing would be void. Working in the newsrooms has given me a wider view of research and writing than any class could have offered. Furthermore, it has given me an irreplaceable set of time-management skills. I hope to use the skills I have accrued in the long but rewarding journey that goes into introducing a new novel to the bookshelf.

I would welcome the opportunity to discuss my qualifications with you in more detail. I will be returning to New York for my Spring Break mid-March and would be available for an on-site interview. Thank you for your time and consideration.

Sincerely yours, Marie Hough Mariehough@northwestern.edu

Job posting Penguin Group (USA) offers paid internship opportunities in various business areas such as contracts, editorial, finance, graphic design, managing editorial, marketing, online marketing, production, publicity, sales, subsidiary rights, and operations. Internship opportunities are available in our Young Readers and Adult divisions.

Research and writing experience, along with time-management skills are highly desirable qualities we look for in candidates.

The internship program consists of three 10-week long sessions. During the spring and fall, interns work 14 hours per week. During the summer, interns work 28 hours per week.

A series of lunch events are planned for summer interns. Brown Bag lunches give interns the opportunity to learn about different departments, and group lunches are designed to allow interns to network with each other as well as employees across the company.

24

04. COVER LETTERS

Leah Daniels 2400 Sheridan Road, Evanston, IL, 60201 • (650) 555- 9292 • leah2018@u.northwestern.edu

March 20, 2015 Benefit Cosmetics LLC Director of Human Resources 225 Bush St. San Francisco, CA 94104 Dear Hiring Manager, A passionate dancer since the age of eight, I have experimented with my fair share of false eyelashes and red lipsticks. Before every stage appearance, I always make sure to apply what I consider to be my “secret performance ingredient”: Benefit’s “High Beam.” I discovered this magical highlighter when I visited my local Benefit boutique for the first time. After dabbing a couple of drops onto my face, I felt my cheekbones and confidence brought to light; I was ready to dance my heart out in the middle of the store. While only “High Beam” can elicit my inner Shirley Temple, I experience a similar rush of exhilaration when brainstorming creative marketing strategies and designing promotional materials. Passionate about everything related to beauty and communications, I would be thrilled to combine my greatest interests through Benefit Cosmetic’s Brand and Digital Marketing Internship.

I am a freshman at Northwestern University pursuing a degree in Economics and Dance. I first discovered my interest for marketing while serving as the Officer of Public Relations for Silicon Valley DECA. Unversed in social media before assuming the role, I eagerly taught myself everything related to Facebook, Twitter, and Tumblr and spent hours creating a new website for the organization. Through trial and error, I learned how to harness social media to most effectively engage and connect with our organization’s members.

In my subsequent role as Silicon Valley DECA President, I enhanced my communications skills working with 12 student officers to arrange and promote our organization’s first Leadership and Career Development Conference. After surveying members to determine their professional goals and desired skills, we recruited guest speakers such as Charles Huang, co-founder of Guitar Hero, to present conference workshops on key career-preparation topics. By expressing the value of these workshops in creative social media campaigns, we attracted over 1,000 members to our conference. During the event planning process, I learned how to mass-market a large-scale event, and I realized the importance of leveraging community support and awareness when promoting a service or product.

As an intern for iCadenza, I gained experience creating strategic social media and product expansion plans. After analyzing the demographics and social media tendencies of the company’s customer base, I created Facebook and YouTube customer contests to increase market awareness and the company’s online presence. In addition, after conducting multiple market, competitive, and financial analyses, I discovered opportunities for the company to receive an additional profit of $6,150 over three years by expanding its services to aspiring professional dancers.

I would love to expand my knowledge of the industry by working at Benefit, which presents a uniquely inspiring and empowering ethos through its product branding. As an intern, I would help Benefit expand its presence among college students by organizing campus brand events and social media campaigns that would increase customer interaction. I would value the opportunity to further discuss my qualifications with you. Thank you in advance for your time and consideration.

Sincerely, Leah Daniels

Job posting Job Description: Benefit Cosmetics is looking for an enthusiastic Brand and Digital Marketing Intern for the US team, who is motivated to obtain real-world experience and exposure within a leading global beauty brand. The intern will support both the Brand and US Digital Marketing teams in their day-to-day tasks.

As a general overview, the Brand and Digital Marketing department communicates the brand experience through campaign activations, social media, strategic partnerships, and promotions and facilitates brand exposure to the customer. The Brand and Digital Marketing Intern will be introduced to the inner workings of the beauty industry and must be prepared to work responsibly in a fast-paced environment. In your cover letter, please address the goals you plan to achieve with this position and why you want to work for Benefit. Don’t forget to include grade point average, community involvement, and leadership experience on your résumé.

Essential Duties and Responsibilities:

Qualifications:

• Brand campaign support

• Organized with the ability to multitask in a fast-paced

• Social media and digital campaign support

environment

• Event support

• Excellent written and verbal communication skills

• Competitive analysis

• Sees projects to their completion and meets deadlines

• Product stockroom maintenance

• Proficient in Microsoft Office Suite: Excel, PowerPoint,

• Administrative duties

Word • Must be enthusiastic, motivated, responsible, and have a sense of humor

25

05. INTERVIEWING Interviews are a critical part of the hiring process for both employers and candidates. As a candidate, you are able to obtain information about the job and the organization, determine whether the fit is good for you, and impress the employer. The interviewer can promote his or her organization, gather information about you, and assess your qualifications.

BEFORE THE INTERVIEW Interview preparation should begin early in your job search process and will contribute to your success.

Thorough preparation will enable you to speak confidently about your achievements. Preparation can be broken down into three main components:

Know yourself. Conduct a thorough self-assessment of your education, experiences, accomplishments, strengths, weaknesses, interests, and values. Review what you said on your résumé about the skills you developed and contributions you made in each experience.

Research. Learn everything you can about the organization (e.g., vision, location, size, structure, products and services, culture, customers, and competitors) and the industry. This will help you to respond to interview questions and demonstrate that you are interested in the organization.

Practice. We encourage you to practice responses out loud with a friend, family member, or peer to become more comfortable and confident in talking about yourself and your accomplishments. Receiving feedback and constructive criticism is critical to improving interviewing skills. Mock interviews may be scheduled with any NCA career adviser and are a great way to practice. All NCA mock interviews are videotaped to assess your nonverbal behaviors.

INTERVIEW TIPS

Prepare for the interview

Obtain a business card from each interviewer.

Research the industry and the organization.

Send a thank-you note to the interviewer(s) within

Review your résumé.

Prepare questions.

Avoid faux pas

Practice with an NCA staff member.

Do not chew gum and avoid smelling like smoke or

Bring your résumé, an unofficial transcript, and a list of references.

Dress appropriately for the job, company, and industry.

Arrive early, at least 10 minutes before the scheduled time.

alcohol.

Use moderate hand gestures and maintain appropriate posture.

Be mindful of your tone of voice and rate of speech.

Let the interviewer finish speaking; avoid interrupting.

Turn off your cellphone.

Take time to think before answering difficult questions.

Engage with the interviewer

Avoid using acronyms, slang, and filler words like “um”

Address the interviewer by title (Ms., Mr., Dr.) and last name unless asked to use the first name.

Offer a firm handshake.

Convey enthusiasm for the company and position.

Maintain strong eye contact.

Ask for clarification if you don’t understand a question.

Speak specifically about your role in any successes.

Be honest and avoid exaggeration.

26

48 hours.

or “like.”

Avoid speaking negatively about anything—a previous employer, a professor, a colleague.

Be mindful of not being overbearing, overaggressive, or conceited.

Avoid discussing salary, holidays, or bonuses unless the interviewer raises these topics.

05. INTERVIEWING

The most common interview format employers use today is behavioral interviewing, which is based on the idea that past behavior and performance are predictive of future behavior and performance. The interviewer will typically ask questions that begin with “Tell me about a time when you … ” or “Describe a … ” or “Give me an example of when … .” Your responses should describe how your specific experiences relate to the job for which you’re applying.

Developing a strategic approach to behavioral interviewing means taking the preparation steps described above even deeper. Analyze and identify themes within the job posting.

Reflect on your experiences to identify examples of when you demonstrated the skills, knowledge, and experience required for the position. By using the STAR approach, you can structure and organize your responses to behavioral interview questions, succinctly communicating the important parts in describing an event: Situation. Describe the context of the situation.

Task. Describe the task at hand and your specific role within it.

Action. Describe the actions you employed.

Result. Describe the outcome of your actions.

STAR APPROACH IN ACTION

DURING THE INTERVIEW Most interviews follow a three-stage pattern: The introduction. Arriving early shows respect for the professional who has reserved time to meet with you.

When the interviewer approaches, rise from your seat in greeting. The walk to the interview room is an opportunity to develop rapport by engaging in small talk. Once you are seated, the interviewer may provide an overview of the time you will spend together.

The information exchange. The interviewer will ask questions about your experiences, skills, and interest in the position. This is your opportunity to prove that you are the best candidate. Remember that your nonverbal behaviors, such as how you stand, sit, and listen, also influence the impression you’re giving.

The wrap-up. It is common for interviewers to ask toward the end of an interview, “Do you have any questions for me?”

You may ask for more details about the position and the skills the organization is seeking, but avoid asking questions related to salary, benefits, and personal topics. At the conclusion of the interview, express appreciation for the interviewer’s time and restate your interest. The interviewer will likely share the hiring timeline. If you are not offered a business card, ask for one so that you have the exact email or postal address to which to send a thank-you note.

QUESTION: Please describe a time when you employed

AFTER THE INTERVIEW

problem-solving skills.

Analyze in writing how the interview went, what you learned, and what your impressions were of the organization and the interviewer(s). A written record of each interview will help you remember and compare positions later.

Within 48 hours, send a personalized thank-you note to each person with whom you met (see page 30).

If you do not hear back from the organization within the timeframe discussed, contact the interviewer(s) again to express your continued interest and ask about your status.

ANSWER: In my internship last summer at the National Relief Fund, I was asked to devise a better system for tracking donations earmarked for hurricane disaster relief (situation). Because the National Relief Fund is such a large organization, I needed to understand the various ways donations were being tracked (task). By surveying regional offices, I found that only 78 percent of these offices had database tracking systems that were upgraded to the level of those at the national office. I included this information in a report that recommended an upgrade in these databases for all regional offices (action). As a result, the executive director made the decision to move forward with upgrading systems by August 2014 (result).

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05. INTERVIEWING

INTERVIEW ATTIRE While your interpersonal skills and ability to formulate responses are the most important elements, appropriate attire supports your image. The way you dress can greatly enhance or detract from the impression you make. Present yourself in a manner that reflects a highly polished and professional image.

For both men and women, the professional standard is to wear a matched two-piece suit.

Acceptable colors are darker (e.g., gray, navy, or black). Appropriate size is critical for both comfort and presentation. Make sure your suit is pressed for each interview.

Hair Make sure your hair is

FOR MEN

clean and well-groomed.

Tie Whether stripes or small dots, patterns should

Shirt Long-sleeved shirts

be uniform and subtle.

are most appropriate year-

Deep red, maroon, blue,

round. Choose white, light

navy, gray, and black blend

blue, or conservative stripes.

well with dark suits.

Belt Select a belt that matches or complements your shoes and has a simple buckle.

Socks Socks should complement the color of your suit and be long enough for

Shoes Lace-up, wing-tip

you to cross your legs

shoes are the most conser-

without showing bare skin.

vative choice and are universally acceptable. Have your shoes shined.

FOR WOMEN

Shirt/sweater Wear a con-

Jewelry/accessories

servative blouse or a knit

Limit jewelry and accesso-

shell underneath your suit

ries to five pieces. You do

jacket. White or off-white

not want them to distract

colors match with many col-

from what you are saying.

ors. Tops that are revealing, are high around the neck, or have many ruffles or frills are not recommended.

Skirt/pants A dress, skirt, or pants may be worn with a blazer. A dress or skirt should cover your thighs

Handbag Carry a small,

when you are seated; a

simple purse or handbag

good rule of thumb is that

that coordinates with your

it reach at least the middle

shoes. It is also acceptable

of your knees when you

to bring a small briefcase

are standing.

or business tote bag.

Hosiery Always wear hosiery in a neutral shade Shoes Choose close-toed

or a shade that coordi-

pumps of leather or fabric/

nates with your suit.

microfiber that allow you to walk comfortably.

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05. INTERVIEWING

Common interview questions Although you can’t predict exactly what an interviewer will ask, questions about decision making, analysis and problem solving, initiative, interpersonal skills, teamwork, communication, and leadership are among the most common. Use the following list as a general guide as you prepare.

Personal Tell me about yourself.

What short-term and long-term goals have you set for yourself? How are you planning to achieve them?

Who or what has had the greatest influence on the development of your career interests?

What two or three things are most important to you in a position?

What two or three accomplishments have given you the most satisfaction?

What are your strengths and weaknesses?

What has been your greatest challenge?

Are you willing to relocate or travel as part of your job?

Education Why did you choose your major?

Do you feel your GPA reflects your academic ability?

How has your major helped you prepare for this position?

What is the most important lesson you have learned in or outside of school?

How do you think you have changed personally since you started college?

Knowing what you know now about your college experience, would you make the same decisions?

What has been your favorite or least favorite course? Why? Employer What expectations do you have for your future employer?

Why are you interested in this organization?

Why are you the best person for this position?

What can you contribute to this company?

What challenges are you looking for in a position?

How have your educational and work experiences prepared you for this position?

What do you expect from a supervisor?

Experience What are your team-player qualities? Give examples.

Describe your leadership style.

What is your approach to handling conflict? Solving problems?

How do you motivate others?

Describe a leadership role of yours and tell why you’ve committed time to it.

What work experience has been the most valuable to you?

What was the most useful criticism you received, and who provided it?

How did you decide which extracurricular activities to join? What did you gain from these experiences?

What contributions have you made to a group project?

What types of situations put you under pressure? How do you deal with pressure?

What have you found most frustrating in your work experience?

Behavioral Take me through a project where you applied __________ skills.

Describe a situation when you displayed your critical thinking skills.

Describe a project or situation that best demonstrates your analytical skills.

Describe a situation where you had a conflict with another person and how you handled it.

Give an example of a problem you solved and the process you used to arrive at the solution.

Describe an idea that you developed and implemented that you felt was particularly creative or innovative.

Tell me about a difficult decision you have made.

Tell me about a time you set a goal and failed to reach it.

Give an example of a situation in which you failed and how you handled it.

Tell me about a time when you had to persuade another person to concur with your point of view.

Tell me about a project you initiated.

Tell me about a team project that you are particularly proud of and what your contribution was to the project.

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05. INTERVIEWING

POSTINTERVIEW THANK-YOU NOTES A personalized thank-you note is your final chance to stand apart from other applicants and to have additional contact with the employer before a hiring decision is made. Send a thank-you to each interviewer within 48 hours of the interview.

A thank-you note may be handwritten or emailed. When determining which is more appropriate, consider the employer’s hiring timeline and the culture of the organization. If the interviewer indicated that you would hear back within the week, email a thank you. A handwritten note is best if the organizational culture is conservative. Write the note on good-quality paper or stationery, keeping to one page, and make sure your writing is legible.

The content is as important as the format. In addition to expressing your appreciation for the interviewer’s time, a thank-you note gives you another opportunity to summarize your strengths, talk about highlights of the interview, confirm your continued interest, and cover anything you did not mention during the interview. Although your thank-you note should center on professional content, you can reference a personal topic that was discussed during the interview that may help you stand out from other applicants. There is no shame in name-dropping in your correspondence with recruiters and interviewers. Whether emailed or handwritten, your note should be proofread to ensure there are no errors.

Do not be surprised if an employer does not reply to a thank-you note. A thank-you note is a professional courtesy on your part and not a call to action for an employer.

A thank-you note should accomplish the following: 1 2

Recap specific conversational highlights.

3

Reiterate your relevant skills and qualifications.

4

5

6

30

Show your appreciation for the interviewer’s time and information.

Follow up on a question that you weren’t prepared for or confident about answering during the interview, if applicable.

Highlight especially relevant or interesting aspects of the organization; this is a great opportunity to reflect on the organization’s mission.

Communicate your continued interest and enthusiasm for the opportunity.

05. INTERVIEWING

Dear Mr. Smith,

1 2

5

6

Thank you for taking the time to interview me yesterday for a position as a 2015 Corps Member of Teach For America. I enjoyed learning more about the positive impact Teach For America is making across the country, and I look forward to contributing to the movement.

I left the interview with a heightened interest in the opportunity after learning more about the growth you experienced as a Teach For America Corps Member. During the interview, you asked what I hope to gain as a Corps Member. Upon further reflection, I hope to enhance my teaching abilities while also securing my place in history as an educator, motivator, and leader.

Teach For America is where I want to launch my career within education. I am passionate about educational reform, and I am committed to ensuring access to a strong education for all students. My leadership experiences at Northwestern have prepared me for the challenges that I will face in the classroom. I am eager to make a real impact on the world around me, and I am looking forward to utilizing my strengths as a leader to motivate my students throughout their education. I believe that education is the key to our worldâ&#x20AC;&#x2122;s future, and I hope to instill a love of learning in my students.

Since the interview, my enthusiasm for Teach For America has only continued to grow.

Thank you for providing me with the opportunity to interview for this transformative role.

I look forward to hearing from you.

4

3

Sincerely, Elizabeth Locke

Dear Ms. Wilde,

1 2

Thank you for taking the time to interview with me yesterday for the position of Financial Services Representative with Pacific Insurance.

After speaking with you, I am even more excited about this opportunity and I am confident that I can contribute to the initiatives of the Financial Services team. Specifically, I am eager to use the skills I have developed in my role as Vice President of Finance for Alpha Beta Gamma and the knowledge I gained from my internship at Sue Reality. My organizational and interpersonal skills will allow me to deliver the exceptional service that your clients expect and deserve.

I would like to reiterate my strong interest in the position of Financial Services Representative and joining your team. Thank you for providing me the opportunity to interview, and I look forward to hearing from you soon.

3 6

Sincerely, Susan Love 847-555-9876 susanlove@northwestern.edu

31

06. FINDING JOB/INTERNSHIP OPPORTUNITIES The most successful job and internship seekers employ a variety of strategies.

They start the process early, focus their pursuits, and develop an action plan.

They commit energy and time to the search.

Niche job boards are maintained by professional associations, chambers of commerce, regional entities, and others. These websites are valuable because they extract positions aligning with career interests or geographical preferences.

Megasites are clearinghouses for opportunities of all sorts. These sites extract a large variety of position types and industries in diverse geographic regions.

Sites to use include Internships.com, Idealist.org, and Indeed.com.

As a first step, you must define your end goal. You will want to find the balance between being too broad and too specific in your interests. When you focus too broadly, your search may feel overwhelming, as everything is a potential opportunity. When you focus too narrowly, your search may feel like finding a needle in a haystack. Instead, start by reflecting on what you are looking to gain from the experience and what you want in your future job or internship. Once you have defined these, there are strategies for your action plan:

It is important to visit these websites frequently, since opportunities are added daily. If a position interests you, visit the employer’s website as well and, if possible, submit your materials directly.

Do not rely solely on these websites, however; many positions are not posted publicly, and for those that are, competition will be great because of the large number of applications.

IDENTIFY OPPORTUNITIES ONLINE

SOURCE EMPLOYERS

The effectiveness of this common search strategy will increase if you use some of these resources:

Employer sourcing involves researching the potential employers in your desired industry to target and pursue opportunities. Develop a comprehensive list, including employers that you are already aware of and those that surface in your research. Online resources helpful in developing your target list include Hoover’s, Career Search, LinkedIn, and Vault.

Visit the website of each employer on your list to learn about current opportunities. If you find an opportunity, adjust your application materials accordingly and submit your application. If there are no current opportunities, network to establish a connection in anticipation of future opportunities.

CareerCat and INET list employment opportunities exclusively for Northwestern students. Northwestern’s online search systems allow our students to apply for full-time, internship, part-time, and summer employment opportunities posted by employers.

MOBILIZE YOUR NETWORK Networking, the most important strategy in finding employment opportunities, is discussed in detail in the networking section. Establishing genuine networking relationships is a constant process that should begin well before your job or internship search and continue even after you have secured a job.

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06. OPPORTUNITIES

Hiring activity cycles by industry To effectively plan your search, it is important to know when different industries hire new employees and interns. Hiring cycles vary by company and industry. Please consult with an NCA staff member to prepare strategies well in advance of your desired industryâ&#x20AC;&#x2122;s hiring cycle.

The tables below reflect typical hiring timeframes for internships and for full-time positions for June graduates. NCA receives job and internship postings throughout the year for every industry.

AUG

SEP

OCT

NOV

DEC

JAN

FEB

MAR

APR

MAY

JUN

JUL

DEC

JAN

FEB

MAR

APR

MAY

JUN

JUL

Finance

INTERNSHIPS

Consulting Engineering Education, nonprofit Government

** *

Advertising, marketing, media, PR Start-ups

AUG

SEP

OCT

NOV

*

**

FULL-TIME JOBS

Finance Consulting Engineering Education, nonprofit Government Advertising, marketing, media, PR Start-ups

*Several government agencies have early application deadlines due to security clearances.

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Š 2014 Northwestern University.

Produced by University Relations.

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