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Career Development Guide 2016-2017 Edition


Table of Contents Letter from the Director ............................................................................................... 2 The Career Center (ELCDC) ........................................................................................ 3 How The ELCDC Can Help You… ............................................................................... 4 Your 4 Year Plan – New Student Checklist ................................................................ 5 Career Education Officer: CEO ................................................................................... 7 Online Resources & Bearlink ...................................................................................... 8 So You Want An Internship? ..................................................................................... 10 Creating Your Résumé .............................................................................................. 13 Sample Formats ........................................................................................................................ 14 Getting Started .......................................................................................................................... 15 Formatting ................................................................................................................................. 16 Revising ..................................................................................................................................... 18 Sending Your Résumé .............................................................................................................. 20 Basic Résumé Requirements ................................................................................................... 21 Samples..................................................................................................................................... 22

Writing the Perfect Cover Letter ............................................................................... 24 Cover Letters Do’s and Don’ts .................................................................................................. 25

Other Letters & Correspondences ............................................................................ 26 Managing Your Social Media..................................................................................... 27 Professional Attire ..................................................................................................... 28 Helpful Tips................................................................................................................................ 31

Interviewing 101 ......................................................................................................... 32 Career Advice............................................................................................................. 35 The Art of Networking ............................................................................................... 36 So You Want To Go To Graduate School? ............................................................... 38 FAQS........................................................................................................................... 40 Real Bears Give Back Mentoring Program............................................................... 41 10 Strategies for Success! ........................................................................................ 42


Letter from the Director Dear Shaw University Students: Welcome to the Experiential Learning and Career Development Center (ELCDC), located on the lovely campus of Shaw University in the heart of Downtown Raleigh, NC! We are more than pleased to assist you during your career exploration and development process. Keep in mind that career development is a lifelong process and the sooner you dedicate yourself to this process, the higher your chances are for postgraduate success. Know that we are equally invested in your overall success; however, the first step in seeing such begins with you. We can help you by matching you with opportunities and services to allow you to explore your available career options. In the past, we have partnered with different companies, employers, and schools, both locally and a far to provide our students with different recruitment opportunities. Most importantly, these opportunities provide significant experience in a professional field and contribute to your career success. This career guide will provide you with an overview of the experiential offerings available through the ELCDC, as well as tips and guidelines for optimizing your professional development. We suggest that you review this guide carefully so that you are fully aware of the resources available to you. Stop in today and setup your appointment with our staff and join us as we work at prepping you for Life After Shaw! We look forward to collaborating with you during this educational and experiential process. Sincerely,

Nikesha Rollack Director, Experiential Learning and Career Development Center

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The Career Center (ELCDC) The mission of the Experiential Learning and Career Development Center is to provide centralized, comprehensive and progressive programs, services and resources in preparing students to achieve meaningful and successful career development; such that, upon graduation, they may pursue their chosen fields with confidence.

Location Yancy Building, Suite 222 118 E. South Street Raleigh, NC, 27601 Contact TEL: 919-278-2672 careerdevelopment@shawu.edu Hours Monday-Friday: 9:00 AM – 4:00 PM *Schedule your appointment on BearLink:

(Home Calendar  Counseling Appointment) Staff Nikesha Rollack – Director Amber Hanks – Program Assistant Phyllis Hilliard – Career Counselor

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How The ELCDC Can Help You… At Shaw University’s Experiential Learning and Career Development Center, we take pride in providing professional guidance and resources to our students and alumni. Whether you are sure of what you want to do after you have graduated from Shaw University, or just beginning to think about what lies ahead, there is something for you in the Career Development Center. We invite you to visit the Center for assistance with your career exploration, graduate and professional school preparation, and internship/job searches. Our goal is to make sure you have the necessary tools to aid in your professional development and growth.  Experiential Learning: Intentional learning through tangible experiences.

 Career Development: Large component of human development and process of which ones work identity is formed as they transition throughout life.

Some of the services we provide include: 4 Year Plan BearLink Access Career Assessments Career Development Guide Career Education Officers (CEO) Career/Majors Exploration Career Fairs Career Planning Checklist Career Resources Links Classroom Presentations Co-ops/Internships Newsletters Conferences Counseling Electronic Job Leads Employer Information Sessions Employer Site Visits Employment Sources Etiquette Dinners Graduate School Information

Interviewing Techniques Job Readiness Workshops Job Search Strategies Job Shadowing Living Learning Community Magazines/Journals Mock Interviews My Career Story Networking Events On-Campus Interviews Online Job Postings Part-time Job Positions Professional Development Professional Dress Seminars Resumes Scholarship Information Social Media Etiquette Special Programs

“We help by providing opportunities and services to allow students to explore their

Career Development Checklist Developing a career involves a three-stage process, repeat as often as necessary as you plan for—and then manage—your career: Understand Yourself—identify your interests, values, and strengths to clarify your goals Explore Options—conduct research, develop a network, and engage in activities and internships Take Action—prepare resumes, letters, and applications; interview for specific opportunities You develop a focus for your career path through the first two stages, and then take specific steps to embark on that career. You can use this checklist to track your progress. If you change your mind along the way—as most people do— return to an earlier phase of the process and begin again.

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Your 4 Year Plan – New Student Checklist FRESHMAN YEAR: Exploring- Self-Assessment & Career Planning Activities Register and attend activities sponsored by The Center. Keep up with current events (Read the newspaper and watch the news often) Begin to identify interests, abilities, skills and personal/work values Seek career advising to discuss choosing a major and/or identifying possible career options Investigate and join campus organizations that might interest you. Participate in campus activities. Answer the following four key questions:

What do I want to do when I graduate? What can I do with the degree that I am seeking? What do I need to do to develop myself further? How can I ensure that I start the career I am seeking after graduation?

SOPHOMORE YEAR: Deciding-Career Exploration & Investigation Activities Continue exploring your academic interests through a variety of courses Learn about career options in the various majors by talking with area professionals “Shadow” – spend a day on the job with a person in a career that interest you Talk to family, friends, peers, counselors, professors, etc. about your career choices. Meet with your academic advisor to discuss requirements for declaring a major in your chosen field and confirm an academic major Investigate internships, co-ops, part-time work, summer jobs, and volunteer programs to gain valuable experience Create or update your resume and have a consultation with ELCDC Attend ALL activities sponsored by ELCDC

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YOUR

4 YEAR PLAN

JUNIOR YEAR: Experience-Gaining Career Experience Visit ELCDC for job listings, employer and graduate school information and company literature Consider options for after graduation: Career and/or graduate/professional school, Graduate School Admission Exams Conduct informational interviews with professionals in your chosen career field Continue building practical experience through employment, volunteer work, internships and co-ops Participate in mock interviews and polish your interviewing skills Network, make contacts and keep a journal of employment possibilities and contacts If considering graduate study, identify possible schools and request admissions information Begin preparation for and begin taking admissions exams Develop an effective resume and have it critiqued by the Office of Career Services SENIOR YEAR: Career/Continued Education Seeking – Job Search/Transition to Work & Continued Education Activities Update and develop an effective resume for critique by ELCDC Become actively involved in the on-campus recruitment program, participate in on-campus interviews, information sessions and resume referral services Identify companies, who do not interview on campus, research them and network to establish contacts Plan and design your own individual job search strategy Participate in mock interviews and polish your interviewing skills Take all of the graduate admissions exams needed for admission to graduate/professional school Network . . . Network . . . Network!! Join professional associations and become actively involved Become actively involved in the on-campus recruitment program (on-campus interviews, information sessions and resume referral service, etc.) Attend all activities sponsored by ELCDC Continue developing related work, leadership and other skills necessary for your personal career objectives

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Career Education Officer: CEO Who we are: Career Education Officer (CEO) supports the Experiential Learning & Career Development Center (ELCDC). We market and promote the career development center services and events to students. We are looking for individuals who will portray a professional image, communicate effectively on a professional level and who are interested in building their professional network.

Benefits of Being a CEO: •

Receive training on personal and career development topics

Greet and assist recruiters on campus

Develop leadership, presentation, creativity, and teamwork skills

Interact with employers and Career Development Center staff

Qualifications: •

All classifications are welcome

Must be able to attend meetings twice a month

Must be able to commit to 5 hours a week

2.5 GPA is required throughout the semester

HOW TO APPLY: VISIT THE CENTER FOR YOUR APPLICATION AND MORE INFORMATION ON THE PROGRAM!

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Online Resources & Bearlink At the Experiential Learning and Career Development Center, we offer a number of online resources to assist you with your educational and professional development needs.

FOLLOW US ON INSTAGRAM & TWITTER! LIKE US ON FACEBOOK!

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Visit the

Career Center online and sign up: https://shawucsm.symplicity.com/

Visit the Career Center online and sign up: https://shawu-csm.symplicity.com/

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So You Want An Internship? Internship Program Guidelines The purpose of the Shaw University Student Internship Program is to provide Shaw University students with an experiential learning opportunity; experience in a professional field or related to a course of academic study. Internships may be paid or unpaid. Program length and daily schedule are mutually decided upon by the employer and student intern. Students need to determine how an internship will fit into their academic schedule; this usually requires they begin the process at least a semester before placement. The ELCDC Director may serve as a liaison between the student, faculty and employer, communicating via phone, email and/or site visits.

General Guidelines for Academic Internships To ensure the best educational internship experience for students and employing organizations, the internship must meet the guidelines articulated below. The academic internship experience: 1. Provides meaningful work experiences for the students, directly linked with the student’s major or academic program (approved by appropriate faculty member); 2. Is academically rigorous, resulting in a defined project or product benefiting the organization and student learning (supporting academic curriculum); 3. Includes orientation, training, supervision, monitoring, and evaluation to meet service and learning goals; 4. Provides the student with individualized attention through a mentor (resource) at the organization to enhance student learning and student development; 5. Provides formal and informal evaluations throughout the experience and a final assessment from both the student and organization mentor for the faculty advisor; 6. Supports the academic experience of the student, while rooted in the curriculum, the University mission and the core values of Shaw University. Suggestions for Optimizing the Internship Experience 1. Provide a defined job description with clear responsibilities for the intern. 2. Establish clear expectations of job performance, dress, and work environment for the position. 3. Set expectations for work hours and establish a schedule for work (e.g., 10 - 20 hours a week) as it relates to academic requirements. 4. Understand that the internship experience is a valuable educational experience, and, in addition, the student is likely taking multiple courses each semester. 5. Schedule times for periodic review and a final evaluation of performance.

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Student Requirements for Internships Students must meet the following requirements to participate in the internship program: 1. Students must be currently enrolled Shaw University students. 2. Students enrolled in an internship course must adhere to curriculum, department and program guidelines, in addition to the Shaw University code of conduct. 3. If you are not enrolled in an internship course, you are still eligible for an internship. 4. Students must have an approved resume, participate in a professional development workshop, AND participate in a mock interview. 5. Student interns and Shaw University staff must be furnished with concise and specific job descriptions by the employing agency.

Attracting and Training Student Interns The Experiential Learning and Career Development Center serves as the facilitator and mediator for many aspects of the academic internship process at Shaw; exploring and documenting the interests and needs of the employer partner agencies; connecting students with internship site placements appropriate to their course of study and experience. Business and community organizations wishing to partner with Shaw University students (as volunteers, service learners, interns, etc.) and faculty should begin by contacting ELCDC. • After an initial conversation to determine an agency’s general suitability, ELCDC staff will arrange a date and time for a site visit. • During that visit (or in follow-up meetings), the ELCDC staff-person(s) will inquire about the interests and needs of the organization and explain the role(s) of Shaw students through the academic internship program and other applicable Shaw programs. • ELCDC staff may also facilitate further meetings between agency staff and members of the Shaw faculty, depending on the needs of the organization and of currently offered internship classes. • For their part, employer partners should keep ELCDC staff informed about new projects, programs, and service opportunities which may be of interest to faculty and students at Shaw.

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Student Internship Learning Agreement (Student is responsible for filling out and retrieving signatures. Once your final version is complete, make 3 copies. Retain 1 copy and provide copies to your faculty and site supervisor. Submit the original signed agreement to the program assistant in the ELCDC within the first 2 weeks of the start of the internship.)

Name: ___________________________________________ Phone: ___________________________ E-mail: ____________________________________________________________________________ Starting Date: _______________ Ending Date: ______________ Hours per Week: _______________ On-site Schedule (Day/s, Time/s): __________________________________________________________________________________ INTERNSHIP LEARNING PLAN PURPOSE OF INTERNSHIP

OBJECTIVE/TASK

TIMELINE

END PRODUCT

STUDENT AGREEMENT: In my internship commitment to the organization named below, I agree to: a) Attend an orientation or training, and serve my scheduled hours, as agreed upon with my site supervisor b) Contact my site if I am unable to make my normal scheduled hours c) Act in a professional manner, serving as a member of Shaw University and the community d) Complete all required paperwork and assignments related to this academic internship e) Notify my site supervisor if there are any problems I am having at my site f) Keep track of my hours and complete the required number of on-site hours for the course

_____________________________________ STUDENT SIGNATURE

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Creating Your Résumé Résumé Writing Guide When writing your resume, it is important to remember your goal: to get hired! To do that, you must prove that you are the best candidate and capture the interest of the employer. One way to do this is to have an effective, professional resume, which will help you obtain an interview.

Choosing a Format There are three types of resumes: chronological, skill-based, and combination. Use the chart below to help you decide which would be the most effective type for you. Keep in mind that a different resume format may be best for each position you are seeking.

Characteristics

Focus of Resume

Chronological

Skill-Based

Combination

Presents all work experience, starting with your most recent position and working back in time 10-15 years Experience

Summarizes your professional skills and minimizes your work history

Uses aspects of the chronological and skills based styles best suited to the position you’re seeking Both experience and skills

 Seeking position in

 Changing careers  Entering job market

Skills and strengths important to employer

When to Use same field  Career path shows steady progress (increasing responsibility)  No gaps in work history

for the first time or after long absence  Varied or unrelated work experience

 Varied or unrelated

work experience  Short work history  Highlight relevant internships or volunteer positions

Benefits

Creates a concise picture of you as an employee for employer

Emphasizes relevant skills and strengths for employer

You choose the most effective features of chronological and skillbased resumes

Drawbacks and Cautions

Applicable transferable skills can be difficult for employer to see

No detailed work history

Pressure on you to fit the format to your objective and logically organize information

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Sample Formats Two Sample Versions of the Same Resume Here are two sample resumes representing the same person. Ivanna is using the chronological resume on the left to apply to a teaching job, and the skills-based resume on the right to apply for a lobbying internship.

Chronological

Skills-based

IVANNA SHAW 123 Alpha Street Raleigh, NC 98225 919.777.7777

IVANNA SHAW 123 Alpha Street Raleigh, NC 98225 919.777.7777

EDUCATION Bachelor of Science, Major: Marine Ecology, Shaw University (SU), Raleigh, NC.

EDUCATION Bachelor of Science, Major: Marine Ecology, Shaw University (SU), Raleigh

PROFESSIONAL HISTORY Writing Assistant at SU Career Center— Sept. 2004-June 2005  Peer tutored SU students individually in writing  Responded to resume drafts submitted to Shaw University’s Career Center Online Writing Lab  Facilitated Blackboard online discussions

RELEVANT EXPERIENCE Communication Skills  Responded to resume drafts submitted to Shaw University’s Career Center Online Writing Lab Online Writing Lab  Peer tutored SU students individually in writing  Interpreted beach ecology to help visitors to Channel Islands National Park understand, appreciate, and care for the islands  Facilitated Blackboard online discussions Writing Skills  Researched and wrote interpretive brochures and marine ecology park staff reference

Interpretation Intern at Channel Islands National Park—June-Sept. 2004  Interpreted marine ecology through presentations and guided tours to help visitors understand, appreciate, and care for the islands  Researched and wrote interpretive brochures and park manual  Assisted park rangers with projects EXTRACURRICULAR ACTIVITIES AND HONORS Huxley College Outstanding New Student in the Environmental Science Department—Fall 2005 Bellingham High School Science Tutor—Fall 2005-Spring 2006 SU Jazz Band—September 2003-June 2004

EMPLOYMENT HISTORY Writing Assistant, S U Career Center, Raleigh, NC—Sept. 2004-June 2005 Interpretive Intern, Channel Islands National Park, Ventura, CA —June-Sept. 2004 ACTIVITIES AND HONORS Huxley College Outstanding New Student in the Environmental Science Department—Fall 2005 SU Jazz Band—Sept. 2003-June 2004

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Getting Started General Skills—When you’re writing, remember to keep your resume concise and focused on highlighting your strengths. All employers, regardless of job field, look for general skills in recent college graduates. These are good skills to highlight in your resume and cover letter. Here are some of the top skills employers look for in applicants: Communication (written and oral)

Motivation/Initiative

Technical skills

Problem solving/analytical skills

Flexibility/Adaptability

Leadership skills

Academic achievement

Interpersonal skills

Honesty/Integrity

Transferable Skills—Employers also seek skills that are valuable even outside the context in which they were learned which might include jobs, class projects, student clubs, and volunteer activities. Here are some examples of transferable skills: Organizing/Planning

Giving presentations

Writing/Editing

Customer service

Counseling/Advising

Supervising/Managing

Sales/Marketing

Teaching/Training

Presenting Skills Effectively—Use the frame below to represent your skills:

Action Verb + Object + Results The action verb is whatever action you performed on the object to achieve your results. Sentences with this structure create a scenario and emphasize what you did, rather than what you were required to do. Example: Interpreted forest ecology through presentations and guided tours to help (action verb) visitors (object) to the National Park understand, appreciate, and care for the forest (results). Here are some examples of action verbs, arranged by skill category. Clerical Skills

Communication Skills

Creative Skills

Financial Skills

Management Skills

Research Skills

Teaching Skills

Catalogued

Developed

Conceptualized

Analyzed

Analyzed

Collected

Advised

Compiled

Edited

Created

Budgeted

Coordinated

Examined

Coordinated

Operated

Interpreted

Designed

Calculated

Evaluated

Identified

Facilitated

Prepared

Moderated

Developed

Marketed

Organized

Organized

Guided

Purchased

Publicized

Integrated

Projected

Planned

Surveyed

Instructed

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Formatting Use this guide to compose and format your resume. All resume formats have the information in section 1; the parts that are different for each format are in section 2; and optional information for all three formats is in section 3. Arrange your information so it makes the most sense—see the sample resumes for ideas. Keep in mind that this layout is only a guide, not the set-in-stone standard! Section 1: Information for All Resume Formats (Chronological, Skill-Based, and Combination) Contact Information (top of the page) Name, address, phone number (make sure your voicemail sounds professional), and e-mail address (use a professional-looking address) Education and Training  Type of degree(s), major, minor(s), university/colleges, location, date of degree(s)  Optional: topic of thesis, relevant courses, study abroad programs, GPA (usually only if greater than 3.5), honors and awards Section 2: Information Different for Each Format

Chronological

Skill-Based

Combination

Professional History

Relevant Skills

Relevant Professional Experience

 Include: position title,

 Divide your relevant work, volunteer

employer, location, & dates in a consistent order  For each position, list 3-5 bulleted accomplishments, duties, & skills  List jobs in reverse chronological order  Do not include supervisors’ names and organization addresses here

and educational experiences into subheadings (ex: “technical skills” or “interpersonal skills”)  For each subheading, list 3-5 bulleted accomplishments, duties, & skills from previous jobs and experience  Do not specify where you gained each skill except when listing specific accomplishments

Employment History  Include: position title, employer,

location, & dates in a consistent order  List jobs in reverse chronological order

 Include: position title,

employer, location, & dates in a consistent order  For each position, list 3-5 bulleted accomplishments, duties, & skills  List jobs in reverse chronological order  Do not include supervisors’ names and organization addresses here

Other Work Experience 

Format like Relevant

Professional Experience  Include work experience that is not relevant to the position you are seeking

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Section 3: Optional Information for All Resume Formats (Chronological, Skill-Based, and Combination) Objective (directly beneath contact information) • Level of the position you’re applying for functions • Skills you hope to attain in the position in

Title of the position and its

Field/industry you hope to work

Activities and Memberships (last) • Clubs, committees, sports, special events, & community service • For each, provide dates of participation and titles of any positions you held

Research & Publications • Senior Thesis, research projects & published papers • Posters/presentations at academic conferences (e.g. Scholar’s Week) • Letters to the editor; newsletter articles; poetry, short stories, and essays published in school magazines; etc.

Relevant Coursework • Courses directly pertinent to the position • If it will not be apparent to employers why a course is relevant, write a one- or twosentence description explaining how it’s applicable

Honors, Awards & Scholarships Departmental and University honors, including Dean’s List Merit-based scholarships Academic, organizational, and community awards

• • •

Licenses & Credentials • Pertinent certifications (sometimes employers will specify required certifications and licenses) such as CPR, first aid, EMT, WFR

Remember, each job has a different required and desired skill set, which means you will have to prepare a separate resume for each position you are applying for!

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Revising Read your resume through several times, looking for different things each time. The first time, focus on content. Pretend that you are the person hiring for this position—are you impressed with this resume? What do you want to know more about? What don’t you understand? Then run through the questions outlined below, under “Revising your resume’s content.” Next, think about stylistic and grammatical problems—look back at the section on “Writing your resume” for suggestions on sentence structure—and consider the questions under “Revising your resume’s style.” Besides reading your resume yourself, ask two or three trusted colleagues or friends to critique it. Additionally, the Career Services Center and the Writing Center can help you! Revising Your Resume’s Content Focus Your Resume • Whether or not you have used an objective, your resume needs to be targeted towards your goal: getting a certain job. Is there irrelevant or redundant information? Read through your resume, asking yourself, “How does this pertain to the job I’m applying for?” Cut out unrelated achievements, even if you’re proud of them. Evaluate the Content and Structure • Which accomplishments and skills do you get the strongest sense of from your resume? Stress your most relevant strengths by presenting them first. • In what order would the information make most sense? • Are keywords from the job description included in your experiences and skills? • Does the information present a clear picture of what you have to offer? How can you quantify your accomplishments to give the reader a sense of your capabilities and past responsibilities? Look for Gaps in Your Qualifications • Compare the requirements and duties of the job you want to the skills highlighted in your resume. What’s missing? If you have the skills required, make sure to include them in your resume! • Does the job you’re applying for require the use of special equipment or techniques? Specialized fields, particularly scientific and computer programming fields, often necessitate specific procedures, equipment, or programs. Check the job description for specific experience required or recommended, and be sure to include it in your resume if you have that experience. • Be specific—your potential employer will not assume anything. For example, if they ask for experience with Microsoft Excel, do not state, “experience with office software packages.” Make it easy for the reader to see you are qualified!

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Revising Your Resume’s Style After you’re satisfied with your resume’s content, check for grammatical and stylistic issues. One revision strategy is to read your resume out loud to yourself—this forces you to slow down and helps you catch little words you might have accidentally omitted, like “to,” and “for,” as well as makes you hear the rhythm of the writing and spot areas where it fumbles. To revise for grammar and sentence structure, one method is to read your resume backwards, sentence by sentence—read the last sentence, then the second to last sentence, then the third to last sentence. Use Effective Language •

• •

Make EVERY WORD work for you! By using Action Verbs in your resume, you create a sense of enthusiasm and a “can do” attitude. What action verb would best fit each of your skills? Where can you use stronger words? Use a thesaurus to find synonyms to improve word choice and avoid repetition. Consider whether headings are appropriate and represent your information and achievements. For example, “Work History,” “Professional Experience,” and “Relevant Experience” are all headings for work experience. Section headings stand out in the reader’s mind, so make them work for you!

Be Concise (But Not Modest!) • • •

Consider this: the average employer will spend 6-10 seconds scanning your resume. Eliminate extraneous words that could distract a reader. Circle the 5 points you think are most likely to help you get the job you want— then look at everything that isn’t circled. What could you omit or shorten? If your resume is too short, you may not be giving yourself enough credit for the experiences and training you have had.  Ask yourself, “How did I improve the places I have worked?”  Look through job performance reviews and job descriptions from your previous experience to remind yourself of your accomplishments.  If your work experience is limited, consider emphasizing your coursework, activities, or volunteer experiences that demonstrate skills such as teamwork, punctuality, accuracy, or leadership.

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Sending Your Résumé You have on your computer a beautifully worded résumé geared towards a specific job, and you are ready to send it to your potential employer. Before you send it in, double check this list!

Read Your Resume One Last Time •

• •

Proofread! See if you catch any spelling errors or missing or incorrect punctuation. There is no faster turn-off in a resume than misspellings and grammatical errors. Identify your own patterns of error and check for those first.  Read your resume out loud.  Get someone else to read your resume.  Let time elapse between drafting and editing your resume. Double check phone numbers and email addresses. Check your own contact information as well as your references. Make sure all relevant information for the job is included, and make sure all the include information is relevant! Every resume needs to be targeted towards a specific job, and that means a certain amount of rewriting and editing each time you submit your resume.

Make Your Resume Visually Effective and Appealing • • • • • •

Avoid using a “resume wizard” because it is difficult to customize. Instead use the University software, Optimal Resume. Make your resume easy to read—design it to be powerful even when skimmed. Visually balance the text with white space. Use at least 1” margins and put space between sections within the resume. Be uniform with style; headings, tenses, and fonts should be consistent. Use at least a 10 point font, though 12 point is better. Do not use fancy fonts— the standards Arial and Times New Roman are easiest to read. Avoid abbreviations. If you use abbreviations, spell the word out the first time you use it, followed by the abbreviation in parentheses. Example: Shaw University (SU). State names may be abbreviated. Avoid personal pronouns like I and you.

Send Your Resume Professionally • • • •

Print your resume on white paper. Do not fold or staple your resume; if possible, mail it in a 9”x12” envelope. ALWAYS include a cover letter! Use the guide on the next page to write your cover letter. The Experiential Learning and Career Development Center can assist you.

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Basic Résumé Requirements There are many different ways to present your relevant skills to an employer. We strongly encourage you to visit the Experiential Learning & Career Development Center’s library and/or to go online to shaw.optimalresume.com to begin building your resume. You should always tailor a resume to highlight experience and skills relevant to the job. However, these are the common elements or sections of a resume.

NAME Make your name stand out by using all caps, bolding, and/or a larger font size. First, Middle Initial, Last Address Phone number(s) Email Address (use a professional-sounding address!) HIGHLIGHTS OF QUALIFICATIONS (or SKILL SUMMARY or STRENGTHS) • Bulleted, targeted statement listing specific skills and experience that qualify you for a specific job. • Use the job announcement as a guide for what to include. EDUCATION Degree, major/minor, university/community college name(s), city & state, dates listed in reverse chronological order. Usually include your GPA only if it is above 3.0. If it is lower, consider using your major GPA instead. Detail special coursework if pertinent. Do not include high school. RELEVANT EXPERIENCE (for Skill-Based Resume Format) • Bulleted statements highlighting your relevant work, volunteer, educational, or life experiences Carefully select and target these to show an employer that you are qualified for the job. • List most relevant information first. • These may be divided into experience subcategories (see resume samples in this guide). • Under each subcategory, list 3-5 bulleted accomplishments, skills, duties/responsibilities. Start each phrase with an action verb (see list in this handbook for suggestions). WORK HISTORY (or PROFESSIONAL HISTORY) • List the position title, employer, location and dates in reverse chronological order (starting from the most recent and working back). Do not include addresses or supervisor names. • In the Chronological Resume Format, under each position, list 3-5 bulleted accomplishments, skills, duties/responsibilities. Start each phrase with an action verb (see list in this handbook for suggestions). • List your most relevant information first. • In a Skill-Based Resume, the details of your work experience are given in the Relevant Experience section (see above). This section is merely a list of employers, locations and dates. OPTIONAL SECTIONS Sections such as Objective, Activities and Memberships, Honors, and Interests may be included only if the information is pertinent to your field.

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Samples

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BEFORE

AFTER

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Writing the Perfect Cover Letter In Search of Opportunities? Cover Letters/Letters of Application: This is written in response to a specific, advertised job opening. The goal is to get your resume read and generate a job interview. A successful letter demonstrates how your qualifications match the job requirements. At the very least, you must research the organization and study the position description carefully. Organize your letter as follows: • Seize Attention: In one, short, bold sentence, tell them what you want, why you are writing. • Pique Interest: Describe your qualifications as they relate to the position requirements, providing evidence of your related experiences and accomplishments. This is where you would mention a referral if you can use their name. • Get Down to Business and Show Your Stuff: Convince the employer that you have the personal qualifications and motivation to perform well in the position. • Wrap it Up: Indicate your availability for an interview. Letter of Inquiry: This letter seeks out possible openings and generates, if not a job interview, at least an initial information interview. Because many positions are not widely advertised, letters of inquiry are used extensively in job searches. It is structured similarly to the letter of application (see above). An effective letter of inquiry reflects knowledge of the organization and communicates how you can contribute to its needs and goals. Organize this type of letter as follows: • State why you are particularly attracted to the organization; indicate the areas of the organization that interest you and the type of position you are seeking. • Highlight your qualifications as they relate to your stated interests. • Ask to be considered for existing or anticipated openings suited to your qualifications. • Ask to meet with someone to further discuss your interests and qualifications. Because this is an un-solicited letter the person will probably not call you, so tell them you will follow-up and specify when. Networking Letter: Use this letter when someone has referred you to a person as a contact for an information interview. Usually, it begins with: “Professor So-and-so suggested I contact you regarding information about becoming a language interpreter.” LETTER FORMAT Introductory Paragraph Explain why you’re writing (application, inquiry, and networking). Describe how you heard about the position or company. Capture the reader’s interest.

Body of the Letter Relate your background to the job qualifications. Give examples. Use their terminology and language. Share why you’re interested in them. Show enthusiasm! Closing Be direct. Ask for an interview or job. Let them know you’ll follow up. Be specific about how and when you’ll be in touch. Provide them with your phone number and email address. Let them know dates and times when you’re available.

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Cover Letters Do’s and Don’ts

DO

DON’T

 Use standard business-letter format and generous margins.  Single-space paragraphs and double-space between paragraphs.  Address the individual by name and use his/her appropriate title.  Include the person’s full name if you don’t know his/her gender (e.g., “Dear Pat Smith”).  Attract attention with a strong first paragraph.  Limit letter to 3-4 short paragraphs.  Refer to your enclosed resume.  Highlight and expand upon the most relevant information in your resume, using specific examples.  Use correct grammar.  Ask someone to proofread letters to make sure they are error-free.  Use high-quality bond paper and envelopes in white, ivory, or light gray.  Keep copies of your letters.

− Use the passive voice. − Include extraneous information. − Repeat verbatim what’s in your resume. − Point out weaknesses or lack of experience. − Begin too many sentences with “I.” − Use jargon or excessive wordiness. − Exceed one page. − Copy exact wording from letter examples in this Guide or in CCS’s letter-builder tool. − Assume spellcheck will identify all errors. − Forget to sign your letters. − Emphasize what you hope to get from the experience, but rather what you can contribute.

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Other Letters & Correspondences FOLLOW-UP LETTERS Thank-You Letters Thank interviewers for meeting with you following information or job interviews. • Reiterate your interest in the field and the position. • Recall aspects of the interview that were especially helpful or enlightening. Speak with a career advisor if you have concerns about whether to send an e-mail message, a handwritten note, or a more formal letter, and to whom you should address your letter if you spoke with more than one person.

Offer-Acceptance Letters Respond to the employer to express your pleasure for receiving the offer and your enthusiasm for joining the organization. • Confirm the terms and conditions of your employment, including salary, start date, benefits, etc. • Request a written confirmation of the detailed offer if you have not received one.

E-MAIL ETIQUETTE Many of the sample letters in the Guide are set up as if printed letters. Job correspondence via e-mail is becoming increasingly common, however, keep these guidelines in mind: •

Use an appropriate subject header.

Send your cover letter and resume—in pdf format—as attachments with a message in the body of the e-mail.

Keep your e-mail message brief: “Dear Dr. XX, Thank you for speaking with me today regarding your exciting research on xxx and the possibility of an internship in your lab. I am attaching my resume and cover letter for your consideration.”

Be professional and positive.

Remember that the language in job-related messages should be more formal than in other e-mail messages.

Avoid strange fonts, distractions at the bottom of your messages such as cute signatures and quotes, or emoticons.

Proofread your message and documents carefully before sending them to avoid spelling or grammatical errors, formatting problems, etc.

Type your full name to “sign” your e-mail. “Prepping YOU for Success!” | 26


Managing Your Social Media When applying for any opportunity or position, always remember to manage your active social media profiles. To most employers, these profiles serve a direct reflection of whom you are/who they could be hiring.  Be aware that some employers are using social-networking sites such as Facebook to evaluate applicants before offering them an interview or extending a job offer.  Make sure that your content on these sites will not deter prospective employers. Check your privacy settings carefully, and review all the content where you are tagged.  Reduce or remove any inappropriate, offensive, or unnecessary content (pictures, videos, messages) from your profile.  Remember, you NEVER know who is following you and/or reading your posts.

Examples of what should NEVER appear on your social media!

POSTING INAPPROPRIATE CONTENT CAN RESULT IN YOUR MISSING OUT OR SIMPLY

LOSING A JOB!

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Professional Attire WHAT TO WEAR? In a business setting, people first notice:       

Your clothing Your face Your hands Your shoes Your writing instrument Your briefcase/purse Your watch… etc.

The care taken in your appearance indicates the care taken in your position A Side-Bar On How You Are Perceived… If you look like a/an _____, people will treat you like a/an ______. If you act like a/an _____, people will treat you like a/an ______. If you talk like a/an _____, people will treat you like a/an ______.

What is Business Dress??  Attire appropriate for meetings or an office environment  Purpose is to convey a professional appearance, as well as create an environment conducive to work  Personal expression is encouraged, but should not be taken to extremes

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Suits • •

Colors to Wear: dark blue, gray, brown or muted pin-stripes Tailored and freshly dry cleaned

Shirts • •

Good quality, white button-down or white classic color – bi/color….? Make sure the shirt is pressed

• • • •

Silk or good quality Complement suit Tip of tie should end near the center of belt buckle Don’t let the tie speak for you!

MEN

Ties

Shoes • • •

Highly polished slip-ons Laced dress shoes in black, cordovan or brown Dark socks that are high enough to hide your skin when you sit down

Facial Hair •

No facial hair if possible, if you must, trim it neatly

Jewelry • • • •

No chains or necklaces showing No rings other than wedding or college ring No earrings or other piercing; if you have them, take them out Conservative watch

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Shoes Shoes should be: • Neat and polished. • Closed toe. • No higher than a 2 inch heal (unless you are extremely short).

• • •

The most traditional and conservative interview attire for women is a two piece, matched skirt suit. Always, always wear a blouse under your blazer! A long sleeved, collared shirt or shell is appropriate. Make sure your ensemble still looks complete without your blazer (in case you have the option to take it off).

Hair • • • •

Simple style You don’t want to distract the interviewer with hair. They should notice you for your skills and experiences, not your hair. Out of your face.

WOMEN

Shirts/Blazers •

Nylons • •

A must with any interview outfit – skirt or pantsuit! Skin tone or black colored are most appropriate.

Portfolio vs. Purse • • •

Opt for a sharp, professional looking portfolio instead of your purse. Choose a good quality portfolio with compartments for keys or lipstick. Carry copies of your resume and a pad for note taking.

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Helpful Tips • • • • • • • • • • •

Clean fingernails Minimal cologne/perfume Empty your pockets to avoid clinking or bulges Turn off cell phones and beepers (leave them in the car!) No gum or cigarettes DO NOT over accessorize (Choose 1 or 2 simple accessories like a watch and stud earnings) It’s best practice to follow the/your company’s dress policies. Your first reference point is the employee manual. When in doubt – ask your supervisor or a member of Human Resources! Warning: business casual means different things in different companies! Casual dress ranges from coordinated skirt/pant sets to khakis and polo’s. Business casual does not mean jeans or tennis shoes.

Visit our Career Closet located in the Experiential Career and Development Center!

YOU ONLY HAVE ONE CHANCE TO MAKE A GOOD FIRST IMPRESSION! “Prepping YOU for Success!” | 31


Interviewing 101 Before the Interview • Record a professional-sounding message in your voicemail. • Remove any inappropriate language, music, and other recordings. Employers begin to form an impression of you through phone contact. • Plan ahead for conflicts with other interviews, exams, etc. Inform the employer immediately if for some good reason you must cancel or change the date of your interview. • Arrive for your interview ten to fifteen minutes early. • Treat administrative staff with the same courtesy you give interviewers. • Turn off your cell phone. During the Interview Do: • Give the interviewer a firm handshake. • Demonstrate enthusiasm and confidence. • Pay attention to your non-verbal behavior. • Listen to the questions carefully and give clear, concise, and thoughtful answers. • Thank the interviewer for his/her time and ask for his/her business card. • Behave courteously and speak honestly. Don’t: • Address the interviewer by his/her first name unless invited to do so. • Let the employer’s casual approach fool you into thinking you can drop your professional demeanor. • Dominate the interview or appear arrogant. • Speak or act in a nervous manner. • Ask questions the interviewer has already answered. • Interrupt when the interviewer is talking. After the Interview • Send your follow-up letters promptly. • Return phone calls during normal business hours as soon as possible. If you delay in returning them, an employer may assume you’re not interested in the position. • Notify the employer immediately if you accept another position.

STEPS TO SUCCESS IN INTERVIEWING Step 1—Prepare Research the position and the organization. Obtain a detailed job description, if possible, and be prepared to mention job responsibilities during the interview. Attend employer information sessions and read the organization’s website and literature, news articles on the employer, and other information sources to learn about products and services; size (sales and number of employees, locations, etc.); employer strengths, values, and distinguishing characteristics; recent stock performance, if a publicly traded firm; key staff and organizational structure; competitors and growth potential; and industry trends. Conduct information interviews with alumni and others in similar organizations to increase your knowledge of the career field and the industry. Identify Connections between YOU and the position • List major points about yourself in relation to the position. Note specific examples to support each point and decide how to present them. • Analyze your academic, experiential, and extracurricular activities to discover what they reveal about your strengths, values, and interests. • Work on answers to key questions: Why do I want this job? How am I qualified? What makes me a prime candidate? What are my strengths and weaknesses relative to the position? • Review your resume and be prepared to explain what you accomplished, why you performed tasks a certain way, what you gained from the experience, and how it helped prepare you for your desired career field.

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Develop Questions to Ask the Interviewer Formulate questions covering a broad range of topics of interest to you—business direction and goals, business philosophy and management style, competitive stance and market growth projections, and career paths/career enhancements—based on your research of the organization and understanding of the position. Step 2—Practice Analyze and improve your communication skills • Use proper language, grammar, and diction. Avoid pauses using “um” and “uh,” and filler words such as “you know,” “like,” or “okay.” • Eliminate nervous mannerisms. • Be aware of what your posture, gestures, and facial expressions are communicating. For example, poor posture may be viewed as lack of self-confidence. Become Comfortable Talking About Yourself • Familiarize yourself with the types of questions interviewers ask, and practice wellthought-out answers in front of a mirror or with a friend. • Rehearse responses, but don’t memorize them. • Develop your ability to speak confidently about your strengths. • Be prepared to acknowledge your weaknesses, but don’t dwell on them. Try to focus your weaknesses on job inexperience rather than on personal limitations. Learn how to explain what actions you are taking to correct the weaknesses. Practice Interviewing Techniques • Use the resources available in the Center to practice mock interviews. Seek feedback from a career advisor on your interviews. • Schedule a practice interview with a career advisor. Simulating the interview can help you develop responses to questions and heighten awareness of your body language. Videotaping of the interview may be available to assist you in analyzing your performance.

• Be sure you understand a long or complex question before you answer. Don’t hesitate to ask for clarification. • Take time to think about your answer before you begin; short pauses are acceptable. • Learn to generate answers that are neither too long (over two minutes) nor too short (under twenty seconds). • Frame your answer with introductory words when appropriate, for example, “I see three main points that relate to this issue. First ...” Step 3—Perform During the interview, your objective is to demonstrate how you can meet the employer’s needs and goals. • Focus your answers by emphasizing your accomplishments and experience. • Be positive. Negative comments about past experiences could give the impression that you’re hard to get along with. • Demonstrate your enthusiasm and selfconfidence by relaxing and smiling. • Watch for clues that the interviewer is connecting with you. Change your approach if he or she does not seem interested and relaxed, or fails to maintain eye contact. If the interviewer appears puzzled, stop and restate your reply. If he or she seems to have lost interest, ask if you have covered the point adequately. • Ask about next steps so that you understand the employer’s time frame for filling the job before leaving an interview. Step 4—Evaluate Make it a point to learn something from each interview experience, even one that didn’t go as well as you had hoped. Analyze your performance immediately after each interview, asking yourself: • Was I properly prepared? • Was I able to keep the interviewer’s attention? • Which questions were particularly tough? • Did I learn enough about the job? Did the interviewer learn enough about me to decide whether I’m right for the job? Meet with a career advisor to discuss difficult questions or issues about the interview.

“Prepping YOU for Success!” | 33


Step 5—Follow Up Following each interview, write a short and timely letter of appreciation to the interviewer. (See example on page 25.) This will demonstrate professionalism and give you an opportunity to make another positive impression. • Include any information or documents requested during the interview. • Restate briefly any points you think you may not have communicated effectively, or add an important point you may have forgotten. • Send a letter or e-mail to the key contact person who arranged an on-site visit, and request that your thanks be conveyed to others involved in the interview process.

• Direct a separate letter to your potential supervisor, if you interviewed with that person. Application Status • Call to ask for an update on your status if you haven’t heard from the employer a week or so after the stated time frame. • Realize that activities and decisions may be delayed during holiday and prime vacation periods. If you receive a rejection from an employer for whom you would like to work, follow up with another letter reiterating your interest in the organization and expressing your desire to be considered for other positions in the future.

For additional questions on interviewing, stop in and speak with us at the Career Center!

“Prepping YOU for Success!” | 34


Career Advice Planning for your Future! Begin by assessing yourself… Think about your values Consider which job rewards are most important to you. Some examples include: • Job security • Status and respect • Salary • Personal achievement • Helping others Consider your ideal work environment What job characteristics do you most like or dislike? Examples might include: • Being creative • Working under pressure • Making decisions • Having varies tasks • Working with the public • Working outdoors Examine your personality Everyone has personal traits that affect career choices. Be honest about identifying yours. Recognize your skills and experience Consider skills you may have gained and used in: • Past jobs • Volunteer work • Hobbies • School • Social situations Identify the skills you’ve developed and not just the tasks you’ve completed. For example, if you’re good at planning group outings, two of your skills might be coordinating details and organizing groups. Write out your own personal evaluation List your values, preferred work environment, skills, interests, strengths and weaknesses. Be Specific. Set priorities What would be most important to you about a job? Personal achievement? Using a particular skill? A high rate of pay? Tests may help Check your library, ask campus placement personnel or search online for personality or skills inventories.

“Prepping YOU for Success!” | 35


The Art of Networking Over the course of your work life, networking will be the single most effective method of advancing your career. Networking plays a role in the majority of hiring decisions. Many job vacancies are never advertised, but instead filled through personal or professional referrals. Employers prefer to hire candidates they have met, or those referred by a trusted source.

What Is Networking? • • •

Networking is talking with people who will learn about you and your interests, and then help you gain insight into your career options and goals. It is a two-way process that involves developing and maintaining connections with individuals, and mutually benefitting from the relationships when seeking leads or internships. Networking requires ongoing time and attention; it is not something you do only when you are looking for a job.

Why Would Anyone Want to Network With a Student? People like to help others, especially if they have common interests (major/career field) or affiliations (family, friends, Shaw). And, people like to talk about themselves, in particular their career development and accomplishments. They also understand that you may be in a position to help them in the future even if you are not now.

Build a Contact List Family members, friends, faculty, staff, and alumni are all contacts and potential sources of additional contacts. Identify other contacts through: • • • • •

Social Media—create a professional profile(s) and begin to make connections and join groups of interest to you. See the tips on building and managing your social media on pages 28. On-campus events—career fairs, alumni panels and speakers, employer information sessions, and class presentations. Affiliations—professional and community-based organizations, fraternities and sororities, student government and other memberships. Research—LexisNexis, industry/trade publications, employer websites, alumni magazines, and library resources, which can help identify potential contacts. Job-shadowing (extern) programs, internships, and summer jobs—opportunities to conduct information interviews while you’re in the workplace and obtain referrals from your supervisors and co-workers.

“Prepping YOU for Success!” | 36


Seek Opportunities to Meet People Don’t discount informal networking opportunities that occur each day. Initiate conversations with others in the elevator, waiting in line, or seated near you at meals or in class. These casual chats can lead to meetings, to acquaintances, to friends, to contacts. There are many events sponsored by ELCDC that enable you to connect with staff, alumni, and fellow students. Make sure you follow us on social media in order to receive updates about workshops, career fairs, alumni panels/ presentations, and other networking events of possible interest to you.

Develop Your Goals Before you make your first contact, think about why you are reaching out and what you want to learn. Are you looking for advice to refine your career path? Are you seeking information on a specific company for an internship search? Use the resources available to assess your skills, interests, and abilities. Then, prepare a concise introduction that can open the discussion, followed by carefully considered networking goals to communicate clearly who you are and what you hope to learn from the interaction. The keys to successful networking are preparation and practice.

Overcome Reluctance to Network Some people are not naturally outgoing, and the idea of networking can cause anxiety. Students may avoid networking for a variety of reasons, including a lack of confidence, fear of rejection, and a sense of unimportance. Some may think of networking as insincere at best and manipulative at worst. Others may prefer the comfort of online networking. Use these tips to improve your in-person connections. Check our website for more. •

Volunteer at large events (career fairs, alumni receptions, etc.) to meet others with similar interests, while also developing teamwork skills. Arrive early for events to feel comfortable in the setting; you’ll be able to build your confidence by speaking with others and already being part of a group when the event begins.

“Prepping YOU for Success!” | 37


So You Want To Go To Graduate School? A number of graduating seniors plan to pursue further education immediately after graduation, while many wait a year or more before applying. Delaying graduate school attendance allows you to gain professional experience and become certain of your interest in a career field. Deciding to attend graduate school is a big commitment. First be certain of your career choice, and then determine whether an advanced degree is required. Talk with the ELCDC staff about the resources available to assist you. Also, reach out to other Shaw faculty and alumni for their advice and perspective as you make this decision.

Attend workshops and orientations on the application process offered each semester. Meet with your advisor for help in applying for graduate or professional programs. Attend Graduate and Professional School Fairs held on or off campus and speak with school representatives about their programs. To obtain test materials and register for the various tests, visit websites of test administrators (for example, GRE at gre.org for graduate research degrees).

Graduate or Professional School? These educational programs differ in the following ways: • Graduate research degrees (for instance, a Ph.D. in English or physics) emphasize original research that adds to existing knowledge. These degrees are typically required for tenure-track faculty careers, but also may lead to careers with consulting, government, nonprofit, international affairs, or private-sector employers. • Professional school degrees in fields such as medicine, law, and social work emphasize acquiring knowledge and skills to meet requirements for work in the field.

In addition to using our services, you should: • Decide when to take the appropriate admission test and investigate how to prepare for it. • Identify faculty with whom you’ve studied and/or conducted research to ask for recommendations. • Maintain confidential letters until you need them.

Application Process Shaw has resources to assist you: Pick up a copy of the graduate guide at the ELCDC in the Yancy building, Suite 222. • Conduct research on graduate schools, personal statements, test preparation, etc., during your free time.

Funding Graduate Study Graduate study may entail a significant financial commitment. Many graduate programs offer funding through teaching and research assistantships. In addition, there are numerous fellowships and scholarships available.

“Prepping YOU for Success!” | 38


Why should I go to graduate school? This is an important question to ask yourself before you begin any application. There are several reasons for seeking out a graduate education.

Good reasons to attend graduate school Mandatory study and licensure: Certain professions require professional degrees. Talk with your advisor about the requirements for your field. Non-mandatory but recommended study: Several fields do not require an advanced degree but your chances of employment greatly improve if you have one. Research the educational level of other professionals in your field to determine if an advanced degree will be useful. Enhance your skills: Graduate work gives you the opportunity to expand your knowledge of the field and to learn about new and innovative research. Enhance your prospects for advancement: A graduate degree often improves your chances for promotion.

Questionable reasons to attend graduate school • • • • •

You don’t know what else to do You can’t find a job You want to please your parents (or someone else) You want the prestige of an advanced degree You want to maintain eligibility for student health insurance and delay repaying student loans

When should I start graduate school? There are several factors that will help you to determine when you should start graduate school. If you feel like you are ready to start immediately, you should ask yourself: • Have I completed all of the admissions requirements for the graduate school and my program of study? • What questions do I have about the graduate program I have selected? • Have I completed my application for graduate school? If not, what do I have left to do? • Do I have the money to attend or have I completed the necessary paperwork for financial assistance? • Have I researched the requirements of my profession and talked to my undergraduate advisor about my career path? • Am I emotionally ready to continue (or return) to school? If you feel like you might want to wait, you should ask yourself: • Do I know where I want to go with my career? • Do I need to take (or re-take) an admissions test? • Will I benefit by gaining work experience? • Will a potential employer help to finance my education if I get a job first? • Would it be better for me emotionally to wait on graduate school?

“Prepping YOU for Success!” | 39


FAQS Q. Do I need a graduate degree? Depending on the field you have chosen, a graduate degree can improve your chances for a promotion and higher salary. It is important to consider what type of work you want to do and what types of degrees are held by others in your field. Q. Can I be a part-time graduate student? Yes, students often have other commitments that do not allow them to take a full class load. You should always check with your program to find out about course requirements and how many credit hours you should be taking. Q. Will I make more money with an advanced degree? Your salary depends on several factors. But according to the US Bureau of Labor Statistics, a person with a master’s degree can make almost $3,000 more per year than someone with a bachelor’s degree. Q. How is graduate school different from undergraduate? −

Grades: Graduate students are expected to perform at an A/B level and may have to retake a class if they do poorly. − Classes: Many of the classes that you were required to take as an undergraduate were part of your general education. Courses in graduate school are specific to your area of study. − Research: Graduate school offers several opportunities to get away from your textbooks and out into the field. − Application: Graduate work provides focused discipline-specific application of theoretical and research-based material. − Professors: Graduate faculty have content-specific backgrounds enriched by work with related research. Your professors are noted national, regional and state experts in their field. − Thesis: Some graduate programs at require you to complete a thesis that incorporates the research you have done during your course of study. There are also options for nonthesis programs. Talk with your advisor to see which option is best for you. − Time Management: Of course you learned excellent time management as an undergrad! As a graduate learner you will be balancing several more responsibilities. You have to attend class, find time to work on your thesis or final project, fulfill obligations to professional organizations, and work at a regular job or an assistantship. Remember, all of these things are in addition to your school responsibilities.

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Real Bears Give Back Mentoring Program The Shaw University Experiential Learning and Career Development Center, in partnership with the National Alumni Association (NAA), has developed the Real Bears Give Back Mentoring Program for the benefit of our current students and alumni of Shaw University. What is a Mentorship? The mentor/mentee relationship is a unique and personal relationship, which transcends a mere advisor or board relationship. It is one of the most rewarding things people can be involved in outside of their family relationships. Mentorship doesn’t happen by accident. Both the mentor and the mentee have their parts to play in a successful mentor/mentee relationship. A “mentor” is a person who has had professional and life experience that can be used to help others learn and develop. The mentor is willing to share these experiences in a manner that the mentee can react to and understand. A “mentee” is a person who receives the help and assistance of the mentor. The mentee is willing to be engaged and respectful of the mentor’s time and accomplishments. Mentorship is not merely advice. It is a joint commitment between two people, based upon mutual trust and a commitment. The commitment of the mentor is to provide advice and help to the mentee with the mentee’s best career interests in mind.

Drop by and learn more information about this exciting opportunity! “Prepping YOU for Success!” | 41


10 Strategies for Success! 1. Keep your grades up! You start off with a 4.0 GPA. The higher your GPA, the more marketable you will be. 2. Identify your interests, skills, characteristics. 3. Actively explore career options. 4. Become active in extracurricular activities & clubs. 5. Get involved in community service. 6. Develop your computer skills. 7. Develop your writing skills. 8. Complete at least one internship in your chosen field. 9. Gain an appreciation of diversity through study abroad, languages, and courses. 10.Use the Center ALL Four Years!

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www.shawu.edu/CareerDevelopment

2016 Shaw University Career Development Guidebook  

This career guide will provide you with an overview of the experiential offerings available through the ELCDC, as well as tips and guideline...

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