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Career

UCSB Graduate Student

Guide V ecr


IMAGINE PHD IS A CAREER EXPLORATION AND PLANNING TOOL FOR THE HUMANITIES AND SOCIAL SCIENCES PHD AND POSTDOCTORAL SCHOLARS ImaginePhD is a free online career exploration and planning tool for PhD students and postdoctoral scholars in the humanities and social sciences. Humanities and social sciences PhD students and their mentors have long recognized the need for more resources to help bridge the knowledge gap between doctoral education and the realm of career possibilities. ImaginePhD is designed to meet this need by allowing users: • To assess their career-related skills, interests, and

values

• Explore careers appropriate to their disciplines

• Create self-defined goals • Map out next steps for career and professional

development success

Visit: www.imaginephd.com

MyIDP is a Career Exploration and Planning Tool for Science, Technology, Engineering, & Mathematics PhD and Postdoctoral Scholars You have put a lot of time and effort into pursuing your PhD degree. Now it’s time to focus on how to leverage your expertise into a satisfying and productive career. An individual development plan (IDP) helps you explore career possibilities and set goals to follow the career path that fits you best. myIDP provides: ◊

Exercises to help you examine your skills, interests, and values

A list of 20 scientific career paths with a prediction of which ones best fit your skills and interests

A tool for setting strategic goals for the coming year, with optional reminders to keep you on track

Articles and resources to guide you through the process

There is no charge to use this site and we encourage you to return as often as you wish. Check it out: myidp.sciencecareers.org


Graduate Student Career Guide

Palmer

Our Mission

To educate and empower all students and recent graduates to prepare for and pursue success.

Our Vision

To inspire students to explore and gain knowledge of their occupational goals, to attain competencies and relevant experiences, to develop professional relationships, and to apply their education and unique attributes to address the needs and challenges of the world through their work.

Putting Scholarship, Leadership, and Citizenship to Work Career Services is located across from Storke Tower and adjacent to HSSB UCSB Career Services, Bldg. 599 University of California, Santa Barbara Santa Barbara, California 93106-7140 Monday–Friday; 8:30am–4:30pm Break and holiday hours vary 805-893-4412, Fax: 805-893-8023 career.sa.ucsb.edu Lana Smith-Hale Office: Student Resource Building, Room 1216 Phone: 805-893-4649 Lana.Smith-Hale@sa.ucsb.edu


This guide is dedicated to all of UCSB's past, current, and future graduate students. Our wish is that you find the career(s) that are the right fit for you. And to UCSB's Career Services and UCSB's Graduate Division, your partnership and support of graduate students is much appreciated.

Editorial Staff

Lana Smith-Hale, John Coate LCSW

Ignacio Gallardo Robert Hamm, PhD Shawn Warner-Garcia, PhD Candidate UCSB Career Services

Noreen Balos

Special Thanks

UCSB Graduate Division UCSB Graduate Students who submitted their resumes, CVs, and job ads for examples

Erin Ryan

UCSB Alumni who contributed inspiring quotes and advice

Photographs, staff photographs, and photographic illustrations and design by Erin Ryan & Palmer The University of California in compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973 and the Age Discrimination Act of 1975, does not discriminate on the basis of race, color, national origin, sex, handicap, or age in any of its policies, procedures, or practices; nor does the University discriminate on the basis of sexual orientation. This nondiscrimination policy covers admission and access to, and treatment and employment in, University programs and activities, including but not limited to, academic admissions, financial aid, educational services, and student employment. Inquiries regarding the University’s equal opportunity policies may be directed to Raymond Huerta, Affirmative Action Officer, (805) 893-3089. A UCSB Career Services publication, 2017–2020 All Rights Reserved. No part of this publication may be reproduced without written permission of the publisher.


Introduction 4

Connecting with Career Services Additional Campus Resources for Graduate Students Tips for New PhD Students Tips for New Master's Students Key Aspects of Career Development

Non-Academic Job Search 10

10 Overview 11 Transferable Skills 12 Skills Employers Seek from Graduate Students 13 Timetable for General Job Search 14 8 Ways to Job Search for Non-Academic Positions 16 Networking 17 Informational Interviews & Sample Questions 18 Exploring Job Opportunities 19 Resume Outline 20 How to Write Bullets 20 Key Differences of Resume vs. CV 21 How to Write Transferable Skills on Resumes 22 Action Verbs 23 The Cover Letter 24 Reference Pages 25 Sample Job Ads, Resumes, & Cover Letters 46 Interviews 46 Thank You Sample 49 Elevator Pitch/Tell Me About Yourself Question 50 Evaluating and Negotiating Job Offers 51 Creating an Effective Online Presence

Table of Contents

4 5 6 7 8

Academic Job Search 54

54 Overview 55 Timetable for Academic Job Search 56 Curriculum Vitae (CV) 58 Sample Academic CVs 73 Research Statement & Teaching Statement 74 Teaching Philosophy 74 Writing Sample 74 Academic Cover Letter 76 Sample Academic Cover Letters 80 Letters of Recommendation 81 Academic Interviews 82 Sample Academic Interview Questions 84 Job Talk and/or Presentation 85 Job Offer and Negotiations 85 Spousal Hire 86 Pursuing a Postdoctoral Fellowship 87 Applying to Community Colleges

Diverse Students 88 Alumni Association 91 Appendices 92 92 94 95 96 97

Appendix A: SHEF Non-Academic Job Search Resources Appendix B: STEM Non-Academic Job Search Resources Appendix C: Job Search Books & Blogs for Beyond Academia Appendix D: Academic Job Search Resources Appendix E: References

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Introduction

INTRODUCTION

How and when to start thinking about life after graduate school is an individual decision. You may have just entered your program and are ready to start exploring what career areas are out there for you. Or you may be a few years in and have realized the path you are headed down is not exactly what you want and you are looking for options to fit your new ideas. Or perhaps you are sure of what you want and you desire to learn the best resources to help you find your dream job. UCSB’s Graduate Student Career Guide aims to help you discover the career development tools and resources necessary to secure work that fits who and where you are.

Connecting with Career Services

Career Services is a key resource and trusted ally to UCSB graduate students. They offer the following services, programming, and resources for graduate students:

Career Counseling/Coaching Talking with a career counselor is a great way for graduate students to begin addressing their career development needs, create an effective plan of action, and learn how to best utilize the broad-based programming and resources at Career Services and other campus entities. SCHEDULING APPOINTMENTS Counseling appointments are available year-round to all graduate students in confidential sessions - either in person, by phone, or via Skype. You can schedule your 30- or 60-minute appointment Monday through Friday, from 8:30am to 4pm by calling (805) 893-4412. GRAD STUDENT COUNSELOR Lana Smith-Hale is a specialized grad career counselor who offers advising sessions in the Graduate Student Resource Center (located in the Student Resource Building, Room 1215). There is also a full staff of qualified counselors available to work with graduate students. DROP-IN HOURS Additionally, in the Fall, Winter, and Spring quarters there are drop-in hours Monday through Friday from 11am to 4pm at the Career Resource Room (located in Career Services). Summer and break hours may vary, so please check ahead of time to see when drop-in hours are. There are also drop-in resume, cover letter, and CV critiques at the GSRC. Check GradPost for hours and days.

Targeted Workshops and Programs

Lana Smith-Hale, LCSW Career Counselor

Each quarter, Career Services offers specialized career development programming for graduate students. Topics include navigating the non-academic job search, networking, transferable skills, resumes and cover letters, and interviewing. For an up-to-date schedule, go to c areer.sa.ucsb.edu/career-services-calendar or GradPost. NOTE: Much of Career Services’ general programming is open and relevant to graduate students. Be sure to reference our Calendar of Events for a complete schedule.

Job Search Essentials RESUME AND COVER LETTER CRITIQUES Career Services is the go-to place for help with putting together great resumes and cover letters. Critiques are offered to graduate students on an ongoing basis in career counseling appointments and drop-in advising sessions (see above). MOCK INTERVIEWS Career Services is the main resource on campus for developing interviewing skills and preparing for interviews, especially for graduate students pursuing positions outside of academia. Mock interviews are available by scheduling a career counseling appointment (see above).

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HANDSHAKE Handshake is a UCSB-based job search portal that connects students to employers who are interested in hiring Gauchos. The site contains job and internship opportunities, on-campus interview registration, employer information session schedules, and a host of other functions geared toward student job search success. For graduate students, the portal is most applicable for the non-academic job search. For more information on how to access the site and build a profile, go to our Handshake page: career.sa.ucsb.edu/handshake


Career Assessments Career Services offers several career assessment tools that have proven to be of value to graduate students, especially those looking to reevaluate, clarify, or solidify their career direction. Available assessments include the Myers-Briggs Type Indicator®, Strong Interest Inventory®, and StrengthsQuest. Schedule a career counseling appointment to begin the process.

Career Resource Room (CRR) The CRR is located in the Counseling and Career Services building (Building 599) and offers a wide variety of career information, including a resource section and handouts specifically for graduate students. Visit our Career Resource Room page (career.sa.ucsb.edu/career-resources/career-resource-room) for more information.

Introduction

EMPLOYER EVENTS Throughout the year, a variety of employers come to campus to participate in Career Services’ events and programs, including Career Fairs, information sessions, professional panels, and networking sessions. A significant number of these employers are interested in connecting with graduate students. See our Calendar of Events (www.career.sa.ucsb.edu/career-services-calendar) or GradPost for an updated schedule of all our programming.

Additional Campus Resources for Graduate Students

There are other campus departments and centers that provide wonderful resources to graduate students. Make sure to stay informed and involved in the following areas:

Graduate Student Resource Center (GSRC) Located in the Student Resource Building, Room 1215, this is the central hub for graduate students to gain support with job search documents, funding applications, writing and editing, and professional development. The GSRC is part of the larger Graduate Division that offers many support to graduate students. The GSRC puts on many workshops throughout the year for graduate students, provides one-on-one advising for students, and hosts various special events throughout the year such as New Graduate Student Orientation, Grad Slam, and the Beyond Academia career conference. Consider meeting with one of the peer advisors or professional staff, such as Shawn Warner-Garcia (Assistant Director, Professional Development) and Robert Hamm (Director of Graduate Student Professional Development). Please check out the GSRC website for further information: www.graddiv.ucsb.edu/profdev

GradPost The GSRC also runs the GradPost, which is a centralized source of information for graduate students to stay up-to-date on campus resources, opportunities, workshops, and more. A "must" subscription for all grad students: www.gradpost.ucsb.edu/subscribe

Center for Science and Engineering Partnerships (CSEP) This center provides professional development seminars and workshops, for graduate students in STEM (Science, Technology, Engineering, and Mathematics) fields. For more information visit: csep.cnsi.ucsb.edu/programs/grad

Department Specific Programing and Support Each department/college has a Graduate Program Assistant (GPA; staff member) and Graduate Student Advisor (faculty) whose primary function is to offer support to graduate students on a variety of topics related to your graduate education and post-graduation plans. We encourage you to utilize these resources and join your department listserv to get relevant information.

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Introduction

Tips for New PhD Students 1. Build Relationships

PhD Students spend a lot of time learning in the classroom, debating ideas, and sharing knowledge. Therefore, building relationships with your professors and peers is an essential aspect of your PhD program. Building relationships with support staff and other advisors on campus can also be advantageous to you, increasing your comfort on campus and ensuring maximum utilization of services on campus.

2. Take Advantage of Resources

5. Take a Break

All work and no play is the wrong mentality for getting through a PhD program. It is important to set aside time from your research and books to take a break. For starters, you are on one of the most magnificent campuses in a magical place! Walk around the lagoon, hike the Santa Barbara mountains, take a surfing lesson, and visit family and friends. The weekends aren’t only for studies – take the time for yourself to recharge (and remind yourself why you’re putting in all this effort!).

6. Evaluate Progress UCSB has a wealth of services, support, and activities geared toward graduate students! Take The PhD process is rarely linear and direct. More time to discover the services on campus and often, there are turns, challenges, and obstacles use them as often as you can. For example, the that you didn’t realize would come your way. Take Graduate Division hosts many workshops for time to evaluate your progress and adjust your graduate students, and the Graduate Student course as necessary. You may be on the right track Association offers great social meetings and advocacy (which would be encouraging) or perhaps you find opportunities. Don’t forget that Student Health and yourself in a place that is unsettling. Academic the Rec Cen are for you too! Sign up for various advisors, professors, and career counselors are some listservs (if you haven’t heard about UCSB Gradpost, resources UCSB has to assist you with evaluating now is the time to check it out). your progress.

3. Be Proactive As a PhD Student, you will be regarded with esteem as well as high expectations. Therefore, it is important to realize that it is up to you to ask questions to clarify expectations, assignments, and responsibilities. Professors appreciate students who are self-motivated and communicate openly. Hint: this skill is important for the job market as well!

3. Get Involved

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7. Keep Perspective Your graduate program is important, but don’t forget about what else is important to you. You came into it with family and friends surrounding and supporting you – don’t overlook that! Remember your bigger goals and what the purpose of your PhD is supposed to get you. Keep perspective on the fact that your PhD is one aspect of who you are and what you are doing, but it isn’t the full picture.

8. Create Good Habits You are encouraged to get involved with the UCSB community and be an active member The most successful PhD students get a good handle in your department and field. One benefit is it on their strengths and weaknesses early on and use builds your own network and helps you gain a them to their advantage. The most critical skill is time better understanding of what opportunities exist. management, and if that is not a strength of yours Additionally, being involved ensures that you are presently, make it your goal to find ways to become not stuck in front of a computer or in a lab all better at this. For many, finding a good structure to day – it adds variability to your day which can help the day and keeping a day planner helps keep various decrease burnout. demands in order. Structure and sticking to set times to write, read, and research will help you progress 4. Plan Ahead for your Future through your PhD goals efficiently. Getting your PhD isn’t enough in and of itself to land you your dream job. There is still a lot of work 9. Work Hard in your Research and Expertise ahead. Your ultimate career choice is a combination It may seem obvious to you as a PhD Student of your degree and the experience you gain along that working hard is an inherent aspect of a PhD the way. It is important that while at UCSB, you program. But nonetheless, we want to reiterate the gain clarity on what career you want and set goals to importance of putting in the effort into becoming an get there. We cannot stress enough that this process expert in your field. You were chosen for a reason – needs to start early and be revisited often to ensure your advisor and the department see great potential that you are getting what you want out of your in you! Utilize this time to hone your interests, gain degree. Visit a career counselor to establish a strategy. new skills, and contribute to your field of study.


1. Get Experience

4. Join and Network

As a Master’s student, you are going to often find You want to maximize your time at UCSB by yourself surrounded by articles and books and networking with professors and building your may contemplate saving rent by moving into contacts in your field. Now is the time to go to your lab or classroom. But your classroom-related seek out opportunities to go to conferences and to experiences should not be your only focus! Now join professional organizations. Importantly, there is the time to gain experience through campus are often student discounts for conferences and activities, internships, employment, and community professional organizations, so be on the lookout. engagements. You need to be thinking strategically 5. School is Your Job about how you can gain valuable experience (paid or School is your job, so treat it with the time, effort, unpaid) to help increase your skills and qualifications and dedication required. You have given yourself to be competitive. this opportunity to learn more about a field or 2. Start Your Job Search Now topic that is most interesting to you, so spend the We want Master’s students to take advantage time to do so. of their time at UCSB and utilize career fairs, 6. Manage Your Stress networking opportunities, and recruiting events. Anyone who has been through a Master’s program For many fields (accounting and STEM in can attest to the stress, pressure, and anxiety that particular) Fall is the time that these students can come with them. For those students returning are recruited. Therefore, it is important that you to academia from being in the general workforce, develop a job strategy and begin to employ your the jolt back to campus life can be jarring. Our job search tactics at the start of your program. advice is to get your bearings as quickly as you can Come to the Career Center, check out Handshake by realizing that stress is a natural part of graduate (UCSB’s online student only job posting website), school. Knowing how and when the stress is too and utilize your department and campus resources much to handle is vital to being a successful student: to your advantage to help showcase your talents. we encourage you to take a break, talk to your 3. Stay Focused professors, talk to an academic advisor, and/or talk Your Master’s degree is preparing you for a field to a counselor before you get overwhelmed. of work that you have determined you want to do. Therefore, use this time to hone your skills and better understand what you want to do with this degree and how it will help you in your area of interest. Stay focused on what you want to do (or, come talk to someone to help you gain a clearer focus!).

Introduction

Tips for New Master's Students

Welcome to the Gaucho Family!

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Introduction

Key Aspects of Career Development Preparing for the job market starts on the first day of your graduate program. Why? Because searching for a job that is fulfilling, challenging, and right for you takes hard work and effort. People land the "right job" for them when they do these 5 career development steps: 1) Self-Assessment 2) Explore Options 3) Develop a Strategy 4) Gain Experience and 5) Re-Evaluate

SelfAssessment

Explore Options

Re-Evaluate

1. SELF-ASSESSMENT Define what you want by examining your needs, interests, and desires for your ideal job. By prioritizing soul searching (as tough as that may be!), you will be helping yourself down the line figuring out what you truly want from your career.

Gain Experience

Develop a Strategy

Identify your skills, interests, personality, and values. Career assessments, such as the Myers Briggs Type Indicator®, can help you understand aspects of your personality. Other assessments like the Strong Interest Inventory® can help you understand what your interests are, and StrengthsQuest can help you identify your top five strengths. Evaluate who you are and what you want out of your career. Think about how much you want the career you’re after and try to answer why you want that career path.

2. EXPLORE OPTIONS Finding a job that is the right fit for you takes a lot of research – but fortunately as a graduate student, you are already skilled in research! Spend time looking for opportunities that interest you and gather information about what it would take to get those positions.

E x p e rt A d v i c e

•• Spend time away from your books, friends, and distractions and think about how you got where you are and what you want to do in the future. •• Make time to think about questions that maybe you have long-ignored. •• Commit to doing something you've always wanted to do but never made time for (travel, photography classes, etc.) – anything that is not school-related. Discover your passion. •• Come to UCSB's Career Services to take career assessments to understand yourself.

E x p e rt A d v i c e

•• Brainstorm different options for careers that may make you satisfied by researching job search sites and job ads that are appealing to you (pg. 92 & 94 for more info). •• Write out the top 10 values in your life and the top 10 values in your career. •• Identify if you are qualified and detect any skills that need to be further developed. •• Consider conducting informational interviews to gain a better understanding of the inside look of different jobs (pg. 17 for more info). •• Talk with your advisors and people in your department to understand where different students have taken their careers. •• Consider looking at the www.linkedin.com/edu/alumni website to get more ideas for careers.

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3. DEVELOP A STRATEGY

Be bold! Ask questions of your friends, family, professional networks, and academic connections. Spending the time to ask lots of questions now sets you up to have a realistic understanding of what you are getting into.

E x p e rt A d v i c e

•• Make time. Treat the job search with as much care as you give other aspects of your life. •• Create main goals each year and break them down into steps to achieve that goal. Be concrete about your plans and write down actionable steps. •• Share your plans with your advisor, career counselor, and/or a few trusted people to have them hold you accountable.

E x p e rt A d v i c e

•• Look at job ads and opportunities on various search engines. Check out pg. 92 & 94 for more details. •• Consider coming to a career fair to look for internships and jobs. •• Stay tuned in to quarterly information sessions hosted by companies who are recruiting UCSB graduate students. Check out updated information at: www.career.sa.ucsb.edu/career-services-calendar •• Stay up-to-date with current availability on Handshake, GradPost, and departmental listservs. •• If you need ideas, come meet with a career counselor or talk with people in your department about what might help you become a competitive applicant for your industry. •• If possible, share with your advisor that you would like to get outside experience while in your program to help manage expectations and create space in your degree timeline.

E x p e rt A d v i c e

•• Talk with friends, colleagues, a career counselor, and/or an advisor about your plans, evaluating what you’ve learned and how that has impacted your plans for the future. •• Identify any changes to your career goals and add new relevant goals.

Introduction

Make big-picture goals for where you want to gain opportunities, develop skills, and how you want to achieve your career goals. Set minigoals for networking and building relationships, researching companies or schools, and finding time to work on application materials. Think of a new way you want to build your network each quarter/year (new conference? new meeting?) and stick to it.

4. GAIN EXPERIENCE Get experience – whether it’s oncampus or off-campus, paid or unpaid. We highly encourage all students to get experience in a job of interest in order to be a competitive applicant postgraduate school. Often, graduate students have a difficult time with this element due to the high demands of graduate programs. We would agree, but we would also argue that in order to set yourself up for long-term success in the job market, you need to have experiences on your resume that show skills gained in addition to the research and analytic skills mastered in graduate school. The truth is, the most competitive applicants are wellrounded. Gaining outside experience often helps students solidify their longterm career goals, which ultimately makes them better graduate students because they have clearer goals they are working towards.

5. RE-EVALUATE Reassess your goals and make sure they still align with where you want to be heading. Identify areas in which you need to gain more advanced skills or experience.

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Non-Academic Job Search

NON-ACADEMIC JOB SEARCH

Overview

Here are some general tips for all graduate students entering the general job market.

Pay attention to where others who finish or leave your program are going Don't hesitate to talk to colleagues who are making choices that intrigue you, even if they are different from your personal career goals. Their plans and choices may be helpful to hear, even if their exact path isn’t for you.

Pursue other interests, as long as they don’t slow your progress or compromise the integrity of your work in your program Consider taking on independent freelancing, consulting, or volunteer ALUMNI ADVICE work. Or consider finding a hobby (e.g., take up drawing, Zumba, surfing) or traveling the state, country, and world. Well“I always kind of assumed that rounded graduate students are invigorated, which ultimately successful people had everything leads them to getting more out of their programs.

Take advantage of all that UCSB offers you Audit classes outside your field/department and take non-credit courses or workshops. Always wanted to learn C++? Now is your chance! Want to improve your teaching skills? Consider gaining skills and obtaining a Certificate in College and University Teaching (CCUT). Get involved in the GSA and consider being a rep for your department.

all mapped out from the get-go, but most of the time they got to where they are by circuitous routes, chance opportunities, and just following their interests.” —Julie Dillemuth

Use your summers well

PhD in Geography with an Emphasis in Cognitive Science from UCSB Children's Author

Your academic schedule affords you the opportunity to explore new opportunities each summer. Ideally, try to find experiences that support advancement in your program but also think about opportunities that would help you gain experience in fields that interest you. For some, doing something completely different in the summers that has nothing to do with your program can be rejuvenating. Whatever you do, remember that you won’t always have summers off, so use it to your advantage – however that looks for you.

Utilize graduate student services Utilize the GSRC’s peer advisors and attend workshops. Additionally, meet with a career counselor early and often to discuss your ideas and interests and generate plans to help you think about career opportunities. Finding a job that fits you takes time and effort – the sooner you start, the better you are positioning yourself to find what makes you happy.

Make strategic choices about those people with whom you work If you anticipate wanting to be flexible in where you go in terms of a job after graduate school, consider who you are working with and if they are supportive of your interest in a non-academic position. UCSB Career Services is here to support you in how to talk with your advisors and committee members should you need extra support.

If you chose to come to graduate school in order to “avoid deciding what you wanted to do in the real world,” don’t continue to use graduate school as a way to take refuge from that difficult question By continuing to avoid this, you will likely have a harder time making use of your graduate program. Ultimately, that question needs to be answered at some point and instead of pushing it off until the end, we encourage you to actively think about and spend time evaluating what would be a good fit for you.

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Adapted with permission from the Berkeley Career Website career.berkeley.edu/PhDs/PhDsavvy


There is generally one main hurdle that graduate students have trouble with when seeking employment beyond the academy: how to adequately portray all the skills acquired in their higher education programs. When you’re surrounded by people with similar qualifications, there is an inherent understanding and a common lingo. It can sometimes be difficult to identify and talk about the skills you have learned in graduate school. It is your job to identify this to your potential employer and then discuss how these skills make you a strong candidate for the position. Transferable skills are defined by search guru Richard Bolles as “skills we take from job to job.” In other words, transferable skills are nonspecific skills that can be applied to different jobs. You can learn these skills from your everyday activities in graduate school (e.g. researching, writing, presenting) as well as previous experiences you have (e.g. hobbies, prior jobs, educational experiences).

ALUMNI ADVICE “When I had an inkling that I might not want to follow the typical academic path, I took an internship – which eventually led to a job – outside of the university. I realize that, given the intense responsibilities of graduate student life, this is not always an option. However, if you are considering work outside of academia, it doesn’t hurt to get some experience working outside of academia.”

Non-Academic Job Search

Transferable Skills

—Brandon Fastman PhD in English for UCSB Associate Director of Research Development for Humanities, Fine Arts, and Education at UCSB

Below is a list of transferable skills that many graduate students gain in school. Think about what skills may apply to you. Use this list to inspire new ideas and ways of thinking about your talents. You can also use it to identify skills you want to enhance or develop. Apply newly identified transferable skills to your resume, cover letter, and in interviews to highlight relevant job skills.

People Skills ●● Working with small groups of people efficiently ●● Engaging frequently in group discussions to collaborate on shared projects ●● Interacting with various levels of personnel including students, faculty, and staff ●● Creating and maintaining relationships with vendors/community members

Management and/or Leadership Skills

Speaking Skills ●● Delivering complex and technical information into basic terms to disseminate to a group of people ●● Organizing intricate ideas into well-crafted and engaging presentations ●● Speaking comfortably in front of large crowds of people

Data Analysis Skills ●● Developing surveys and analyzing incoming data ●● Understanding, managing, and analyzing large amounts of data ●● Working independently on self-directed projects

●● Establishing groups and leading meetings to ensure progress towards project completion ●● Advising # students and offering on-going feedback and supervision of their work Writing Skills ●● Managing a multi year-long project from ●● Writing various lengths of papers, from brief memos beginning to end and abstracts to long manuscripts and reports ●● Providing leadership to a complex research ●● Locating funds, writing grant proposals, and project and maintaining momentum in order to securing grant funding ensure appropriate deadlines and goals were met ●● Utilizing papers to craft strong arguments and Research Skills eloquently communicate ideas ●● Identifying problems and creating a systematic Working Skills way to address concerns ●● Achieving success in a highly competitive ●● Locating multiple sources of information related environment to a specific problem ●● Attending to details and following through on ●● Synthesizing research/data/theory to show project deadlines evidence of problem and current state of affairs ●● Establishing positive relationships in a ●● Reporting complex research into succinct, bureaucratic environment manageable reports that convey complex ideas ●● Comprehending new material, developing ●● Setting up and managing a lab with the opinions, and identifying potential solutions following equipment/processes (list examples)

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Non-Academic Job Search

Skills Employers Seek from Graduate Students

Here is a list of skill sets that you may have picked up from prior experiences or are currently gaining in your graduate program. Use this list to help you with preparing your application documents and/or interview questions. Another hint is to take the job tasks from previous positions and help turn them into transferable skills by using this list as inspiration. Finding a fit of your skills and experience with employer needs is crucial to moving from application to interview and eventually a job offer. So what are employers looking for from graduates? In “Job Advice for New Grads: Be Flexible and Mind your Manners” in the Chronicle of Higher Education (March 9, 2015), the following industry employers give their input on what they expect: “Power lifetime learners - who can dive in, challenge thinking, spark interest, and solve problems because of the ability to synthesize, analyze, and utilize seemingly unrelated content and contexts” Mark Milliron, Co-founder, Chief Learning Officer, and Director of Civitas Learning, and founding Chancellor of Western Governors University-Texas “Graduates must know how to have a “career conversation” - to articulate their college experiences into aspirations, lessons, or interests because adapting to the corporate environment takes at least two years and priorities, behavior, and interest can impact career” James O’Hern, Executive Director for Member Engagement, the Conference Board, and formerly Vice President for Worldwide Learning at Marriott International “Students need skills - beyond their disciplines - to collaborate, deal with ambiguity, and embrace change in an immensely complex and diverse workplace” Gus Schmedlen, Vice President for Worldwide Education Hewlett-Packard “Critically conscious, adaptive learners, and leaders - to embrace the reality of change than to predict how the world will be different – and focus on how you learn, not what you learn” Steven Farr, Chief Knowledge Officer, Teach for America

Employers Rate The Skills/Qualities In New College Hires Skills/Quality

Importance Rating

Ability to make decisions and solve problems

4.7

Ability to verbally communicate with persons inside and outside the organization

4.6

Ability to obtain and process information

4.6

Ability to plan, organize, and prioritize work

4.5

Ability to analyze quantitative data

4.4

Technical knowledge related to the job

4.2

Proficiency with computer software programs

4.1

Ability to create and/or edit written reports

3.7

Ability to sell or influence others

3.6

Weighted average. Based on a 5-point scale where 1=Not at all important; 2=Not very important; 3=Somewhat important; 4=Very important; 5= Extremely important. Source: Job Outlook 2014 Spring Update, National Association of Colleges and Employers

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P P P P


The job search process is a year-round practice. With that said, industries that tend to recruit in fall include: finance, engineering, business, and accounting. It is important to continually be searching websites to see what is available. We highly recommend doing “advanced searches” on your favorite job search engines (check out pg. 92) and utilizing their save search functionality so that you can get emails about jobs as they become available and based on your interest.

P P P P

2–4 YEARS Before Graduating

❑❑ Consider creating a career development plan and identify career goals for program. STEM students can visit MyIDP. SHEF (Social Science, Humanities, Education, & Fine Arts) students can visit ImaginePhD. ❑❑ Build network of contacts (and continue to cultivate them!). Consider building connections through: different community presenters that come to UCSB, relationships you make through community-based research, professional memberships, and advisor’s connections ❑❑ Consider internship options and what that would mean for your timeline. Getting your PhD is important, but also getting direct experience can be invaluable and make you a competitive candidate. ❑❑ Identify job areas and job descriptions/positions that could be a good fit for you. Identify skills and areas to gain skills and experience in ❑❑ Discuss plans with professors and advisors (if possible) and get feedback on opportunities ❑❑ Consider evaluating your values, personality type, and interests by taking career assessments and meeting with a career counselor ❑❑ ❑❑ ❑❑ ❑❑

❑❑ ❑❑ ❑❑ ❑❑ ❑❑

Non-Academic Job Search

Timetable for General Job Search

1 YEAR Before Graduating

Look at job search websites and identify specific positions of interest Continue networking and compile listings of industries and companies that interest you Keep a close eye on websites/companies of interest Consider reaching out for informational interviews and making personal connections

SUMMER QUARTER before Graduating

Write up or update your resume Write up or update your cover letter Consider getting these documents reviewed by career counselor Develop (if you haven’t already) a strong elevator pitch Update LinkedIn profile, private website, and/or portfolio if you have one

FALL QUARTER before Graduating

❑❑ Attend career fairs on campus and look online at Handshake for positions for graduate students. Increasing numbers of employers come to our career fairs looking specifically for graduate students ❑❑ Utilize your network and reach out to prospective relationships to let them know you are actively on the job market (look at pg. 16 for more networking tips) ❑❑ Target resume and cover letters to specific positions you are applying to. Utilize the job description as a resource to help inform you of what skills are needed for the position ❑❑ Don’t hold back from applying to positions that don’t specifically request a PhD or Master’s degree. Oftentimes your degree could be valuable to the position and you can make a case for why you’d be a good fit ❑❑ Prepare for interview questions and consider coming to Career Services for a mock interview

WINTER AND SPRING QUARTERS before Graduating

❑❑ Continue to search for jobs and remain open to possibilities that may become available ❑❑ Many positions that open up during these months are for positions that are intended to be filled quickly, so be prepared to move quickly on your application materials ❑❑ Show your resume to friends and family and get their feedback on what works and stands out to them

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Non-Academic Job Search

8 Ways to Job Search for Non-Academic Positions 1. Schedule Time to Job Search:

Graduate school is a busy time. And the job search process is often considered a full-time job itself. This means that you need to be cognizant of your time and set aside time to devote to the job search. Anyone who has a successful job knows how hard it can be, and there is no cutting corners. Set career job goals that include weekly, monthly, and quarterly goals. This will help you stay on track and can minimize anxiety when you can point to what you have been working on each week. Consider sharing your goals with a friend, partner, or career counselor to help you be accountable and stay on task.

2. Brainstorm Career Options: There are many places to look for jobs and think of what jobs could be of interest to you, Pay attention to where others who finish or leave your program are going. Speak with professors and advisors for suggestions. There are on-campus resources such as the Career Resource Room and the appendices of this guide has lists of job boards. There are many career blogs and articles such as Inside Higher Ed (refer to pg. 95 for more). Lastly, there are lots of virtual sites to help you explore such as LinkedIn's Find Alumni tool and exploring Versatile PhD's career families. Speak with a career counselor to learn about what may be a good fit for you.

3. Networking: Building your network on non-academic contacts and companies with whom you have connections to is very important. Start with people who you already know, and expand from there asking for contacts and people who are working in areas that you are interested in. Join professional associations that are connected to your discipline and stay follow their information via Facebook, Twitter, or email newsletters. Consider identifying someone to be your mentor- informally or formally who can help you navigate your development. Clarify expectations with your mentor and figure out what you want to get out of your relationships. Lastly, plan multiple informational interviews with people to learn more about companies, careers, and how people got to where they are (refer to pg. 16).

4. Create Markers for Success: Tracking how many resumes/cover letters you’ve sent out should not be your main/only marker for a successful job search day. Remember: quality not quantity that matters. Be sure to consider other important aspects of the job hunt, such as networking, enhancing your cover letter, tailoring your resume to a specific position, and researching potential companies. You should be customizing your documents for each position you apply for.

5. Identify and Improve Your Skills: Consider developing specific skills that could be helpful for you to ensure you are a strong candidate. Do you have trouble with interviews? Practice answering questions about yourself and consider a mock interview. Need experience to further your knowledge of a particular area? Now is the time to do it! Check out classes on campus or free courses such as Coursera to enhance your skills. Want to improve your teaching skills? Consider gaining skills and obtaining a Certificate in College and University Teaching (CCUT). Want to learn leadership skills? Join a club on campus such as Graduate Student Association or your departments club and get involved.

6. Take Advantage of all the UCSB Offers You:

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Whether you’re here for 2 years or 7 years, we know that time will seem to race by so get involved early and often on campus. Consider attending a Career Fair and take advantage of these opportunities to look at companies and, at the very least, practice your ability to pitch your elevator speech on a real recruiting audience. Keep an eye on UCSB GradPost to learn about information sessions for companies coming to recruit graduate students on campus. Consider attending the Beyond Academia conference, which is an annual PhD career conference exploring career options outside and alongside the academy. Utilize the GSRC’s support staff, peer advisors drop-in hours, and attend workshops. Additionally, meet with a career counselor early and often to discuss your ideas and interests and generate plans to help you think about career opportunities.


7. Consider Career Assessments & Developing Career Plans:

Non-Academic Job Search

Consider taking Career Assessments such as the Myers-Briggs Type Indicator® (MBTI®) and Strong Interest Inventory® (SII®). These assessments require an interpretation appointment to offer you further insight into what work environments may be best for you and how you perceive the world and make decisions. StrengthsFinder is another assessment offered through Career Services that can help you discover your top 5 strengths. This can help give you language for your interviews and ways to do work that highlights your strengths. Another important element for graduate students to explore is values, which can be assessed for free at www.lifevaluesinventory.org. For STEM students, consider doing the Individualized Development Plan to understand your skills, values, and career options. Check out www.myidp.sciencecareers.org for more information. And for SHEF (Social Science, Humanities, Education, & Fine Arts) students, consider visiting ImaginePhD to explore job options and create an individualized career plan.

8. Gain Experience: VOLUNTEER Consider creating time every week, bi-weekly, or monthly to volunteer in an organization that interests you. Consider proposing your willingness to an organization or part of an organization that usually doesn’t have volunteers, such as a business or administrative or research side of the organization. They may be very impressed with your initiative! INTERNSHIP Internships can be paid or unpaid. They can also be short-term or long-term. Consider taking time off (3 months?) from your graduate school program to get experience. This may be beneficial for graduate students who did not take a break from undergraduate to graduate school and for students who are interested in going into non-academic positions. The truth is, even though your graduate schooling is impressive, it is not necessarily enough to get you the job you want. Experience is undeniably important and therefore prioritizing an opportunity to get experience may be very advantageous for your career. SHADOW Shadowing is another great way to get first-hand experience on what a job is actually like. Shadowing is often a half-day or full-day experience. Generally, you should only ask to shadow someone with whom you have a prior relationship (which can be established through an informational interview, see next section for details). PART-TIME JOB Consider getting a part-time job or working remotely to gain direct experience. Check out our resources section on PAGE for more details.

ALUMNI ADVICE “With any career that you are considering, you should begin your exploration as early as you can. Conduct informational interviews, attend conferences where you can meet people in these professions (even if you have to pay for it yourself ), and tap your circle to gain access to their larger network. You will learn so much about how to prepare yourself for these careers and potentially make key connections that will help you launch into your career later on. I am in my position because I started doing these things 1-2 years before I finished my PhD I only regret not doing them sooner. Professionals are often willing and happy to provide guidance and mentorship, but they will not seek you out – you must seek them out.” —Arica Lubin PhD in Biochemistry from UCSB

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Non-Academic Job Search

Networking

“It’s not what you know, it’s who you know” is a familiar adage to most people. Looking deeper into this phrase reveals the importance of establishing relationships with people who can help you move forward with your career. Networking is about connecting with individuals and developing a relationship from which you can seek advice and request referrals to get your foot in the door.

Why Networking is Important: One of the most important advantages of networking is that it provides access to jobs that are never listed – an astonishing 75-95% of job vacancies are never broadly advertised. According to the US Bureau of Labor Statistics, 48% of jobs are obtained by referrals from friends and relatives. Networking helps you gain insight into the inner work culture and the hiring process of the organization/industry of interest. Employers like hiring people with whom they’re familiar, even indirectly. You can connect to people who are influential and you can stay current on issues affecting your field.

How to Network: Begin by making a thorough list of possible contacts that might be able to help you get a job or meet with you for an informational interview (see next section). Even in networking, be somewhat specific: you represent yourself better by stating you are looking for a marketing analyst job (for example) than by appearing desperate and stating you’re searching for any job. It also helps your contacts to be aware of specific openings. Think of family members, previous supervisors, peers, previous graduate students you know, etc. Reach out to your contacts via LinkedIn, phone, or email and let them know that you are looking for a job. Ask if you could talk to them about what you are looking for and see if they have any contacts for you.

Building relationships can offer leads and referrals Consider reading: The Hidden Job Market by to help you gain successful employment as well Jessica Dickler (2009) as to build your reputation in a positive way. This should be a two-way street in which you contribute Where to Network: to others as well as for you to benefit from them. ●● Conferences Think of networking as a skill that can be ●● Presentations developed: ●● Organized meet-ups SET GOALS. Just as you’ve had to with your ●● Online forums (e.g., Versatile PhD) graduate studies, you need to set goals for ●● LinkedIn networking. Share these goals with a friend, ●● Professional networks partner, and/or advisor, including how many ●● Set up informational meetings people you want to meet this quarter. ●● Talk to your UCSB connections, such as KEEP YOUR OPTIONS OPEN. Do your best professors and previous students to put yourself in circumstances where you can meet people. Avoid playing on your phone, leaving a meeting early, and missing opportunities to network. E x p e rt A d v i c e BE PREPARED. Practice your elevator speech and how you can talk about yourself and your work •• Consider developing/enhancing while still being able to connect to others. Your your elevator pitch goal is to pique someone’s interest, not drone on • • Consider requesting an about minute details.

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GAIN CONFIDENCE IN NETWORKING BY PRACTICING. Try “networking” at a social party, a partner’s work event, or at your housemate’s summer family reunion – a place where there is little job pressure present. Use this opportunity to practice what you say about yourself, how you build a relationship, and how you want to shape how your professional-self is seen by others.

informational interview with a contact to help build your relationship •• Consider building a LinkedIn profile


Investigate options through informational interviews. This step generally follows after you have done some brainstorming and have an idea of jobs/careers that seem interesting to you. One of the best ways to understand what a job is truly like is to talk to someone who is doing it. If you aren’t familiar with informational interviews, they are an opportunity for you to call, email, or meet in person someone who has a job that interests you. Request an informational interview: these can take place over the phone, at a coffee shop, at their office (if they offer it), or at a lunch. Be respectful of time: be cognizant that if they said they have time for 15 minutes of questions, stick to that. Come prepared with a list of questions of what you are interested in knowing.

Non-Academic Job Search

Informational Interviews

Do not ask for a job: this is an information-gathering expedition, not a job interview or request. If you abuse this, then the person will most likely not be interested in talking with you further. If you are truly there to understand their work, you are more likely to build a connection. Follow up: write a thank-you card (or email) expressing your appreciation for their time and what you learned. You have created an opportunity to build a connection in the field that you may be interested in, so try and stay connected if you are interested! Consider asking them if they know anyone else that you should talk to and consider adding them on LinkedIn!

Informational Interview Sample Questions Career Choice Questions:

ALUMNI ADVICE “I'd encourage all students in science/engineering to email/ call recent startups...it really isn't that hard. Companies love bright-eyed and bushy-tailed students coming out who are excited about science/tech and willing to make a hard push to get their product closer to launch. The culture outside of academia is so great.” —Tyler Shropsire

●● How did you get interested in this field? ●● How did you get to where you are today? ●● What qualifications/education/background do you have that helped you get this position? ●● What advice do you have for someone interested in doing similar work? What do you wish you would have known or are glad you did know? PhD in Biochemistry from UCSB ●● What aspects of the job do you like and fit well for you? ●● How did you find this job? ●● Ask a question-based on your values. E.g., if you want freedom in the job, ask how much freedom they have?

Job Detail Questions ●● What is your job title? Are there other titles used for what you do? ●● What is a typical day like? What is a month like? ●● Would you please describe the kinds of interactions you have with others in your organization and with people outside your organization? ●● Where do you do most of your work?

●● What are some of the likely problems/decisions you face on a daily basis? What skills are required for handling them? ●● What qualifications or skills are necessary to be successful at this job? ●● What are the most satisfying aspects of your work? Most frustrating?

Lifestyle Questions ●● What are the expected hours of work in this field? (E.g., what hours do you normally work? Is overtime common? Is there flexible scheduling in this field?) ●● How much travel is there in this occupation? ●● Does the ability to relocate geographically affect one's opportunities for advancement?

●● What civic and/or social participation is expected of, or advantageous to, a person in your field? ●● What are the professional organizations in this field? How do they serve members?

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Non-Academic Job Search Get Experience

Exploring Job Opportunities

Many students will realize they want to do something else with their degree, but don't know where to start looking. The truth is there is no one master list of job opportunities; which may be frustrating at the outset. But remember that there is no complete job list anywhere for anyone. Rather, you must put in the time and effort if you want to find a job that fits for you. Explore this section further to get a sense of what career fields or "job families" exist, and where you can start looking. For direct links to job search sites, please check out Appendix A & B.

Higher Education Administration:

At times staying at a higher education institution but in a on-tenure position is appealing. There can be various levels of research possibilities depending on the position.

Various settings, including, hospitals, private and government funded institutions with different emphasis, universities, nonprofits, and medical schools.

●● Grant/Research Administration (e.g. writing, policy) Administration ●● Policy Assessment Research and Public Affairs Offices Consulting/Management: Student and Academic Affairs Consultants are hired by corporations, governments, Teaching, Writing, & Learning Centers on Campus nonprofit organizations, and individuals. ●● Consider blending previous experience with Secondary School Teaching: your PhD to get into a certain industry If you love the teaching environment, this may be a ●● Explore UCSB Technology & Management great place to consider having a career. certificate during your graduate program to ●● Administration Positions enhance management skills ●● Consider getting a K-12 teaching credential ●● Scientific consultants address technical problems ●● Curriculum development, policy, & district positions ●● Management consultants address business ●● Explore positions at a charter, independent, and private problems school teaching ●● Legal consultants/experts address legal problems ●● International opportunities/national teacher training ●● Attend information sessions, network with programs industry, and do company searches to learn ●● Librarian about opportunities ●● Teaching & substitute teaching positions in all subjects Publishing: ●● ●● ●● ●●

Nonprofit:

Consider nonprofits in the fields of health, education, religion, charity, policy, and social work. Skills in grant writing, research, program evaluation, and program development are assets in these areas. ●● ●● ●● ●● ●● ●●

Administration Direct support (e.g., counseling) Grant Writing/Funding Marketing Policy/Advocacy Research/Data Analytics

Government:

Consider government jobs at various levels (local, state, and federal).

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Research/Think Tanks:

There is a world of academic and non-academic publishing that may be of interest.

●● Academic publishing could include textbook publications and journal editing ●● Non-academic: magazines, newspapers, trade books ●● Marketing, Writing, Editing opportunities

Science Writing:

Utilize your writing and scientific background in a way that can focus on various levels of interest in science field. ●● Governmental Agencies ●● University setting ●● Text book editor, journal editor

Careers Using Languages:

●● Numerous positions exist from administrative to A variety of settings need someone with a specialty contractor to technical roles in another language- whether this is a spoken ●● Environmental, Science, Defense, Research language or computer language. ●● Human Resources ●● Government language positions ●● Finance, Auditing, Economist ●● International schools ●● Public Health ●● Translator or Interpreter careers ●● Public Policy, Social Science ●● Explore licensing for intellectual property ●● Opportunities in government agencies exist ●● Entrepreneurship or startup companies in the throughout the country form of scientist positions


Headers in BOLD

Objective

Use local or permanent address when applying to those areas, otherwise omit

Your Name (choose a larger font size)

Your address, city, state, zip Phone number and email (use professional email address) LinkedIn Address (optional)

Summary of Qualifications

• Add 2–5 bullets highlighting main skills that are relevant to the job that provide a brief snapshot that you want the employer to know right away • Qualify where you can (e.g., 5 years of experience in...)

Education

Highest degree first,

University of California, Santa Barbara (UCSB), CA institution, major, PhD, Discipline class standing or Emphasis date of graduation Dissertation (title) Awards Cal Poly, San Luis Obispo, CA B.S. or B.A., Major, Concentration, Minor Honors

Get Experience

(Optional) States type of position, job title, and industry

Seeking (insert position here) at (insert company or industry) utilizing (insert skills or experience) and (insert skills or experience).

Non-Academic Job Search

Resume Outline

(expected) Graduation mm/yy

mm/yy

Experience You may choose to have more than one experience section, dividing into areas that target the position you are pursuing (e.g. Related Experience, Industry Experience, Professional Experience, Projects, Research Experience, Leadership Experience, Additional Experience, Campus Involvement, etc.) Personalize the sections to highlight your important experiences. Position, Company/Employer, City, State mm/yy-mm/yy • Add bullet points that relate to accomplishments and skills related to the job for which you are applying, not simply duties of position. • Bullet points do not need to be full sentences but should have enough detail to get the point across. Include numbers, percentages, and dollar amounts where applicable ("Supervised 5 employees" vs. "I supervised...") • Start bullet point with an action verb using the proper tense. • Put most important bullet point as it relates to the position you are applying for at the top of the list.

Leadership/Memberships/Student Involvement/Other Member, Name of Group, City, State • Include bullet point of two if you did something notable or developed skills

Skills Computer: List software programs/social media applications and state level of proficiency. Languages: List language and level achieved (conversational, fluent, native) Certifications: (optional) Research/Technical Skills:

mm/yy-mm/yy

Additional optional sections: • Awards/Honors • Languages • Professional presentations • Professional affiliations • Publications

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Non-Academic Job Search Get Experience

How to Write Bullets ●● Write about what you did, how you did it, and accomplishments ●● Be consistent in how you present your information ●● Write descriptions of your experience, including context (overview of the position and employer – if not obvious), with an emphasis on outcomes ●● Quantify as much as possible (e.g. “Lead a research team of 3 researchers which resulted in 2 publications” “Presented complex ideas on Shakespearian text to ~60 students and helped them develop critical thinking skills throughout the semester”)

●● Target your resume to the position you are pursuing ●● Many employers, especially in the engineering/ tech sector, use resume-scanning software to weed out resumes that do not contain certain key words. It is imperative, then, that you do your best to discover these key requirements and display them prominently on your resume ●● Use transferable skills to highlight qualifications beyond just your technical expertise

E x p e rt A d v i c e

Resume Design Tips

yy Leave at least ½ inch margin throughout

yy For hard copies, use resume paper

yy Avoid a text heavy document

yy Use phrases, not complete sentences (“Supervised five employees vs. “I supervised…”)

yy Point size should ideally be between 11–12 and consistent throughout, with the exception of headings and your name which need to stand out yy Use Times New Roman, Arial, Helvetica or other common font styles throughout yy Spell check & proof your document before sending yy For sending electronically, attach as a PDF file to preserve formatting

yy Don't use personal pronouns yy Be consistent in how your present your information yy Length should be 1–2 pages, but there's more leeway further on in your career, but try for 1 page yy Appearance is important. Leave sufficient white space. Use bold, italics, capitals, and underlining strategically.

Key Differences of Resume vs. CV RESUME

MAIN FOCUS

Professional, Targeted Summary: education, experience (can split into relevant sections), skills, etc.

TYPICALLY USED IN Industry, corporate, higher education, nonprofits, THESE SETTINGS government, and other non-academic settings

Scholarly Summary: education, research, teaching, publications, honors, fellowships and grants, affiliations, etc. Academia, education, science, research, fellowships, grants

Length: 1–2 pages Margins: 1/2" to 1" Font: 11–12 point Address: list home city & state

Length: At least 2 pages Margins: 1" Font: 12 point Addresses: list home and institution

EDUCATION

First section for students, recent graduates, or if highly related to position

Always first section

EXPERIENCE

Target the position, in terms of which experiences to include, and order the content to be most relevant

Almost always include all set sections: research, teaching, publications, presentations, honors. Order in terms of most relevant to the position

BULLETS

Necessary to highlight tasks and skills of job. Utilize action verbs to talk about what you did, how you did it, and outcomes. Talk about transferable skills.

Not necessary. If included, utilize brief phrases to highlight job duties.

FORMAT

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CV


The goal of identifying your transferable skills is to be able to highlight the salient skills that you have gained through your PhD or Master’s program that go beyond academic labels and signifiers of success. They represent the value you bring from your current experience to your new one, in a way that appeals to all employers. Below are examples for how to turn a graduate task into a transferable skill on your resume:

Check out pg. 11 for more information on Transferable Skills and pg. 12 to learn about skills employers want

Tasks/CV: preparing lesson plans, gathering information and organizing slides, lecturing a class of 50-100 students weekly, grading papers, answering student questions and concerns Transferable Skills: organizational ability, planning and scheduling, strong public speaking skills, ability to translate difficult concepts to a wide-audience, utilize diplomacy in managing conflict, interpersonal skills and supervisory skills For the Resume: ●● Developed and planned complex material in the field of religious discourse ●● Presented to a room of 50-100 students with various levels of understanding ●● Mentored students on writing and research projects, and evaluated student performance ●● Exercised public speaking skills and provided engaging presentations to a diverse audience ●● Managed course room policies, enforced necessary procedures, and utilized diplomacy in managing conflict around personnel issues

Get Experience

Example 1: PhD Accomplishment–Teaching Assistant for upper-level religious studies course

Non-Academic Job Search

How to Write Transferable Skills on Resumes

Example 2: PhD Accomplishment–Managing lab assistants during a biology research project Tasks/CV: supervising 3-5 undergrad lab assistants, designing experiments, creating a lab protocol, caring for lab equipment, recording measurements and tracking results, analyzing data Transferable Skills: management and supervisory skills, project management and coordination to ensure completion of progress by specific deadlines, attention to detail, complex problem solving, analytic skills For the Resume: ●● Supervised and managed 3-5 lab assistants in a life sciences lab while ensuring safety of all participants ●● Led review sessions and clarified difficult concepts to ~5 students on research goals ●● Developed lab protocols, recorded detailed notes of daily lab work, and utilized problem solving skills to ensure integrity of multi-year long research project ●● Provided project management to ensure completion of deadlines, resulting in a 20-page technical report, which is currently pending for publication

Check out the GradPost!

Subscribe at: www.gradpost.ucsb.edu/subscribe The GradPost is the primary source for news, funding, professional development, advice, events, and more related to graduate student life at UC Santa Barbara. It also serves as the digital outpost of the Graduate Student Resource Center, where ​grad students can find in-person ​services and s​ upport to help successfully navigate the graduate experience at UCSB. TOP STORIES: Headliner news on important happenings around campus, spotlight features on graduate students and alumni, and the latest goings-on at UCSB's Graduate Division EVENTS: ​Up-to-date information about events relevant to graduate students, including workshops, lectures, concerts, ​and community events MONEY: What you need to know about on-campus and extramural funding as well as information on financial literacy, internships, and funding forecasts CAREER & TOOLS: Essential resources for success inside and outside the classroom, including advice and articles on career planning, communication, pedagogy, and time management LIFE: Articles on campus and community life, such as local attractions, wellness and life balance, and c​ reative ways to manage the stress of grad school FACULTY: News and information relevant to faculty who work with grad students as well as features that highlight some of UCSB’s outstanding professors

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Non-Academic Job Search

Action Verbs Management Skills

•• administered •• analyzed •• assigned •• attained •• chaired

•• directed •• evaluated •• executed •• improved •• increased •• organized

•• oversaw •• planned •• prioritized •• produced •• recommended •• reviewed

•• scheduled •• strengthened •• supervised

•• formulated •• influenced •• interpreted •• lectured •• mediated •• moderated

•• motivated •• negotiated •• persuaded •• promoted •• publicized •• reconciled

•• recruited •• spoke •• translated •• wrote

•• compiled •• dispatched •• executed •• generated •• implemented

•• inspected •• monitored •• operated •• organized •• prepared •• processed

•• purchased •• recorded •• retrieved •• screened •• specified •• systematized

•• tabulated •• validated

•• diagnosed •• evaluated •• examined

•• extracted •• identified •• inspected •• interpreted

•• interviewed •• investigated •• organized •• reviewed

•• summarized •• surveyed •• systematized

•• computed •• designed •• devised

•• engineered •• fabricated •• maintained •• operated

•• overhauled •• programmed •• remodeled •• repair

•• solved •• trained •• upgraded

•• informed •• initiated •• instructed •• persuaded •• set goals

•• stimulated

•• communicated •• coordinated •• developed •• enabled

•• encouraged •• evaluated •• explained •• facilitated •• guided

•• appraised •• audited •• balanced

•• budgeted •• calculated •• computed •• developed

•• forecasted •• managed •• marketed •• planned

•• projected •• researched

•• invented •• originated •• performed •• planned •• revitalized

•• shaped

•• developed •• directed •• established •• fashioned

•• founded •• illustrated •• instituted •• integrated •• introduced

•• familiarized •• guided •• referred •• rehabilitated

•• represented

•• coached •• counseled •• demonstrated

•• diagnosed •• educated •• expedited •• facilitated

•• contracted •• consolidated •• coordinated •• delegated •• developed

Communication Skills •• addressed •• arbitrated •• arranged •• authored •• corresponded

•• developed •• directed •• drafted •• edited •• enlisted

Clerical/Detailed Skills •• approved •• arranged •• catalogued •• classified •• collected

Research Skills •• clarified •• collected •• critiqued

Technical Skills •• assembled •• built •• calculated

Teaching Skills •• adapted •• advised •• clarified •• coached

Financial Skills •• administered •• allocated •• analyzed

Creative Skills •• acted •• conceptualized •• created •• designed

Helping Skills

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•• assessed •• assisted •• clarified

Source: Boston College Career Center, 2013.


The cover letter is an opportunity for you to discuss your interest in the position you are applying for and personal fit for the employer, including highlights from your experiences and skills/qualities that relate to succeeding in the workplace. It is a chance for you to “come alive,” so to speak, and hopefully get the employer excited about reading your resume and bringing you in for an interview. The cover letter is also a “first assignment” of sorts, where the employer is judging your ability to effectively communicate in writing, including coherent structure, content, grammar, and spelling, that is targeted to the subject at hand – that is, the specific position you are pursuing.

Non-Academic Job Search

The Cover Letter Key Tips for an Effective Cover letter Use "resume header" at top Tailor to the position, employer, and industry – do your research to know key words Assess employer’s needs and incorporate into the letter using your most relevant experience, education, skills, etc. Utilize a positive and professional tone

Focus on the value you can bring to them, not what they'll bring to you Promote your most relevant accomplishments, but not in a pretentious manner Personalize as much as possible – discuss why you are enthusiastic about applying, including why there is a strong fit between the position, the employer, and your career trajectory

Use business letter format (date, business address) Keep it concise – typically no more than one page Have your cover letter proofread by several people Send a cover letter with your resume, unless you are specifically instructed not to or the system does not allow it Differentiate yourself

Cover Letter Format FIRST PARAGRAPH Capture reader’s attention

MIDDLE PARAGRAPH(S) Outline most relevant qualifications

Include referral or other significant personal connection, if possible

Be specific about your most relevant experiences, education, skills, etc.

State why you are applying and interested in position and employer

Do not restate your entire resume, instead connect the dots to show how your background qualifies you for the position

Email Job Documents

LAST PARAGRAPH Brief conclusion and resummerize qualifications Address any follow up or plans to move to the area Thank them for their time

Communicate how you would fit within the position/organization

Dear Hiring Committee,

I am excited to apply for the Analyst II position at Logical Firms in the Boston Area. As a recent graduate from the University of California Santa Barbara’s Economics PhD program, I am confident that my experience with quantitative analysis and experience as an IT intern gives me the qualifications to be a strong applicant for this position. Please see my attached resume and cover letter (*attach PDFs). I hope to hear from you to regarding the next steps in the process. Feel free to reach me at 000-000-0000 or email me at your convenience. Thank you, Jose Martinez

23


Non-Academic Job Search

Reference Pages

●● You do not need to list your references on your resume, nor state “references available upon request” at the bottom. Furthermore, you do not need to place references in your cover letter. ●● We recommend that you have a separate piece of paper that lists 3-5 references, with the reference’s name, title, business address, phone, email, and their relationship to you. ●● Send list if requested. Do not send with the application materials initially; generally the cover letter and resume is enough. The employer will ask you for references if they want them. ●● Consider who you are listing and be sure to update the list as relevant for jobs. Attempt to get a range of people that can speak to different assets you have (versus having only professors). ●● It is a good idea to notify your references and tell them what you want them to highlight to your potential employer. It can be helpful to them to have your resume and a list of places you’ve applied and what you’d like them to highlight for each can be helpful.

EXAMPLE:

Utilize your resume header

*Utilize your résumé header* NAME email@ucsb.edu 805-805-8055 Dr. Harry Potter Director of Research and Education, UCSB 222 West List Street Santa Barbara, CA 93111 805-111-1111 hp@ucsb.edu Relationship: Advisor Mrs. Gene Parker Director, Ocean Company of Santa Barbara 11 Third Street, Suite 2K Santa Barbara, CA 93112 805-222-2222 gene@ocean.com Relationship: Supervisor Mr. Jerry Hamdanni Assistant Professor, Education, UCSB 1234 Yellow Road Goleta, CA 97777 805-333-3333 jj@ucsb.edu Relationship: Professor and Mentor

24


STEM

Stuart Sample STEM Job Ad

* (this has been falsified and edited from the real job description)

Facebook Quantitative Analyst Intern, Summer 2016

Highlight key words to use in cover letter & resume

Applications are due by XXXXX at 11:59pm PST. Our team will review applications on a rolling basis and it's in the candidate's best interest to apply early. All hiring will be completed by April 2016.

Non-Academic Job Search

Sample #1: Job Ad

Facebook’s statisticians and quantitative analysts work within our Software Engineering organization, including Life Sciences, Geo, Project Aura, Technical Infrastructure, and Advertising. We analyze huge sets of data and continually run live experiments in order to help drive critical decisions at Google. Specifically, we support the development of innovative, highly scalable, next-generation technologies through deep research and precise analysis. Responsibilities •Provide research on topics including Facebook’s business model and novel search techniques. •Produce quantitative and qualitative modeling of business dynamics, user behavior, etc. •Identify areas for further investigation as well as creating innovative methods of analysis. Minimum qualifications •Currently pursuing a BS, MS or PhD in statistics, computer science, mathematics, economics, biostatistics, psychology, sociology, physics, operations research, electrical engineering, or another discipline involving experimental design and quantitative analysis of experimental data. •Must be enrolled in a full-time degree program and returning to the program after the end of the internship. •Experience using technology to work with datasets such as scripting, Python, statistical software packages (R, S-Plus, SAS or similar). Address the Preferred qualifications qualifications you meet •Experience with statistical data analysis such as linear models, multivariate analysis, stochastic models, and sampling methods. •Experience with Unix/Linux. •Strong track record of developing intellectual capital such as published works. Area Engineering & Operations at Facebook is and always will be an engineering company. We hire people with a broad set of technical skills who are ready to take on some of technology's greatest challenges and make an impact on millions, if not billions, of users. At Facebook, engineers not only revolutionize search, they routinely work on massive scalability and storage solutions, large-scale applications and entirely new platforms for developers around the world. From AdWords to Chrome, Android to YouTube, Social to Local, Facebook engineers are changing the world one technological achievement after another.

25


Non-Academic Job Search

Sample #1: Resume

STEM DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Stuart Sample Mobile: 805-456-1234

Email: stuartsample@gmail.com

LinkedIn: linkedIn.com/in/stuartsample

OBJECTIVE:

To secure the position of Quantitative Analyst at Facebook.

EDUCATION:

University of California, Santa Barbara, CA Expected June 2018 Ph.D. in Physics  Fall 2013 Honorable Mention for NSF Graduate Research Fellowship, an annual grant for three years tuition and full stipend.  Spring 2015 Recipient of Smith Fellowship, an annual grant providing a stipend to mentor a promising undergraduate student. North Carolina State University, Raleigh-Durham, NC May 2013 B.S. in Physics, Magna Cum Laude  Awarded Fulbright Prize for the graduating senior who manifests the most promise in experimental physics.  Awarded the Hope and Bryan Undergraduate Scholarship.

RELEVANT EXPERIENCE

Graduate Researcher at the CERN LHC, Geneva, Switzerland Summer 2014 & 2015 Division of Physics, University of Santa Barbara  Performed feature engineering for group’s search for new physics.  Implemented data driven corrections to Monte Carlo simulation.  Presented findings to 10-person group in biweekly meetings.  Published results in part of an internal note, pending external publication. Summer Research Intern at NASA, Huntsville, AL June-August 2012  Co-authored breakthrough publication of research in Science, the worlds second most completive scientific journal.  Collaborated in analysis of Doppler velocity maps of the sun taken by the NASA SDO mission.  Contributed to implementation of new cross-correlation technique. Summer Intern at Finger lakes Technology Group, Harts, WA  Provided support for Linux Redhat servers.  Designed and built high performance server from barebones parts.

SUMMARY OF QUALIFICATIONS

Primary Languages: Secondary Languages: Data Analysis: Machine Learning: Leadership: Teaching Assistant:

PERSONAL PROJECTS

Regular participant in Kaggle competitions

PUBLICATIONS & CONFERENCES

1. Name, Name, and Sample, “Title of article”, Science 341, 1200-1202 (2012). 2. AGU Spring Meeting 2012 – An Investigation of Giant Cells and Associated Momentum Movement” 3. Name, name, Sample, and name, “Title of article”, CERN Internal Note, pending outside publication.

Job Ad specifically asked for publications

26

June-September 2011

Python, C++, LaTex Mathematica, IDL, Java, Linux Feature engineering, Monte Carlo, Statistical hypothesis testing Linear Regression, Decision Trees, Neural Networks Participated in student senate for 2 years, acted as Chair in 2nd year. Particle Physics, Quantum Mechanics, Linear Algebra, Mechanics September 2015-Present

Often it's better to list experience of research project and put publication list on an addendum or LinkedIn and not take up space in resume


STEM

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Stuart Sample

Mobile: 805-456-1234

Email: stuartsample@gmail.com

LinkedIn: linkedIn.com/in/stuartsample

January 3, 2015 Hiring Manager for Facebook’s Quantitative Analyst Internship Position Facebook Mountain View 1111 Facebook Way Mountain View, CA 91000

Non-Academic Job Search

Sample #1: Cover Letter

DO NOT restate resume! Write highlights of your experience and get reader interest in you

Dear Hiring Manager, I am writing to express my strong interest in Facebook’s Quantitative Analyst Internship. I am a second year doctoral; student in Physics at the University of California, Santa Barbara, working for the world renowned physicist Joe Incandela. My qualifications for this position stem from collaborative data analysis research projects at both NASA and CERN. I am adept at manipulating large data sets, innovating data driven models, and sharing my work. When coupled with my academic background, these strengths make me a strong candidate for this quantitative position. My experience in developing a data driven model started during a research internship at NASA, where I helped analyze the sun. This innovative work resulted in groundbreaking new discover which yielded a co-authored publication in Science, a highly competitive scientific journal. I gained further experience working at CERN in Geneva Switzerland, where I contributed to a cutting edge search for new physics. Our analysis uses advanced techniques to separate signal events from the 1010 times more prevalent background. The difficulty of our task was compounded by Monte Carlo simulation and then I worked to implement data driven corrections to our simulations. Through these experiences I learned techniques in data management, modeling, and coding in C++. This knowledge with real world big data and machine learning leaves me prepared for Facebook’s toughest challenges. The chance to join your office would e a tremendous opportunity. I believe that my strong academic and professional background, combined with my passion and discipline, make me a strong candidate for Facebook’s Quantitative Analyst Internship. I have enclosed my resume for our review. I hope that you will allow me the chance to speak with you in person about the possibility of joining your office and can be research t the contact information provided above. Thank you for your time and consideration. Sincerely, Stuart Sample

Show how your experience makes you a fit for the job

Check for typos!

27


Non-Academic Job Search

Sample #2: Job Ad

STEM

Research the company and incorporate the info into your materials

This job is very interested in "personality fit" so make sure to address this!

28


STEM DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

KELLY IDEA

Greater Los Angeles Area • 111.222.3333 • k.idea@gmail.com

If applying local, put local address. If not, can use permanent address or remove!

SUMMARY Driven professional with a strong science background seeking a Diabetes Sales Representative position with Roche.

PROFESSIONAL EXPERIENCE Apeel Sciences Santa Barbara, CA Research Associate Jun. 2014 – Present  Optimized and continues to improve the weekly re-ordering of lab consumables and chemicals, saving my company $1,104.08 last month (20% savings)  Developed new item receiving and inventory management methods to maintain White space is operational efficiency during the company’s growth from 4 to 37 employees just as important  Presented market research on new business opportunities, competitive products, as text! and projections of the economic benefit of our chemical products  Created and prioritized lists of key industry contacts for our CEO and executive leadership team prior to an international industry conference and domestic events

Non-Academic Job Search

Sample #2: Resume

Quantify to show accomplishments

University of California, Santa Barbara Santa Barbara, CA Graduate Teaching Assistant Sep. 2014 – Dec. 2015  Presented in front of >80 pharmacology students the principles of pharmacology and the mechanism of actions for major pharmaceuticals  Adapted communication style and questions during presentations based on student responses and needs  Communicated therapeutic strategies for complex clinical conditions, weekly, to groups of 25 students  Consistently scored 20% more “superior” rankings than average in anonymous student reviews for presentation preparation and clear public speaking skills EDUCATION University of California, Santa Barbara Sep. 2014 – Dec. 2015 M.A. Molecular, Cellular and Developmental Biology, Emphasis in Pharmacology and Biotechnology  GPA: 3.8  Awarded 50% & 67% teaching assistantships leading to tuition remission and partial salary  Served as a Graduate Mentor for the BIOME Graduate Mentorship Association University of California, Santa Barbara Jul. 2011 – Aug. 2014 B.S. Pharmacology  Graduation in 3 years through challenging course load  Membership in UCSB Club Volleyball, UCSB Kiteboarding Club and UCSB’s Pre-Pharmacy Association SALES AWARDS & ATHLETIC ACHIEVEMENTS  Ranked California Beach Volleyball Association Player 2015 Multiple top 5 placements in this season’s tournaments (2nd, 3rd, 5th x3) 2014  1st place in Santa Barbara City Volleyball League st Added personal 2013  1 place in Pressed Juicery’s supplement sales competition (Highest supplement sales/hour of 15 employees) activities because  Competition in USA Volleyball Junior Olympics 2011 & 2010 it was relevant to

job – omit if not relevant

29


Non-Academic Job Search

Sample #2: Cover Letter

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

KELLY IDEA

Greater Los Angeles Area • 111.222.3333 • k.idea@gmail.com

Keep consistent header in resume and cover letter

Dear Hiring Manager, I am excited to apply for a Diabetes Sales Representative position with Roche. Roche’s wide array of innovative and essential medicines leads to a significant need for confident and educated Sales Representatives. In this position I can deliver value to Roche by serving as a well-informed and personable resource for healthcare professionals. I have experience educating audiences of more than 80 students on the benefits of pharmaceutical therapies. As a Pharmacology Teaching Assistant, I often spoke in front of large audiences and served as a leader on pharmaceutical information for my students. My experience explaining the mechanism of action and indications for many of the pharmaceuticals that Roche markets prepares me to succeed in this role. This experience would translate into educating and engaging healthcare professionals on Roche’s products. During my work at Apeel Sciences, one of my noteworthy projects was to improve and manage the chemical inventory and the receiving operations for this rapidly growing start-up. This project required thoughtful problem solving and creativity. After organizing meetings with busy senior level researchers, I developed an improved system for chemical storage and management. I implemented a numbering and lettering system for chemical storage and integrated it into our online chemical storage database to allow for efficient item location. The planning of this new system required teamwork and leadership skills. The new system I developed is used daily and contributes to the efficiency of the entire organization. What used to take a chemist 5 minutes to find something, now only takes 30 seconds, and the time it takes me to track each item was reduced from 5 minutes to 15 seconds. These organizational skills and problem solving capabilities demonstrate how as a Diabetes Sales Representative, I will be accustomed to finding creative solutions. I have the skills to learn quickly and succeed. I have often times exceeded expectations and preformed well in high-pressure environments. I graduated with my B.S. degree in 3 years, which is exceptionally rare for Pharmacology majors. I immediately went into a masters program and finished in 1.3 years while concurrently working 20 hours/week at a biotechnology company. Not only am I a fast learner, but also extremely competitive. I also have had a record of success in athletics throughout my life. My competitive nature, confidence and technical background give me the potential to become a very strong addition to the sales department at Roche. I am passionate about pharmaceutical therapeutics and am eager to contribute to Roche’s company growth and continued effort in bringing new medicines to patients. I look forward to the prospect of serving as a valuable resource for physicians on behalf of Roche. I would love to speak with you about how my skills can benefit Roche’s long-term growth. Sincerely, Kelly Idea

Highlight main and relevant skills for reader to catch attention

30

STEM

Talk about transferable skills - showing what is relevant to the job, NOT what duties of the job were


STEM DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Non-Academic Job Search

Sample #3: Resume

Omit "soft" skills here because not backed up with evidence

Show project management, leadership, and communication skills as much as possible

31


Non-Academic Job Search

Sample #4: Resume

Consider combining objectives & summary of qualifications

STEM DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Robert Hwang

Phone: 222-111-0000 Email: RHwang@umail.ucsb.edu linkedin.com/in/ RHwangsample

SUMMARY Ph.D. level Chemical Engineer pursuing a Research & Development or Process Development position utilizing analytical, technical, management, and communication skills  8 years of research experience in the field of chemical engineering with an emphasis on rheology  5 years of experience with formulation, characterization, and simulation of complex fluids  High-level management skills demonstrated by holding leadership and supervisory positions  Excellent technical writing and communication skills proven by 2 publications and 5 conference presentations EDUCATION Ph.D. Chemical Engineering, University of California (UC), Santa Barbara, CA GPA: 3.89 Dissertation: “Rheology, kinematics, and structure of shear-banding wormlike micelles” Advisors: Mary Hernandez, Ph.D. B.S. Chemical Engineering, North Carolina State University, Raleigh, NC Summa Cum Laude

01/2016 (Expected)

If relevant or well08/2010 known, you can include advisor's name

TECHNICAL SKILLS Experiment: Rheometry, Particle Tracking Velocimetry (PTV), Small-Angle Light Scattering (SALS), SmallAngle Neutron Scattering (SANS), Rheo-NMR, NMR Spectroscopy Computation: MATLAB, Mathematica, Python, Fortran, Igor Pro, SasView, AspenPlus, R Programming, Origin Statistics: Data Mining, Time Series Analysis Lab Management: Standard Operating Procedure (SOP) writing, instrument training and maintenance Language: Bilingual in English and Mandarin Chinese PROFESSIONAL EXPERIENCE University of California, Santa Barbara, CA 09/2010 - Current Graduate Research Assistant, Department of Chemical Engineering  Identified the influence of self-assembling structure on the rheology of wormlike micelles through design, execution, and interpretation of experiments/simulations  Developed advanced method for flow visualization analysis  Managed lab operation by developing SOPs and providing instrument training and maintenance  Led 3 junior researchers through instrument training, lectures, and discussions  Presented in 5 nationwide conferences, drafted 3 annual research reports in response to funding agencies, and prepared 2 articles for high-impact journals

Balance between sharing high technical information and transferable skills

Graduate Teaching Assistant, Department of Electrical Engineering  Supervised ~20 undergraduate students in the chemical reaction lab and ensured safety  Led review sessions and elaborated difficult concepts to ~60 students of various knowledge levels  Provided constructive feedback on students’ assignments and reports

WNK Center for Neutron Research, Boston, MA 08/2014 & 04/2015 Visiting Researcher  Collaborated with staff scientists to perform small-angle neutron scattering (SANS) experiments  Developed new models to analyze and interpret SANS data (1 publication, in review)

32


North Carolina State University, Raleigh, NC 08/2006 - 08/2010 Undergraduate Research Assistant, Department of Chemical Engineering  Studied dynamics of signaling pathways relevant to the development of non-alcoholic fatty liver disease  Delivered or contributed to 3 conference presentations and 2 journal publications LEADERSHIP EXPERIENCE Co-chairman, Organization Committee of 6th Biotronics-Clorox Graduate Student Symposium Department of Chemical Engineering, UC Santa Barbara 04/2014 - 10/2015  Supervised 6 subcommittees to coordinate venue setup, participation, marketing, and budgeting  Raised funds from industrial partners and managed event budget of ~$6,000  Coordinated outreach to ~15 industrial participants and communicated event logistics  Chaired Bioengineering & Soft Matter presentation and led the discussion of a group of 100+ participants

Non-Academic Job Search

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

VOLUNTEER EXPERIENCE Outreach Presenter, Society of Rheology 10/2013  Raised public awareness of complex fluid studies through scientific demonstration and communication Community Service Volunteer, North Carolina State University

03/2007

Painted houses for residents in the community of Bryan/College Station

AWARDS Student Member Travel Grant Recipient, Society of Rheology Outstanding Undergraduate Research Award, Department of Chemical Engineering, NC State University Undergraduate Research Scholar, NC State University Undergraduate Summer Research Grant Recipient, College of Engineering, NC State University Ruth and William J. Smith ’52 Scholarship, Department of Chemical Engineering, NC State University

2015 2009 2009 2008 2007

RELEVANT PUBLICATIONS 1. R. Hwang, M.C. Roberts, L Patricks, M.E. Helgeson, “Distinguishing chemical components of various samples”, In preparation. 2. R. Hwang, L.Smith, M.E. Hansen, “Probing the influence of linear processes on various samples”, Journal of Rheology (in review). RELEVANT PRESENTATIONS 1. R. Hwang, M.C. Roberts, L Patricks, M.E. Helgeson, “Distinguishing chemical components of various samples”. AIChE Annual Meeting, San Francisco, CA (2016). 2. M. Calls, S.Adams, R. Hwang, M.E., “Using high tech equipment to analyze the different impacts on various species”. American Conference on Neutron Scattering, Modesto, CA (2016). 3. R. Hwang, L Patricks, M.C. Roberts, “Probing the influence of linear processes on various samples; exploring the depths of this research study”. Gordon Research Seminar Macromolecular & Polyelectrolyte Solutions, Ventura, CA (2015). 4. R. Hwang, L Patricks, and M.C. Roberts, “Testing and exploring the depths of this research project”. 86th Annual Meeting of the Society of Rheology, Boston, MA (2014). 5. R. Hwang, L Patricks, M.C. Roberts, “Effect of curvature on shear banding of wormlike micelles in Taylor-Couette flow”. 87th Annual Meeting of the Society of Rheology, Philadelphia, PA (2013). REFERENCES Available upon request

Optional

33


Non-Academic Job Search

Sample #5: Job Ad

SHEF

UCSB Judicial Affairs Position: Summary of Job Duties: Under the general supervision of the Associate Director of Student Conduct & Leadership, the Judicial Affairs/Residential Student Conduct Manager is responsible for managing the overall due process system, administrative management, and response coordination for residents/students living in Housing & Residential Services facilities. This includes Residence Halls, Undergraduate and Graduate Apartments and Family Student Apartments. Assists the Associate Dean of Students/ Judicial Affairs to adjudicate university-wide cases referred for disciplinary action. Provides training to staff, and serves as the departmental liaison regarding conduct matters related to residents in all units of housing. Minimum Requirements: - Master's degree in Education, Counseling or other related field or equivalent combination of education and experience - 3-5 years of experience in adjudicating college/university student conduct cases (preferably postMaster's degree) - 2-3 years of experience training student staff and/or professionals on relevant educational programs, policies and procedures - Strong supervision skills to build a team of 2-3 Conduct Officers - Strong leadership skills to build a team that supports the goals of Residential & Community Living (unit) and Housing, Dining & Auxiliary Services (department) - Excellent writing skills and a working command of policy and procedural writing - Exceptional communication skills for working with diverse individuals, departments, parents, etc. - Working knowledge of legal issues related to campus/university matters - Strong database management skills - Strong public speaking skills - Excellent decision making skills and the ability to factor in various perspectives - Experience collaborating with other campus offices such as Student Affairs, Risk Management, Human Resources and campus counsel.   Desirable Requirements: - Working knowledge of UC policies and procedures - Restorative Justice adjudication and facilitation experience - Student conduct experience specific to university housing matters - Experience working with Symplicity/Advocate database   Required Documents: - Resume - Cover Letter  

34


SHEF (2 page example) DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Emily A. Jones

Edit LinkedIn URL

123 Hope Street., Goleta, CA 93117  (805) 272 – 0737  emily@email.com  www.linkedin.com/in/eaj

Objective To obtain a challenging and rewarding job that will fuel my passion for working with and supporting students Summary of Skills  7 years experience with large, bureaucratic organizations  4 years public speaking experience  Skilled at navigating communication between various UCSB staff, students, and departments  Proficient with Microsoft Office programs Leadership Experience Vice President for Student Affairs UCSB Graduate Students Association  Represented graduate student voice to fill high-level position  Identified graduate student concerns and helped address issues through defining problems, researching background information, synthesizing and presenting data, and developing possible solutions  Communicated with members of GSA executive board and assembly members Organizational Management Experience Logistics Co-Chair UCSB Beyond Academia Conference  Co-chair a committee of 8-10 graduate students to delegate and oversee logistical details for 1.5 day conference  Oversee location and set-up for conference with ~130 participants  Organize and order food for ~130 conference attendees Planning Board Member UCSB Interdisciplinary Graduate Students Conferences  Co-ordinated, purchased, and organized food for ~40 participants  Acted as primary liaison with keynote speaker and conference attendees Student Services Experience Academic Writing Instructor UCSB Writing Program  Design and implement academic writing course for undergraduates  Present complex concepts to students with varying experience levels  Assess student work and offer feedback  Meet with students individually to offer guidance and feedback Teaching Associate/Assistant UCSB Music Department  Presented bi-weekly lecture to class of 450 students  Co-ordinated, managed, and oversaw 5 TAs  Developed exams and for written assignments  Led weekly discussion sections of 30 students  Promoted to Lead Teaching Assistant: introduced new TAs to relevant policies and supervised new students’ transitions to UCSB

Non-Academic Job Search

Sample #5: Resume

Jan 2015 – Jun 015

Example of different headers and organizing relevant information

Aug 2015 – Current

Apr 2012, Jan 2010

Sept 2015 – Current

Sept 2010 – Jul 2015

35


Non-Academic Job Search

Sample #5: Resume

SHEF (cont.) DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Admissions and Financial Aid Assistant Fielding Graduate University, Santa Barbara, CA  Worked independently and as a member of a team to implement financial aid assistance  Communicated with students  Created, compiled, and organized student files Teaching Assistant/Counselor and Instructor North Carolina Governor’s School, Salem College, Winston-Salem, NC  Navigated and handled difficult, sometimes emergency situations with objectivity and discretion  Supervised gifted and talented high-school students in both residential and rehearsal situations, enforcing relevant policies  Facilitated group discussions of sometimes controversial subject matter

Oct 2009 – Aug 2010

Summers 2007 – 2009

Research Experience Dissertation: Libretistky: Female Librettists in 19th-century Czech Opera  Develop and manage multi-year international research project  Collect, analyze, and synthesize archival data  Presented research at biannual North American Conference on 19th-century Music (Merrimack College, July 2015) and at 45th Annual Convention of the Association for Slavic, East European, and Eurasian Studies (Boston, November 2013) Education University of California, Santa Barbara  Ph.D., Musicology  Fulbright Grant, Prague, Czech Republic, September 2012-June 2013 University of California, Santa Barbara  M.A., Musicology Ithaca College, Ithaca, NY  B.M., Vocal Performance, minor in History, Magna Cum Laude, GPA 3.7  Inducted into Phi Alpha Theta History Honor Society Professional Associations and Extra-Curricular Activities Member American Musicological Association, National Association Member Adelfos Ensemble, Santa Barbara, CA Featured Soloist, Santa Barbara Revels, Santa Barbara, CA Member UCSB Chamber Choir, Santa Barbara, CA

36

Jun 2010 – Current

Expected June 2016 May 2012 May 2009

Sept 2015 – Current Sept 2014 – Current Dec 2013 Sept 2009 – Jun 2013


SHEF

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Emily A. Jones Emily A. Jones

123 Hope Street., Goleta, 93117  (805) – 0737 emily@email.com  www.linkedin.com/in/eaj 123 Hope Street.,CA Goleta, CA 93117 272  (805) 272 – 0737  emily@email.com  www.linkedin.com/in/eaj

Objective XX, 20XX To obtainFebruary a challenging and rewarding job that will fuel my passion for working with and supporting Bullets students are a great way to

highlight relevant info on of Judicial Affairs SummaryOffice of Skills 2260 Student Resource Building a cover letter. Items in bold  7 years experience with large, bureaucratic organizations University of California were chosen based off  4 Santa years public speaking experience Barbara, CA 93106-5010 job, ad, and students self Skilled at navigating communication between various UCSB staff, students, and departments analysis of her experience  Proficient with Microsoft Office programs Dear XXXX,

Non-Academic Job Search

Sample #5: Cover Letter

Leadership I amExperience writing to express enthusiastic interest in your opening for a conduct officer. Director for Student Affairs Michael Smith suggested that I would be a good fit for Judicial Affairs. After a Vice President for Student Affairs Janseven 2015 years – Jun as 015 graduate student UCSB, I have broad knowledge of and experience with UCSB and have become a UCSB Graduate StudentsatAssociation of student the UCSB community.  committed Representedmember graduate voice to fill high-level position  Identified graduate student concerns and helped address issues through Although I do not have specific experience Judicial Affairs, I believe that defining problems, researching backgroundininformation, synthesizing and I have relevant experience with leadership and student support that could bring a different perspective to the office: presenting data, and developing possible solutions  Communicated with members of GSA executive board and assembly  Student interaction: Through my teaching work, I have five years of varied experience working members with students and am familiar with the policies, protocols, and services available to UCSB students. Moreover, I have the required discretion and am comfortable making the difficult

Organizational Management decisions thatExperience often arise with regard to student situations. My healthy empathy for the student Logistics Co-Chair 2015 – Current experience complements a deep respect for the need to have and enforceAug policies. UCSB Beyond Academia Conference  Leadership in Student Affairs: As a former Graduate Students Association Vice President for  Co-chair a committee of 8-10 graduate students to delegate and oversee Student Affairs, I have experience with several branches of UCSB’s Division of Student Affairs and logisticalcontacts details for 1.5 day conference in many of its departments.  Oversee location and set-up for conference with ~130 participants  Synthesize andfor analyze complex information:  Organize and order food ~130 conference attendees Thanks to my research, I have extensive experience compiling, synthesizing, analyzing and reporting on various types of data. Apr 2012,  Attention and Planning Board Member to detail and ability to multitask: As a PhD candidate balancing both research Jan 2010 teachingGraduate responsibilities, able to manage multiple detailed projects simultaneously while UCSB Interdisciplinary StudentsI’m Conferences maintaining an organized schedule sacrificing attention to detail.  Co-ordinated, purchased, and organized foodallforwithout ~40 participants  Acted as Interpersonal primary liaisonskills: with keynote speaker and conference attendees My passion for working with students has honed my interpersonal skills and ability to listen to students and help them navigate problems and issues that arise in their

Student Servicesacademic Experience and personal lives. Academic Writing Instructor Sept 2015 – Current Over the past seven years I have developed deep ties to UCSB and the Santa Barbara area. I met my UCSB Writing Program husband at UCSB, we recently purchased a home in Goleta, and look forward to many years in Santa  Design and implement academic for undergraduates Barbara. Upon graduating in Junewriting I hopecourse to be able to bring my passion for student support and drive to  Present concepts varying make acomplex difference at UCSBtotostudents Judicial with Affairs. I lookexperience forward tolevels hearing from you and will follow up on my application during XXX.  Assess student workthe andweek offeroffeedback  Meet with students individually to offer guidance and feedback Sincerely,

Added detail about personal

Teaching Associate/Assistant life because student felt it EmilyDepartment A. Jones UCSB Music was important show long  Presented bi-weekly lecture to class ofto 450 students term  Co-ordinated, managed, andstability oversawin5 the TAsarea  Developed exams and for written assignments  Led weekly discussion sections of 30 students

Sept 2010 – Jul 2015

37


Non-Academic Job Search

Sample #6: Job Ad

SHEF

POSITION TITLE: Graduate Program Coordinator GENERAL SUMMARY OF DUTIES AND RESPONSIBILITIES: Takes programmatic direction from the Director of XXXX Department in planning, implementing, and evaluating a variety of programs sponsored through the XXXXXX Center that enhance graduate student preparation and professional development. Professional development programming focuses on areas such as academic and personal skills development; fellowship, dissertation and thesis writing; strategies for successful mentoring and degree completion; work-life balance; and identifying and achieving career goals. Other major events organized through the XXXXXXX Center include New Student Orientation, Fellowship Receptions, Graduate Student Showcase and Grad Slam, and large conferences (i.e. the annual Beyond Academia Conference). Must be able to work independently on assignments and troubleshoot in the absence of the Director. Develops and implements a communications strategy to best advertise and promote the Graduate Student Resource Center and other campus-sponsored professional development programming for graduate students. Event coordination responsibilities include budgeting, promotion, making location and catering reservations, distributing invitations and tracking RSVPs and attendance, arranging for presenters, and ensuring that events run smoothly. Works with the Division’s Finance and Administration Manager to monitor expenditures, and ensures program budgets stay within department estimates. Conducts evaluation of professional development programming and recommends improvements to future events. Serves as an initial point of contact for graduate students at the Graduate Student Resource Center. Holds drop-in office hours, responds to student requests (by email, phone, or in person) for information or assistance, provides confidential advice, and makes referrals as needed.

38


SHEF (2 page example) DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Non-Academic Job Search

Sample #6: Resume

Student identified and created transferable skills as subheaders for experience

39


Non-Academic Job Search 40

Sample #6: Resume

SHEF (cont.) DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS


SHEF

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Resume addendum is a great place to put fuller list of publications. Use only when needed for position. Otherwise 2 pages is max! Brevity is important

Other ways to share publications: • LinkedIn • Summary of qualifications listing total number • Selected publications section (2-3 of relevant publications)

Non-Academic Job Search

Sample #6: Resume Addendum

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Non-Academic Job Search 42

Sample #6: Cover Letter

SHEF

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS


SHEF (2 page example) DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Non-Academic Job Search

Sample #7: Resume

Sort bullets in order of most relevant to least

Great examples of how to highlight transferable skills

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Non-Academic Job Search

Sample #7: Resume

SHEF (cont.) DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Communications and Public Relations Experience Graduate Assistant April 2014 – July 2016 Interdisciplinary Social Science & Humanities Center, Santa Barbara, CA  Organized and implemented interdisciplinary humanities programs for UCSB campus and Santa Barbara community Technology Committee Representative Feb. 2013 – Feb. 2015 UC Santa Barbara, English Department, Santa Barbara, CA  Identified technology needs in the English department and served as the liaison to communicate those needs to 8 member faculty committee  Led two technology workshops for 100 faculty and graduate students  Provided individual technology support for 100+ graduate students and faculty from different departments Research Experience Ph.D. Dissertation: May 2015 – Present UC Santa Barbara, Santa Barbara, CA Technology Advances: The Rebuilding of the European Written Expression  Independently develop and manage 2-year interdisciplinary research project that examines how written practices change in the digital age through online sites such as Google Reads.  Craft research questions, collect and visualize data from a variety of sources, distill complex information into clear and accessible language, and present ideas effectively at national conferences. Teaching Experience Literature and Writing Instructor University of Oregon and UC Santa Barbara, Eugene, OR and Santa Barbara, CA  Instructed over 500 university students throughout 16 courses (9 as the sole instructor).  Exercised public speaking skills, developed course curricula, designed lesson plans  Mentored students on writing and research projects, evaluated student performance  Distilled complex information into accessible visual, written, and oral formats

May 2011 – Present

Private Tutor June 2010 – Present Eugene, OR and Santa Barbara, CA  Tutored and mentored 15 clients from all levels, including primary, secondary, university, and graduate.  Coached students to write clearly and concisely, and helped over 50 students gain admittance to graduate and professional degree programs. Education University of California, Santa Barbara, Santa Barbara, CA Ph.D. in English  Fully funded for 5 years  Completed graduate-level “Teaching Technical Communication” course June 2011  Technical Humanities Fellowship 2011, The Technical Award For Scholarly Writing 2015  Stanford Graduate Research Exchange Grant

Expected 2017

University of Colorado, Denver, Denver, CO May 2011 M.A. in English  Fully funded University of California, Irvine, Irvine, CA B.A. in English  High Honors, Dean’s Honor List (top 4% of class), UC Berkeley Summer Research Program

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June 2009


"Functional" Type DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Sorted experience by type of skill, not by work experience

Non-Academic Job Search

Sample #8: Resume

Experience listed here

Useful resume when students have no direct experience or want a non-traditional way to of displaying information

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Non-Academic Job Search

Interviews

If you’ve made it to the interview stage, then you should be celebrating! Your application materials were successful in doing their part, and now there is an opportunity to show your prospective employer what you could bring to the position.

1. Know yourself

4. Develop questions to ask the employer

●● Be ready to explain why you're interested in the position ●● Be able to talk about your skills, accomplishments, and strengths that you would bring to the job ●● Know what is on your resume and how to talk about it

2. Know the position requirements, company, and field ●● Review job description thoroughly ●● Review company website, news articles, and LinkedIn profile to understand employer goals, mission, products, services, organizational structure, clients, growth and future direction, and current challenges ●● Know the latest topics and trends in the field ●● Make a link between your academic preparation and how it fits with your work experience and the target position

3. Prepare for potential interview questions ●● Practice answering questions out loud (see next page) ●● Come to Career Services for mock interviews ••

Send your thank you email within 24–48 hours of interview

Thank You Sample Dear Margaret May,

Personalize each email to every person in your interview

●● It is important to have a list of questions prepared for the employer to show that you have a vested interest in the company and the position ●● Consider it another opportunity to show that you are prepared and are really seeking information to evaluate if this position would be right for you

Examples Questions "What qualifications are you looking for in the ideal candidate?" "Please describe the training and/or professional development opportunities offered by your organization." "How do you see this position fitting the larger goal of the organization?" "How are new employees evaluated?" "What would day to day be like in this position?" "What are some typical first assignments/goals for this position?" E x p e rt A d v i c e

•• Show enthusiasm for the position •• Practice! Practice! Practice! •• Be punctual: arrive 10–15 minutes early, turn off your cell phone •• Show your personality in your interview •• Dress in business-conservative attire •• For additional help check out: ReadyPrepInterview.com, BigInterview.com, or schedule a mock interview at Career!

Thank you so much for taking the time to interview me yesterday. I thoroughly enjoyed meeting you and getting a site visit. It was exciting to see the how the two departments, Materials and R&D, interacted and would be combined in supporting this new position. After talking with you all about the logistics of the project manager position, it made me even more excited to bring together my previous experience with the current goals of the project. I wanted to address one question in further detail; specifically when you asked me about how I would bring my PhD lab skills to this position. I wanted to highlight again that my leadership in the lab gave me an understanding of the various needs of multiple stakeholders in the department and realizing that this is similar to the demands placed on project timelines in your department. Being able to multiple task and communicate the needs effectively is my strong suit and I hope to bring these assets to this position. If you need anything else from me, please don’t hesitate to reach out. Again, thank you for your time and consideration of my application.

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Best, Jack Daniels

You can take the opportunity to clarify or highlight a skill or topic


Q&A

SAMPLE INTERVIEW QUESTIONS

●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●●

Tell me about yourself. Tell me about your experience and how it qualifies you for this position. Why are you interested in this position? Why did you choose this career? Describe a situation in which you were successful. What accomplishments have given you the most satisfaction in your life? What are your experiences working with others/on a team? Tell me about some of your recent goals and what you did to achieve them. Tell me about a time where you handled conflict. How do you handle pressure? What is your greatest strength? What is your greatest weakness? If I were to ask one of your professors (or a boss) to describe you, what would he or she say? Explain (this issue) on your resume (low GPA, lack of experience, gap in employment). Tell me about some of your recent goals and what you did to achieve them. Tell me about a time where you handled conflict. How do you handle pressure? What areas do you need support in to become a productive employee? What type of supervisor do you like? Why are you interested in our company? How familiar are you with the community that we’re located in? Are you willing to relocate? In the future? Are you willing to travel? What kind of salary are you looking for?

Non-Academic Job Search

●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●●

HOW TO ANSWER BEHAVIORAL QUESTIONS: Behavioral questions aim to reveal your reactions and decision-making processes. They may require you to identify and reflect upon a previous experience, or you could be asked how you would respond to a hypothetical situation. Your goal is to answer the question in a way that describes how you arrived at your choice/behavior/action. Use STAR Method to answer behavioral interview questions: Situation: Describe a situation and provide context. Where? When? Task: Describe the challenge and expectations. What needed to be done? Why? Action: Elaborate your specific action. What did you do? How? What tools did you use? Results: Explain the results and outcomes. Highlight accomplishments, recognition, savings, etc. Quantify where you can. Q: “Tell me about a time you handled a stressful situation.” A: “During my internship last summer, I was responsible for managing a research project with various stake holders. I noticed that there was conflict between two organizations prior to the event and identified that the source of the issue was conceptual differences regarding the research question. I decided to hold a meeting between the two conflicting participants to find a way to compromise on the research question and see if resolution could be had. Although it was a difficult conversation to start, it ultimately led to a more productive research question that had buy-in from all parties. Importantly, all stakeholders were able to move forward and collaborate effectively on addressing the initial issue and we were able to provide a written product of our work.”

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TYPES OF INTERVIEWS

Non-Academic Job Search

To be ready for all types of interviews, we offer this cheat sheet on interview types: SCREENING: Campus, phone, Go to Meeting, or video interviews can be screening interviews. When this occurs, this is an initial interview where the interviewers are assessing to see if they want to bring you in for an on-site interview. PANEL: There may be 3-6 panelists interviewing you. Often times you are out in front of the panel and each panelist asks you a question. Make sure to make eye contact with each person throughout your interview. STRESS/CASE: Often known as brain teasers, companies will ask you questions to test your analytical skills, decision making processes, and your ability to handle stress. Stress interview questions are dependent on the field, but they are often seen in data analytics, engineering, health care professions, and other positions of high stress. Case interviews are questions with the goal of evaluating your problem-solving abilities. BEHAVIORAL: These questions are aimed at understanding what your previous experience is to predict what your future behavior may be. These questions often start with introductions such as “tell us about a time when…” or “what would you do if you had this scenario”. Often seen in helping professions or when employers want to know how you may handle complex situations. See insert for how to effectively answer these questions. See insert for how to best answer these questions. VIRTUAL: Virtual interviews are to be treated as professionally as any other. Make sure to focus on looking at the camera (not the picture of yourself in the screen). Check out the insert for more information.

E x p e rt A d v i c e TIPS FOR VIDEO INTERVIEWS A successful video interview hinges upon you addressing technical issues in advance – in addition to all of the preparation you do for any interview. Neglect this preparation and you are in peril of looking amateurish and unprepared. To make the best impression possible, follow these five steps: 1. Set up ahead of time: •• Download, install, and test the agreed-upon software or app well in advance of your scheduled interview. Practice video chats with friends to ensure all works properly. •• Set up your camera so that your face is nicely framed. •• Test your microphone to make sure your voice comes through without any echoes, hums or buzzing. •• Check the lighting. Your image should be plainly visible without being too bright. •• Prepare the room around and behind you. Make sure that everything else in the frame of the camera looks professional. 2. Rehearse: Practice talking to the camera – not the image of the person in your display. 3. Prepare your environment: Make sure that you won't be disturbed during the interview. If you have roommates, ask them to be quiet and not interrupt you. Turn off any alerts you might get on your computer or cell phone so that you are not distracted by them. 4. Dress up: Wear the same clothes, head-to-toe, that you'd wear if you were going to interview in-person. Wearing the complete ensemble will help you stay in the interviewing mood, and, should you have to stand up for some reason, you don’t have to worry about the interviewer seeing your shorts or sweatpants. 5. Get in the zone: •• Pay special attention to what's going on during a video interview. Occasionally check for visual cues from the interviewer, but do your best to keep your attention focused on the camera. Practice will help with this. •• Sit up straight and look at the webcam so that interviewers will see you looking at them directly. This is a lot more difficult than it may appear. •• Lean forward, and nod during the conversation so the interviewers can see that you're engaged.

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Source: Mark Feffer’s 5 Tips to Ace Your Skype Job Interview www.job-hunt.org/IT-job-search/skype-job-interview.shtml


How to develop your elevator pitch to answer the "so tell me about yourself" question: Create a concise, carefully planned, and wellpracticed statement about your professional self Include a “hook” or “theme” to make yourself memorable Keep your answer to about 30-60 seconds Should resonate with your unique personality and interests

Talk only (or mostly) about your professional self and utilize a mix of strong skills (e.g., PhD in physics) and soft skills (strong writer who works well under pressure)

Non-Academic Job Search

Elevator Pitch/ Tell Me About Yourself Question

Identify profession, expertise, types of business you’d like to work for and special strengths Avoid showing a lack of confidence, lack of focus, and lack of skills

EXAMPLE "My name is Susan Hernandez and I am a third-year religious studies doctoral student at the University of California, Santa Barbara. I do research on how religious influences affect health choices, and my work is currently supported through a grant from the Health Sciences fund. Through my graduate studies, I have developed skills in qualitative analysis and research design and am interested in furthering my experience in data analysis. Religious studies has always been a passion of mine, but I never felt that a career path in religious leadership was right for me. Instead, for me, religious studies is truly the study of beliefs and how they influence people’s behavioral choices. I have decided to apply my previous skills as a health specialist and my interest in religious studies to work in hospitals and health centers in order to work towards the well-being of others. I believe that my skills in research methodology and interest in health fields make me uniquely qualified for this position."

Interested in getting an internship during graduate school? Apply for the

GRADUATE STUDENT INTERNSHIP FELLOWSHIP

Career Services and the Graduate Student Association are pleased to be able to offer four-to-five annual scholarships for up to $2,500 for students who have obtained unpaid or low paying work experiences during graduate school. The aim is to support graduate students who are seeking internships and work experiences beyond their academic requirements in order to further develop their transferable skills, job readiness, and gain career exposure to careers beyond the academy through direct experience. Applications open Winter Quarter. For more information on eligibility and requirements visit Career Services website: career.sa.ucsb.edu

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Non-Academic Job Search

Evaluating and Negotiating Job Offers

When you receive a job offer, aside from taking a sigh of relief (and you should!) it is important to think about negotiations. When you receive an offer from an employer, you often have the opportunity to discuss terms of employment. Keep in mind that negotiations are often uncomfortable, risky at times, and can be unsatisfying as we are trained from an early age to value win/lose situations. Additionally, for many of us, the idea of negotiations isn’t natural or comfortable, and many opt to avoid this part. Before you rule out negotiations or steam ahead with a winner-takeall attitude, keep in mind the spirit of negotiations is to help meet the needs of both you and your employer.

Preparing to Negotiate ●● Ideally, before receiving an offer you should do your research for what seems like a salary that YOU would be comfortable with and will be sufficient to meet your needs. Take the time to inventory of your monthly expenses, prorating items like car insurance that come up less frequently than once a month. ●● Additionally, make sure that what you want is reasonable. Do market research for salaries that are expected in your field and take into account the institution/industry/ organization you are going into. Consider looking at www.glassdoor. com and asking a trusted mentor or peers who are in the industry you’re going into what range seems realistic.

●● Consider making an appointment with a career counselor to explore how to go about it. ●● Review things that are important to you to negotiate and think about what would be on your “must haves,” “would be nice,” and “not important” lists. E x p e rt A d v i c e

Negotiating can be important! Some companies and industries are used to offers being negotiated. If you automatically decline this opportunity, you may be missing out on things that someone else is being given. Generally, it is a good idea to negotiate as long as you do so in a positive and cordial way. Being aware of the risks and bigger picture is important.

Negotiating Etiquette DON’T RUSH. Make your initial request in writing and then follow up to work out the differences. BE ASSERTIVE – UP TO A POINT. On the one hand, you have been chosen from a pool of applicants so you know you are a wanted employee. However, by entering negotiations you must realize that your employer can say “no.” It is very rare for employers to retract their offers, but be reasonable in your requests and make sure they are items that are important to you. BACK UP YOUR REQUESTS. Illustrate how your skills, talents, and potential make you deserving of these added requests and be prepared to show evidence to those facts. COMPROMISE. Remember that this is supposed to be a win-win for both you and the employer. If the employer chooses not to grant any of your requests, you still have the option of accepting the original offer, provided you have maintained a positive, productive, and friendly manner during your exchanges.

Some Negotiable Items: (Unlimited Options by Maestas 2014)

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●● ●● ●● ●● ●● ●● ●●

Delayed start date Signing bonus Annual performance bonus Right to freelance Costs of moving Company-paid pension plan Extra vacation time

●● ●● ●● ●● ●●

Child care/parental leave Personal time Education stipend Stock options Bonus program based on performance goals ●● Parking space

●● ●● ●● ●● ●● ●● ●●

Deferred compensation Company car Expense account Flexible work schedule Part-time job sharing Retirement plans Profit sharing


YOUR LINKEDIN PROFILE

LinkedIn launched in 2003 with the mission to connect the world’s professionals and college students. There are more than 467 million members on LinkedIn in over 200 countries and territories as of 2017. It is definitely the 800 pound gorilla and shouldn't be ignored as you search for and progress through a career. Many companies actually require that you apply for positions using your LinkedIn profile. LinkedIn allows you to create a professional profile, which becomes your virtual résumé and online portfolio to showcase your accomplishments. Your presence on LinkedIn allows you to connect with professionals, find opportunities, and be found by recruiters and hiring managers.

are looking for you on social media, and how you can appropriately incorporate social media into your internship and job search. We host quarterly workshops to help you utilize LinkedIn. You can also come to drop-in hours or schedule an appointment to have a LinkedIn profile critique.

Non-Academic Job Search

Creating an Effective Online Presence

We’ve gathered our favorite LinkedIn tutorials and quick reference sheets for tips to get started. LinkedIn Packet: Profile Checklist, Network, Find a Job, Alumni Tool career.sa.ucsb.edu/sites/career.sa.ucsb.edu/files/docs/handouts/ LinkedInPacket.pdf

A strong online presence can positively impact your career success. It’s important to know where recruiters

LinkedIn for Students: More Quick Tip Sheets and Videos www.university.linkedin.com/linkedin-for-students.html

Profile Checklist: Career’s Top LinkedIn Tips

LinkedIn is your ultimate tool to build your personal brand, strengthen your online reputation, create a virtual portfolio, and connect with the world’s professionals. It also makes it easier to search for jobs, research companies, join professional groups, and explore universities.

❑❑ Create a profile that showcases your accomplishments, including samples of work. a good photo. Do not crop yourself out of a group. Keep the background simple. Crop ❑❑ Have close enough to see your face clearly. A professionally taken shot works best. Get a headshot at Career’s quarterly career fairs for your profile picture.

❑❑ Customize your LinkedIn public URL to share in your email signature and on your resume. your network by connecting with coworkers, classmates, recent alumni, faculty, TAs, and ❑❑ Build your personal connections. ❑❑ Research top skills within industries and at specific companies. ❑❑ Explore graduate programs and see what their alumni currently do. ❑❑ Use the Alumni section to look at Gaucho career paths and get leads for internships and jobs. groups related to UCSB and your interests to connect with top people in industries and ❑❑ Join enhance your job search. control in Privacy & Settings to manage how people find you, access to view your profile, ❑❑ Take and regulate your status updates and activity.

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Non-Academic Job Search

ADDITIONAL ONLINE TIPS BUILD YOUR PERSONAL BRAND

PROMOTE YOURSELF

You can have an amazing brand, but if no one knows about it, you are not going to have much success with What makes consumers buy one thing over another? your career development. One of the oldest promotional The answer is marketing, but more specifically it is the tools for job-seekers is the resume. This includes not only power of branding. And branding is not just for products your print resume (the one you bring to an interview or anymore! Just as Microsoft, Disney, and Starbucks mail to employers), but also your online resume. Look use their brand to become first choice companies for to the Resume Section for more information on tailoring consumers, defining your personal brand can make you your resume. the first choice candidate for employers. You should not stop with a resume! Begin developing two career portfolios—a print one and an online one. MAKE THE INVESTMENT Let the world read all about the benefits of your brand. Look at your personal brand as an investment because it Your portfolio should include all important brand has the potential to last longer than your own lifespan. artifacts: resume(s), mission statement, a detailed list Your personal brand is the foundation of your career. of accomplishments, samples of work, articles and Once it has been created, you must maintain it. A working papers, speech transcripts, awards and honors, strong foundation will allow you to build your resume testimonials, and anything else that shows why you would exponentially. No matter what happens on the top, you make an amazing employee! will always have your foundation to fall back on. When launching new projects, your personal brand has the KEEP YOUR BRAND UPDATED potential to guarantee you never have to start over again. Think of your personal brand as a new house. It is great when you move in, but as time passes, its decor GAIN EXPERIENCE, TRACK becomes outdated, appliances break down, and the ACCOMPLISHMENTS paint begins to chip. The great news is that you still Before you seek out new work, take the time to plan and have a strong foundation to rebuild upon, making your focus on what you want your brand to stand for. Think remodeling process much easier. Your personal brand about the key ideas you would want people to associate with needs this type of regular remodeling. Luckily, you you. Do you have an exceptional amount of experience due already have a steady foundation and all you need to do to internships and jobs in your field? Are you proficient is update it! in multiple software programs? Do you have strong Your original content may be great, but it may seem organizational or leadership skills? You can easily begin to stale and repetitive if you do not add new elements. build your brand around any of these qualities. Remember: you cannot ride one idea forever, so you For example, if you have great organizational skills, you must keep adding new layers to show what your brand can market yourself as a planner, a leader who can keep represents. a company productive and successful while maintaining By continuing to upgrade your knowledge, you will order among employees. If your brand is built around be able to retain your expertise. If you were to stop this, all experience, education, and activities on your learning and challenging yourself, your brand will resume should back it up. Update your online profiles not hold the same weight it used to. Write on topics to emphasize the organizational skills you have obtained within your field where you have something new to say through various jobs, internships, college courses, and or some more value to add. This shows colleagues or extracurricular activities. potential employers that you are invested in expanding You should also develop a strategy for gaining experience your knowledge (and resume!). in areas of your brand in which you are weak. If you are lacking experience, look into internships offered on or around campus. Once you have obtained an internship or job in your field, push yourself to ask for new and challenging assignments that will build your brand’s emphasized quality. E x p e rt A d v i c e “Regardless of age, regardless of position, regardless of the business we happen to be in, all of us need to understand the importance of branding. We are the CEOs of our own companies: Me, Inc.”

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~ Tom Peters, author of The Brand You: 50 Ways to Transform Yourself from an ‘Employee’ into a Brand That Shouts Distinction, Commitment, and Passion!


Non-Academic Job Search

THE PERSONAL TOUCH E x p e rt A d v i c e Think about your personal brand each time you interact with someone. What impression are Building Your Brand’s Reputation you leaving them with? If you cannot (or do Branding is best defined as a promise. This promise includes not want) to spend time responding to tweets a confirmation of the value of the product, a guarantee and emails, you should make this part of your that the product is better than all its competitors, and an personal brand so that people do not expect differently. If you only have the time to answer understanding that the product will be successful. To build half of the emails you receive, mention this (with your own unique brand, you must develop a complete and apologies) on your Contact page. If you make it impressive image and deliver results to match. clear that you intend to behave in a certain way people have little right to be disappointed when you do so. Try to build relationships with as many people as possible. Get to know their real names and remember details about them. This is fun (and good manners), but it also leaves a strong impression on the people you interact with. These people may feel a connection to you and will talk about you to others, building your reputation and your brand. HOW TO UTILIZE SOCIAL SITES FOR PROFESSIONAL GAIN

(re: www.gigaom.com/2007/07/24/12-ways-to-use-facebook-professionally/)

Your online presence can play a huge role in a potential employer's perception of you, and it is in your best interest to avail yourself of these resources. Social networking sites like Facebook provide an easy way for you to connect with people. While most consider these sites simply social, they also can be used as a professional platform. With a little work, you can transform your Facebook into an impressive and productive professional tool. Here are vital tips on how to treat Facebook—and other social networking sites—like your own personal networking channel:

Only Display on Your Profile What You Would Put on Your Desk

In an office, a person’s desk can be a great way to understand the type of person they are. Their values, hobbies, and interests are on display for all to see, but you would be hard-pressed to find a professional desk with pictures or images containing activities inappropriate for work. When customizing your online profiles, ask yourself “Would I put this on my desk at work?” This rule does not apply exclusively to your pictures; think hard before joining groups, posting status updates or public messages to friends, and stating your political or religious affiliations. If you find it to be too inappropriate for your desk, then it is probably too inappropriate for the internet.

You Decide About Your Social Media

Remember, you do not have to connect your Facebook with your coworkers or with people in your field. If you want to keep Facebook purely social, make sure your profile can only be viewed by your friends. Check out privacy settings on every social networking site you use to see how to protect your personal information.

About.me

About.me is a free service that lets you create a one-page website that’s all about you and your interests. Upload a photo, write a short bio, and add your favorite social networks. They've focused on enabling you to quickly build a personal and dynamic page that points visitors to your content from around the web. Sites like this may be a good way to accomplish your goal without going through the whole dot-com registration and full-on site maintenance.

Your Blog

It may not be your first (or even second) priority, but it gives people a place to develop a stronger connection with you. Include a biographical blurb at the end of each post and put time and effort into your “About” page to paint a picture of your ideal personal brand. People will only remember a few things about you, so focus on telling the story that contributes the most to your brand. Use your personal story as the basis for your expertise. Try to be personally ubiquitous without over-stretching or over-exposing yourself. Wordpress and Posterous Spaces are free blog sites to check out.

Your Personal Web Portfolio

Many job seekers are creating their own websites to communicate their qualifications to potential employers. These websites can showcase your résumé, writing samples, biography, contact information, and much more! You can visit the computer labs in Phelps Hall for help in creating your own page.

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ACADEMIC JOB SEARCH

Overview

The academic job search is generally a structured process, with commonalities between different disciplines. With that said, we recommend talking with your advisors, professors, and alumni from your department about the application process. The expected materials are dependent on your specific field, so consult with your faculty advisors. In this section, we will review the various aspects of the academic job search, including a timeline, CV and other application materials, and the interview process.

POSSIBLE MATERIALS FOR ACADEMIC APPLICATIONS

Academic Job Search

●● ●● ●● ●●

Research Statement Teaching Statement Dissertation Abstract Writing Sample

ALUMNI ADVICE “Think about and write down the few things that you care about the most for your next position (and be honest with yourself, a geographical preference is a perfectly valid answer). Consider this list as you apply for jobs - you may not get your entire wish list, but it can be a good way of gauging your personal fit for a position.” —Michele Guide PhD in Materials Chemistry from UCSB

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●● ●● ●● ●●

Sample Syllabus Teaching Evaluations University Transcripts Letters of Recommendation

P P P P


Timetable for Academic Job Search

P P P P

OCTOBER–MAY

❑❑ October through May are the typical months of the academic hiring cycle, though there may be differences across disciplines. Specifically, applications are generally due October-November. Initial interviews may be December and in-person interviews typically start in January-February, with offers starting in March and negotiations through April-May.

1-2 YEARS before Graduating

❑❑ Build connections with scholars in your field and continue to cultivate and broaden connections ❑❑ Consider building connections through conferences (e.g., arrange coffee with a senior scholar working in your field), poster presentations, professional memberships, advisor’s connections ❑❑ Discuss plans with professors and advisors and get feedback on opportunities ❑❑ Consider postdoc options and talk with specific departments on discipline-specific recommendations ❑❑ Familiarize yourself with your field, identify areas to apply ❑❑ Identify possible people to write letters of recommendation (you’ll need at least 3)

SUMMER QUARTER (prior to applying)

Academic Job Search

Update your CV and get feedback from advisor, career counselor, and/or Graduate Division Draft cover letters and get feedback Ask for letters of recommendation Prepare supporting materials (Teaching Statement, Teaching Philosophy, Research Statements, Writing sample – see pgs. 73 & 74 for more info) and get feedback from advisor ❑❑ Consider setting up an online portfolio for job application materials (e.g., Interfolio, ResearchGate, Vitae, Academia.edu) ❑❑ Create an actionable plan for various outcomes. Be able to answer what you will do if you don’t land an attractive academic job offer ❑❑ ❑❑ ❑❑ ❑❑

FALL QUARTER

Review job postings (reference pg. 96) Target CV and cover letter to specific positions, utilizing job posting as your guide For rolling applications, submit as soon as possible Finalize and submit job application materials Prepare for interview questions and talk to faculty for tips on their experiences. Try and schedule a mock interview with your department ❑❑ Draft job talk ❑❑ ❑❑ ❑❑ ❑❑ ❑❑

WINTER QUARTER

❑❑ Finalize your Job Talk and give practice job talks to faculty and peers in your department ❑❑ Continue to search for job postings or postdoc postings that may be available ❑❑ Attend conferences (many schools may conduct first-round interviews at these events, so know how your field works) ❑❑ Be prepared for what you would ideally want in your start-up package (e.g., lab materials, books, additional research funds, course relief ) ❑❑ Engage in actionable activities as necessary to ensure progress (e.g., plan and execute publications, seek out conferences in your field, continue to build relationships with scholars in your field)

SPRING QUARTER

❑❑ Reassess your progress and current needs ❑❑ Evaluate offers

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Curriculum Vitae (CV)

The Curriculum Vitae (CV) is primarily used for academic positions, fellowships and grants, as well as for jobs in many research, government, and related fields. Depending on the state, community colleges may prefer CVs as well. The CV is a document that offers a comprehensive yet succinct overview of your skills, qualifications, discipline studies, and accomplishments in your academic career. For advanced PhD students, 3-5 pages is the typical length, and you can expect your CV to grow longer as you gain more experience (sometimes up to 10 pages or more). All CVs have a similar formalities, however norms do exist for specific disciplines, so you should consult a member of your department and/or your advisor after creating your CV. The CV is a “living document,” which means you will be adding to it constantly throughout your academic career. The good news is: once you have a solid start to your CV, on-going updates should be minor.

A few tips to a good CV include: ❑❑ Create a master CV that has a complete list of all your accomplishments. ❑❑ Adjust and re-order sections as necessary based on where you are applying (e.g., research-based university will want to see research and publication sections before teaching sections) . ❑❑ Share and get feedback on your CV. ❑❑ Look at CVs in your department from your peers or advisors, review CV books from the Career Resource Room, schedule one-on-one feedback with a graduate peer or career counselor.

Academic Job Search

❑❑ Remember, this is a “weeding-out” document. For most positions, an initial review will be brief (as short as 30 seconds). If you make it past that round, then a few more people will read your CV more seriously. What that means is that you need to make sure that your CV is crisp, clear, and shows your strengths and qualities for the position in an obvious way.

Organization (sample of categories used in CVs) Contact info (can include department address) Education Dissertation Title (+optional Dissertation Abstract) Research Experience Publications

Utilize white space and put important words and phrases in boldface Err on the side of clean and clear black text, versus fancy and frills Use white space effectively

Presentations

Make your name stand out with choice of font size and formatting

Teaching and Research Interests

Provide clear section titles

Professional Affiliations

Use consistent formatting and be consistent with placement of dates

Professional Trainings Awards and Grants Fieldwork Postdoctoral work Other Professional Experience Certification or Licensures University Departments (Interdisciplinary Research) Technical Programing or Laboratory Skills Languages References

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Appearance

12-point, easy-to-read font, 1-inch margins, 3-5 pages is typical for advanced graduate students Put your name and page numbers in a header or footer on every page after the first page When printing: Print on writing paper (20, 24, or 28 lb) and remove hyperlinks When emailing: Black text is preferred (since most people don’t print in color) and send in PDF format


Guidelines for Sections

Academic Job Search

IDENTIFYING INFORMATION •• Name, address, email •• Departmental address (as opposed to your personal address) is common on CVs •• Do not include marital status, children, or other personal characteristics EDUCATION •• List institutions and year of graduation •• Do not include high school •• Put in reverse chronological order •• List honors awarded for each institution (if not listed elsewhere) •• Can put dissertation title under PhD program information •• If you are within 1 year of graduating, put expected graduation date (otherwise put “In Progress” next to PhD) DISSERTATION •• Can list under Education section or in its own section •• Put title and possibly a brief abstract •• Can put advisor name and/or other committee members •• Avoid long descriptions about your work here (that should go into the Research Statement) AWARDS, GRANTS, FELLOWSHIPS, HONORS, AND SCHOLARSHIPS •• Don’t be shy – here is your time to shine! •• If you have more than 2 of something (e.g. grants, fellowships, etc.), you can create separate sub-sections to highlight them further •• Optional to include award amounts or state competitiveness of award if it distinguishes you further or if it is something a general audience wouldn’t know RESEARCH /PROFESSIONAL/FIELDWORK, ETC. EXPERIENCE •• List title of project or role and institution •• These sections require utilization of action verbs when describing tasks and should be written in a brief narrative style (not achievement-oriented like a resume) – brevity is important •• Use bullet points sparingly and use other types of formatting (white space, boldface, italics) to set apart important information

TEACHING •• Separate sub-sections for Teaching Assistant and Teaching Associate (Instructor of Record) positions, if applicable •• Note if you developed course material or lectured extensively in any positions •• List full course name, dates taught, and institution •• Don’t include course numbers, but you can optionally include a brief course description if the course title isn’t sufficient ACADEMIC SERVICE •• Include university-wide groups, task forces, committees that you’ve been involved in •• Consider department, university, and/or discipline groups you’ve participated in REFERENCES •• List your references on a separate page, include contact information for each (current title, address, phone, email) •• 3-4 references is usually adequate OTHER RELEVANT PROFESSIONAL EXPERIENCES •• If you’ve had other paid/non-paid experience that is relevant to your work as an academic, add it here (with brief explanations as appropriate) OTHER POSSIBLE SECTIONS •• Professional Affiliations •• Specialized Professional Training •• Languages

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Sample Academic CV #1

STEM Graduate STEM CVUSE Example DO NOT PLAGIARIZEStudent THESE EXAMPLES! OWN WORDS

GAUCHO STAR Curriculum Vitae

Marine Science Institute University of California, Santa Barbara Santa Barbara, CA 93106

1 (000) 000 – 0000 gauchostar@gmail.com linkedin.com/in/gauchostar EDUCATION

Expected 2020

University of California, Santa Barbara (UCSB) Ph.D in Marine Science Honors: Fully-funded for 4 years through NSF Grant

2016

University of California, Santa Barbara (UCSB) B.S. Aquatic Biology, GPA 3.65

Academic Job Search

RESEARCH PROJECTS Present

Advisors: Dr. Walters and Dr. Friendly Explored the depths of sea urchins lifecycle processes relative to the ocean depths. Utilized quantitative analysis including regression analysis to determine projected growth patterns. Submitted for conference presentation to World Marine Affairs Conference for August 2017.

2015 – 2016

Advisors: Dr. Smith and Dr. Jones Explored mechanisms that facilitate colonization of different plant-based aquatic animals. Utilized SUCBA surveys and experiment maintenance, conducted statistical analysis, data management, and scientific writing. Resulted in a 30-page final project that was presented to research team. FIELD AND LABORATORY EXPERIENCE

58

9/2016 – Present

Graduate Student Researcher, UCSB Explored extensive movements of underwater sea turtles and sharks. Utilized various lab procedures and managed the lab experiment for 6 other researchers. Project leader for undergraduate researchers and managed deadlines for various stages of project implementation.

6/2015 – 8/2015

Field Research Assistant, UCSB Sampling of beach invertebrates after the 2014 San Diego oil spill


Gaucho Star CVUSE OWN 2WORDS DO NOT PLAGIARIZE THESE EXAMPLES! 2/2014 – 3/2014

Field & Laboratory Assistant, Marine Lab, UCSB SCUBA collections of invertebrates, deployment and retrieval of experimental equipment, setup and maintenance of mesocosm lab experiment, dissection and grinding samples for isotope analysis, water sampling and filtering.

8/2013 – 9/2013

Dive Intern, UCSB Marine Science Institute (MSI) SCUBA collection of urchins and deployment of tethered urchins for a predation experiment, surveys of kelp and benthic invertebrate abundance at study sites. CLASSROOM & LAB EXPERIENCE Teaching Assistant, Undergraduate Courses, UCSB Taught 150 students in an undergraduate statistics course and 60 students in a master’s-level intro to marine biology course. Held office hours, smaller sections, graded and answered student questions. Designed courses with professor to create dynamic classroom experience.

1/2016 – 6/2016

Project Leader, Animal Behavior (EEMB 138), UCSB Explored research pertaining to animal behavior in marine life in Pacific Ocean and produced a review of relevant information. Collaborated with 3 other group members. Presented information to professor and class.

6/2014 – 7/2015

Lab Member (EEMB 170) UCSB Setup and cleanup of labs, organization of materials, assisting students with projects.

Academic Job Search

7/2016 – 9/2016

AWARDS & HONORS 2016-2020 2017 2016 2012

Departmental Award for full-funding for graduate studies “Best Teaching Award,” given by graduate student peers Michael Young Graduate Student Scholarship for $5000 for research “Best Undergraduate Poster,” South African Sandy Beach Symposium PUBLICATIONS

2014

Jones, D.M., Smith, J.E., Hope, N.K., Star, G. 2014. Local extirpations and regional declines of beach fauna in southern California

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Sample Academic CV #1

STEM (cont.) Gaucho Star CVUSE OWN WORDS 3 DO NOT PLAGIARIZE THESE EXAMPLES!

CONFERENCE PRESENTATIONS 2017

Understanding underwater dynamics: sea urchins and sharks interacting in the pacific ocean. Presented South Africa, June 2, 2017

2016

The role of disturbance, larval supply, and native community on the establishment of a non-native species on oil platforms in the Santa Barbara Channel CAMPUS INVOLVEMENT

5/2012-6/2016 9/2014-8/2015

Vice President of Aquatic Biology Club Resident Advisor for Anacapa Hall

Academic Job Search

SKILLS & QUALIFICATIONS

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Statistical Skills

Quantitative analysis

Technical Skills

Species identification, dissecting microscope use, database research, scientific writing, experimental design, statistical methods

Computer Skills

Microsoft Office, SigmaPlot, JMP, R

Diving Certification

SSI Open Water Diver Certified (2014)


Sample Academic CV #2

STEM

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Academic Job Search 61


Sample Academic CV #2

STEM (cont.)

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Ferrando-Fithian Fellowship for study of physics at UCSB

Fall 2011

Outstanding Physics Major Award, Notre Dame physics department

Spring 2011

UROP Arts & Letters/Science Grant for physics research

Summer 2010

Notre Dame Club of Boston Scholarship

2008 - 2009

Contributed Talks and Posters Society for Neuroscience 2015 American Physical Society March Meeting 2013

Courses and Conferences Fellow, Summer Institute in Cognitive Neuroscience, Santa Barbara, CA

June - July 2015

Selected Participant, Summer Course in Mining and Modeling Neuroscience Data Redwood Center for Computational Neuroscience, Berkeley, CA

July 2015

Attendee, Kavli Futures Symposium: Emerging Technologies for Neuroscience, Santa Barbara, CA

June 2015

Attendee, Cosyne (Computational and Systems Neuroscience), Salt Lake City, UT

March 2015

Academic Job Search

Leadership and Service Co-Chair, UCSB Club on Campus August 2013 - present • Develop and organize events to provide support for women and promote diversity in the physics department • Coordinate recruitment activities, fundraising efforts, and outreach programs • Communicate with department chair and administration as representative and advocate for graduate students

Teaching Experience Physics Teaching Assistant, Physics Department, UCSB Sept. 2011 - June 2012 • Prepared and led weekly lectures, review sessions, and lab experiments for undergraduate physics classes • Graded exams and problem sets, working with professors to assign final grades Physics, Latin, and Mathematics tutor Nov. 2012 - May 2013 • Provided academic support to college and middle-school students • Created, prepared, and presented experiments and lessons to communicate scientific concepts

Affiliations Member, Society for Neuroscience Member, American Physical Society Member, Women in Physics at UCSB

Skills General Computer: Windows, Mac OS, UNIX systems Data Analysis and Programming: MATLAB, Python, LaTeX, Mathematica, C++

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Sample Academic CV #3

SHEF

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Emma Gaucho University of California, Santa Barbara Department of Psychology 123 University Street, Santa Barbara, CA 93111

2222 Happiness Lane, Santa Barbara 93101 Email: hello@gmail.com Phone: 707-252-1111

Education___________________________________________________________________________ 2013-present University of California, Santa Barbara PhD Student, Counseling Psychology Feminist Studies Doctoral Emphasis University of California, Santa Barbara M.A. Counseling Psychology Pre Dissertation Project: Attitudes of Cisgender, Lesbian, Gay, and Bisexual Individuals towards Transgender Individuals

2009-2013

University of Colorado, Boulder B.A. Psychology (Summa Cum Laude) B.A. Music Undergraduate Honors Thesis: Attitude Extremity and Party Identification Strength on Perceived Polarization

Research Experience___________________________________________________________________ Sep 2013 - Present Graduate Student Assistant for Counseling Psychology Department, University of California, Santa Barbara Advisor: Tania Israel, PhD Jan 2012-May 2013 Research Assistant for EDJI (Emotions, Decisions, Judgment, and Intuition) University of Colorado, Boulder Advisor: Leaf Van Boven, PhD

Academic Job Search

2013-2015

Academic Presentations_______________________________________________________________ Aug 2015 Matsuno, E., Israel, T. Attitudes of Cisgender, Lesbian, Gay, and Bisexual Individuals towards Transgender Individuals. Poster presentation at the 2015 American Psychological Association Conference. Toronto, Canada. Aug 2015 Matsuno, E., Israel, T., Goodman, J‌Kary, K. Screening LGBT Participants in Psychological Research. Poster presentation at the 2015 American Psychological Association Conference. Toronto, Canada. Aug 2015 Kary, K., Israel, T., Choi, A.Y., Lin, Y. R., Goodman, J.A., & Matsuno, E. Exposure to, sources of, and rejection of anti-gay messages. Poster presentation at the 2015 American Psychological Association Conference. Toronto, Canada Jan 2015 Israel, T., Lin, R. Delucio, K., Goodman, J., Matsuno, E., Choi, A. Reducing Internalized Stigma in LGBT Subpopulations: Challenges and Strategies. Symposium at the 2015 National Multicultural Conference and Summit, Atlanta, Georgia.

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Sample Academic CV #3

SHEF (cont.)

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN 2 WORDS Gaucho

Academic Job Search

Teaching Experience___________________________________________________________________ Fall 2015 Teaching Assistant, Women of Color (FEMST 60; Teresa Figueroa-Sanchez, Ph.D.) UCSB Summer 2015 Teaching Assistant, Introduction to Educational and Vocational Guidance (CNCSP 110; Molly Steen, M.A.) UCSB Spring 2015 Teaching Assistant, Introduction to Sociology (SOC 1; Victor Rios, Ph.D.), UCSB Fall 2014 Teaching Assistant, Women, Society, and Culture (FEMST 20; Sarah Watkins, Ph.D.), UCSB Fall 2014 Completed Course, Pedagogy in Applied Psychology (CNCSP 293; Tania Israel, Ph.D.), UCSB Summer 2014 Teaching Assistant, Peer Helping (CNCSP 115; Tania Israel, Ph.D.), UCSB Spring 2014 Group Facilitator, Positive Psychology (CNCSP 112; Collie Conoley, Ph.D.), UCSB

Guest Lectures/Presentations________________________________________________________________ Fall 2015 Guest Lecture, “Queer Women of Color”, Women of Color (FEMST 60; Teresa Figueroa-Sanchez, Ph.D.) UCSB 2014-2015 Guest Lecture (3 times), “Intervention Research”, Research in Applied Psychology (CNCSP 102; Matt Quirk, Ph.D.), UC Santa Barbara Spring/Fall 2015 Guest Lecture (2 times), “Gender and Sexuality”, Introduction to Sociology (SOC 1; Victor Rios, Ph.D.), UCSB Summer 2015 Guest Lecture, “Gender Diversity 101”, Psychology of Gender (CNCSP 114, Diana Copus, M.A.), UCSB Summer 2015 Guest Lecture, “LGBTQ 101”, Introduction to Psychology (Lana Hale-Smith, LCSW), UCSB Summer 2015 Presenter (3 times), “LGBTQ 101”, AHA Youth Group, Santa Barbara, CA Fall 2014 Guest Lecture, “Past and Current Perspectives of Sexual and Gender Identities”, Women, Society, and Culture (FEMST 20; Sarah Watkins, Ph.D.), UCSB Spring 2015 Presenter, “Rape Culture: Prevention & Intervention”, Helping Relationships (CNCSP 101; Hanna Weisman, M.A.) Santa Barbara, CA Clinical Experience____________________________________________________________________ Sep 2015 – Sep 2016 Intern, Pacific Pride Foundation, Santa Barbara Supervisor: Bren Fraser, MFT Sep 2015 – June 2016 Career Practicum Student, Career Services, UC Santa Barbara Supervisor: Molly Steen, M.A. Oct 2014- Sep 2015 Advanced Practicum Clinician, Hosford Counseling & Psychological Services Clinic, UC, Santa Barbara. Supervisors: Heidi Zetzer, PhD, Maryam Kia-Keating, PhD Jan 2014- June 2014 Basic Practicum Clinician, Hosford Counseling & Psychological Services Clinic, UC Santa Barbara. Supervisors: Heidi Zetzer, PhD, Laurel Brown M.A., Wendy Peffercorn, M.A. Jan 2012-May 2013 Volunteer, Counseling and Psychological Services at CU, Boulder

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DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN 3 WORDS Gaucho

Honors/Awards______________________________________________________________________ May 2015 Outstanding Queer Scholar Award - UCSB Resource Center for Sexual and Gender Diversity May 2015 Ray E. Hosford Award for Excellence in Clinical Dedication - Hosford Clinic Committee Dec 2014 Outstanding Teaching Assistant Award Nomination, UCSB May/Nov 2014 Hosford Hero Award – Hosford Counseling and Psychological Services, UCSB May 2013 Psychology Departmental Honors- Summa Cum Laude Aug 2012 Psi-Chi Membership (International Honor Society in Psychology) May 2012 Most Active Volunteer Award- Counseling and Psychological Services

Service______________________________________________________________________________ 2015 Group Facilitator, SB Trans Advocacy Network Young Adult Support Group 2015 Trainer - “Gender Diversity 101”, Santa Barbara Trans Advocacy Network Trained the following groups: Faculty/Staff, UCSB; Hosford Clinic UCSB; CANDO Youth Group, Just Communities Gaucho 4 2015 Student Member, Curriculum Committee, Counseling, Clinical, School Psychology Department, UCSB 2014/2015 Youth Ally, WyoProud, CommunityWyoming LeadershipLGBT Institute, JustSupport Communities, 2013-2015 Volunteer, Youth NetworkSanta Barbara, CA 2014/2015 Group Facilitator/Presenter (3 times), Youth Connect Conference, Santa Barbara, CA 2011-2013 Volunteer, Counseling and Psychological Services, University of Colorado, Boulder 2014 Group Facilitator, Pacific Pride Foundation Youth Group, Santa Barbara, CA 2014 Panelist, LGBT Discussion on Religion/Spirituality, Cambridge Drive Community Professional Affiliations and Group Membership___________________________________________ Church, Santa Barbara, CA American Psychological Association 2014 Division 1 (General Panelist, LGBT Narratives, Marriage and Family Therapy Program, Antioch University, Psychology) Santa Barbara,CA Division 17 (Counseling Psychology) 2014 Division 35 (Psychology Panelist, LGBT Narratives, Human Sexuality, Santa Barbara City College, Santa of Women) Barbara, CABisexual, and Transgender Issues) Division 44 (Lesbian, Gay, 2014 Division 45 (Psychological Student Member, Committee, StudyClimate of Culture, Ethnicity,Counseling, & Race) Clinical, School Psychology American PsychologicalDepartment, Association UCSB of Graduate Students (APAGS) 2014 Student Assistant, Hosford(SBCPA) Counseling and Psychological Services Clinic, Santa Santa Barbara County Psychological Association CA Supervisor: Dyan Wirt California PsychologicalBarbara, Association (CPA) California Psychological Association of Graduate Students (CPAGS)

Academic Job Search

Grant Awards______________________________________________________________________________ June 2015 Block Grant – Department of Clinical, Counseling, and School Psychology, UCSB Amount: $5,500 Jan 2015 Hosford Research Grant – Department of Clinical, Counseling and School Psychology, UCSB, Amount: $471 Dec 2014 Travel Grant - Department of Clinical, Counseling and School Psychology, UCSB, Amount: $685 Sep 2014 Research Assistantship – Tania Israel, Ph.D., UCSB Amount: $6,000 May 2014 Stipend Award – Department of Clinical, Counseling and School Psychology, UCSB Amount: $1,000 Sep 2013 Block Grant – Department of Clinical, Counseling, and School Psychology, UCSB Amount: $10,000

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Sample Academic CV #4

SHEF

See the corresponding cover letter on pg. 76

Academic Job Search

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

66


Warner-Garcia

2 CV

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

CONFERENCE AND CONFERENCE PANEL ORGANIZING 0000 0000 0000 0000 0000 0000

Panel Organizer, “Mediating Forces: Toward a Linguistic Anthropological Understanding of Constrained Agency,” 114th American Anthropological Association Conference, Denver, CO. Panel Chair, “Constructing and Constraining: Considerations of Agency in Language, Gender, and Sexuality Research,” 114th American Anthropological Association Conference, Denver, CO. Conference Co-Chair, 19th Annual Conference on Language, Interaction, and Social Organization (Theme: “Power, Conflict, and Inequality”), UCSB Panel Co-Organizer (with Chris VanderStouwe), “Bodies crossing boundaries: Negotiating meaning through discourse, embodiment, and materiality,” 111th American Anthropological Association Conference, San Francisco, CA. Conference Organizer (Programming Subcommittee), 17th Annual Conference on Language, Interaction, and Social Organization, UCSB Conference Abstract Reviewer and Volunteer, 17th Symposium About Language and Society– Austin (SALSA), University of Texas at Austin

CONFERENCE PRESENTATIONS 0000

0000 0000 0000 0000 0000 0000

0000

0000

Academic Job Search

0000

The ties that bind: 50 Shades of Grey and constrained constructions of covenant sexuality. 114th American Anthropological Association Conference, Denver, CO. 50 Shades of faith: Erotic media consumption and the construction of sexual and spiritual identities. 21st Language, Interaction, and Social Organization (LISO) Conference, UCSB. BDSM meets WWJD: Discursively negotiating the boundaries of acceptable sexuality in American Christian contexts. 8th International Gender and Language Association (IGALA) Conference, Vancouver, Canada. Gestural resonance: The negotiation of intersubjective meaning through embodied action. 111th American Anthropological Association Conference, San Francisco, CA. ‘His belly dancer’: Young women’s negotiation of gendered identities and ideologies at a traditional Baptist university. 7th International Gender and Language Association (IGALA) Conference, São Leopoldo, Brazil. What’s up with y’all?: Sociopragmatic versatility in the ‘battle of the pronouns.’ 20th Symposium About Language and Society - Austin (SALSA), University of Texas at Austin. ‘His belly dancer’: How stance bridges identity and ideology among college sorority women within a normative Christian community. 1st Conference on Culture, Language, and Social Practice, University of Colorado at Boulder. Launching a sociolinguistics community outreach project in the public schools. (with Mary Bucholtz, Audrey Lopez, Allina Mojarro, Elena Skapoulli, and Christopher VanderStouwe) 40th New Ways of Analyzing Variation (NWAV) Conference, Washington D.C. Sociolinguistics in the schools: The next forty years of service in return. (with Mary Bucholtz, Julie Sweetland, Christine Mallinson, Anne Harper, Charity Hudley, Audrey Lopez, Alina Mojarro, Elena Skapoulli, and Christopher VanderStouwe) 40th New Ways of Analyzing Variation (NWAV) Conference, Washington D.C. Laughing when nothing’s funny: The pragmatic use of coping laughter in the negotiation of conversational disagreement. 1st International Conference on Laughter and Humor in Interaction, Boston, MA.

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Sample Academic CV #4

Warner-Garcia

SHEF (cont.)

3 CV

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

TEACHING EXPERIENCE

DEPARTMENT OF LINGUISTICS, UCSB Instructor of Record 0000 Summer Language, Gender, and Sexuality 0000 Summer Language, Gender, and Sexuality Teaching Assistant 0000 Spring Language, Power, and Learning 0000 Winter Language in Society 0000 Fall Teaching Assistant Seminar 0000 Spring Language, Race, and Ethnicity 0000 Winter Sociocultural Linguistics 0000 Fall Intercultural Communication 0000 Spring African American Language and Culture

INVITED LECTURES 0000 0000

Language, Gender, and Sexuality: An Introduction. Invited lecture for Language and Power course, UCSB. Media Representations of African American English. Invited lecture for African American Language and Culture course, UCSB.

Academic Job Search

WORKSHOP FACILITATION 0000-0000

Professional Development Workshops given on behalf of UCSB Graduate Division Navigating Graduate School: Applying, Setting Goals, and Finding Funding Building Your Digital Reputation as a Scholar Presentation Skills Workshop Crafting a Compelling Academic CV The Art of Academic Publishing Academic and Non-Academic Careers for Linguistics Ph.D.s

LANGUAGES English Italian Spanish

Native Fluency Professional Working Proficiency Professional Working Proficiency

Arabic Limited Working Proficiency Classic Greek Elementary Proficiency Latin Elementary Proficiency

PROFESSIONAL SERVICE 0000-0000 0000 0000-0000 0000-0000 0000-0000

Hiring Committee Graduate Student Representative, Linguistics Department, UCSB Executive Committee Graduate Student Representative, Linguistics Department, UCSB Member of SLANG (Sociolinguistics/Linguistic Anthropology Group), University of Texas at Austin Executive Committee Member, Department of Linguistics, University of Texas at Austin Volunteer ESL Teacher, Calvary Baptist Church, Waco, TX

PROFESSIONAL MEMBERSHIPS American Anthropological Association International Gender and Language Association Linguistic Society of America

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Sample Academic CV #5

SHEF (teaching focused)

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Academic Job Search 69


Sample Academic CV #5

SHEF (cont.)

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

J. MICHAELS C.V. | 2

California State University, Fullerton, Dept. of Modern Languages 2006–2011 Course: Writing in an Intercultural Context, (14 sections) Upper Division writing course to teach research and to prepare for writing exit exam. Course: Technology in Second Language Learning, (2 sections) Graduate course to prepare students to integrate technology into ESL teaching. Course: Proficiency in Educational Technology for Secondary Teachers, (1 section) Upper division course to prepare education students to integrate technology into their teaching.

Academic Job Search

Université de Caen, France, Department of English 2002–2004 Taught courses in writing, pronunciation, oral expression, and vocabulary for professions. Courses: English Writing, English Pronunciation, English for Medicine, English for Law, English for Business, Oral Expression, Oral Expression for Chemistry, Oral Expression for Information Technology Kaplan Test Prep and Admissions 2001–2002 SAT/ACT/TOEFL preparation 2004–2006 Taught various courses to prepare students for standardized exams. I.E.S. Language Foundation, Wilmington, Delaware 1998–2000 Elementary French Taught introductory French language to 4th, 5th, and 6th grade students Teaching Assistant University of Delaware, Department of Foreign Languages, 2001–2002 Intermediate French, French 106 (4 sections) Co-taught intermediate French language courses for second language requirement. ________________________________________________________________________ UNIVERSITY EMPLOYMENT Writing Peer, UCSB, 2015–Present Wrote articles, gave workshops, and helped graduate students with their writing. Funding Peer, UCSB, 2014–2015 Advised, wrote articles, and gave workshops for graduate students on funding opportunities and financial literacy Writing Center Director, Shenyang Normal University, 2011–2012 Responsible for recruitment, training, and administration. Language Lab Director, Modern Language Media Center, CSU-Fullerton

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2006–2011


DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

J. MICHAELS C.V. | 3 Responsible for recruitment, training, and administration. Web Master, Modern Languages Maintained and edited department website.

2006–2011

Editor, Lingua Newsletter Editor, writer, and designer for department newsletter.

2006–2010

________________________________________________________________________ UNIVERSITY SERVICE VP Communications, GSAE 2013–2014 Advertised and helped with GSAE events (Mentoring, Caffeine Co-Op, Grad Slam).

ITG Committee Representative, Department of Education Represented Education graduate students for technology issues. Thesis Committee, CSU Fullerton Angela Ragsdale. The Use of Blogs In ESL classrooms.

2012–2014

Academic Job Search

GSA Representative 2013–2014 Represented the graduate students of the Department of Education at the Graduate Students Association, attend meetings, and voted on proposals.

Spring 2011

________________________________________________________________________ WORKSHOPS UC Santa Barbara Finding Funding Instructed graduate students on university resources and how to search for funding. Financial Literacy 101 Instructed graduate students on credit, debt, and loans. Taxes for Graduate Students Informed graduate students on relevant tax laws, deductions, and credits. Writing a Cover Letter for an Academic Position Informed graduate students on the basics of writing a cover letter, followed by a workshop to improve the cover letter. Writing a Research Statement for an Academic Position Informed graduate students on the basics of writing a research statement, followed by a workshop to improve their research statement.

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Sample Academic CV #5

SHEF (cont.)

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

J. MICHAELS C.V. | 4

Writing Introductions and Problem Statements Informed graduate students on the rhetorical moves for developing a solid introduction for an abstract or problem statement. CSU Fullerton Using Blackboard Instructed new and continuing faculty on how to set up and use course management site. Create Your Professional Website Instructed faculty on how to create a website.

Academic Job Search

Editing Movies with Moviemaker Instructed students on how to edit with the Windows Moviemaker software. ________________________________________________________________________ PUBLICATIONS Co-Authored Article Carr, N., Michaels, K., Eyring, J., & Gallego, J.C. (2011). Title. The IALLT Journal, Vol. 41 (1), 1-32. Novels

Michaels, J. (1991). Heroes, Inc. New York: Ace Science Fiction and Fantasy. Michaels, J. (1991). Heroes Wanted. New York: Ace Science Fiction Fantasy. Michaels, J. (2011). Heroes, Inc. (2nd Edition). Kindle Direct Publication.

________________________________________________________________________ CONFERENCES Michaels, J.. “Diversify Your Technological Resources with Wikis and Social Bookmarking.” Los Angeles Regional CATESOL Conference 2010. CSUF. Fullerton, CA. Sept 11, 2010. ________________________________________________________________________ FELLOWSHIPS AND GRANTS UC Santa Barbara Fellowship (Peer) 2014-2016 One of five peers awarded fellowship in order to provide support to graduate students. Dissertation Block Grant, 2014-2015 Awarded grant by Education department in order to complete dissertation. Dean’s Fellowship, 2012-2013 Competitive fellowship for entering students.

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Research Statement

The purpose of the research statement is to explain further in narrative form what is highlighted on your CV, and your forward thinking and visioning of future research, projects, and plans (Vick et al. 2016). One of this most common mistakes made when writing a research statement is to narrate your CV; that is, one simply defaults to a historical chronology of education and experience (Gernsbacher et al. 2013). The best way to avoid this pitfall is to tell a story of how you came to think about and research your topic of interest. In “How to write a research statement” (2013), Gernsbacher and Devine advise that you understand the audience and the context within which you are being reviewed. If the department is seeking to fill a position because they do not have an expert, then you must communicate not just about the content of your work but also how you think about your work more broadly and the way you approach it in your research. Aim to be clear and concise about explaining your research to your potential colleagues, many of whom will be non-experts in your particular subfield. Follow the directions on page limits (which are typically 1-2 pages). The goal is to say enough to be asked to interview, and then in the interview, you can expand as appropriate to the questions of the interviewer(s) or committee. Eisner (2012) simplifies tips below: 1. 2. 3. 4. 5.

Identify yourself by defining your research agenda. State your current focus in terms of big problem + challenge + approach. Explain the importance of your research interests to academics inside or outside your field. Summarize your research goals and projects. Talk to students and advisors in your discipline and request to see their research statements.

This statement explains what you believe about teaching and learning (adapted from Montell 2003). Through examples of your experience and background, you should demonstrate your motivation for and approach to teaching. Similar to the Research Statement, do not simply repeat what is on your CV. As the ‘Dos and Don’ts’ list suggests (see below), don’t lose sight of the importance in telling your story. In “Teaching Statement as SelfPortrait” (2014), Mary Ann Lewis explains that if you are writing too much and it still does not give a sense of the kind of teacher you are, then focus on the few examples that show more of you as the person; describe those few examples in a way that evokes an image or feeling of teaching and learning. As a search committee reviewer, Lewis (2014) emphasizes that the teaching statements that stand out are the ones that are specific, tell a story, and show the “candidate as teacher.” The reader should get an understanding of the kind of instructor you will be for the students, as a faculty member, and for the department – such that the statement leads to an invitation to interview. See next page for teaching philosophy information. ••

•• •• •• •• •• •• •• •• •• •• •• ••

Academic Job Search

Teaching Statement

E x p e rt A d v i c e

DOs & DON'Ts of TEACHING STATEMENTS Know the institutional values of the university Research the mission of the department Review teaching philosophies of faculty Understand the teaching expectations of the job post Know the volume and types of students served Describe what you’ve learned from teaching and how it shapes you as an instructor Link your ideology to concrete examples of what you have done in your field and the classroom No one will know everything about teaching so don’t write as if you do – be authentic with what you believe and experience Include examples of student responses, behavior, or perspective about your teaching – not just what you think about your teaching Integrate how your research informs your teaching Stick to word or page limits prescribed in the posting Proofread and get a second opinion

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Teaching Philosophy

Differs from the teaching statement in that it speaks to your larger, bigger picture, teaching ideals. The goal for this document is to describe your teaching style, goals for your students, your view of learning, and the general principles that characterize your teaching style. The good news is, you generally don't need to change this document once you've written a solid version.

Writing Sample

E x p e rt A d v i c e

Academic Job Search Workshops

Consider attending a workshop through the Expectations of the field differ when submitting types of writing Graduate Student Resource Center on how to samples but the purpose is the same: potential employers want to assess write these academic job search documents. if you can “present an idea, discuss arguments from all sides, and share Check out the GradPost for workshop details. your own view” (Vick et al. 2010). The job posting should inform you of preferences and limits (if any) for page limit or type of sample. Some examples of submissions are (Vick et al. 2010; Heiberger et al. 2001): ●● Dissertation chapter ●● Published material ●● Paper or article related to your present work

Academic Job Search

Regardless of what you have, you should consult with your advisor about which work represents you best and your current research area (Heiberger et al. 2001). Your specific choice for submission should reflect “theoretical astuteness” (MLA 2015) – understanding concepts, perspectives, arguments, or positions in your field. For this reason, including the table of contents with a dissertation chapter submission could support understanding how the component fits in relation to the whole (MLA 2015).

Academic Cover Letter

If there is something that we’ve heard consistently, it is that the cover letter is one of the most (if not THE most) important documents in your application. Why? Because the best cover letters bring your CV to life, tell the reader who you are and why what you do is important, and should pique their desire to know more about you.

A well-crafted cover letter has the following elements: ●● A succinct description of your research and the meaningful contributions it makes to the field of study ●● Concise and well-organized (1 page is preferred, but don’t go over 2 pages!) – the more succinct, the better (think of your over-worked search committee audience who is likely reading hundreds of cover letters…) ●● Describes why you would be a good fit for the position ●● Shows how you stand out (you’ve had to do this before to get into your graduate school program, so don’t be too scared) – the goal is to make it easy for the readers to connect the dots as to why you would be qualified and fit the job description ●● Consider having a core letter and tailor one paragraph at the end to each institution. ●● Written on departmental letterhead

What not to do in your cover letter:

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●● Don’t copy and paste cover letters to institutions Sure, you have to cast a wide net given that the competition for tenure-track positions is tough. But if you really want a job, you need to take the time to personalize your documents. If you are applying to 25+ programs, then doing so may be extremely difficult, but just know that the hiring committee members can easily sniff out generic letters and infer that your lack of effort reveals your lack of true interest in the job at hand. Get started on this process early and do your best with trying to personalize your cover letter, either throughout the letter or in the last paragraph. ●● Don’t restate what is in your CV, Teaching Statement, or Research Statement Let those documents do their jobs and allow the valuable real estate on the cover letter to highlight what is to come. You want to give the reader a heads up for what is in the other documents but spend a majority of your space in this document to situate the work you do, its larger impact, and why you would be a good fit for the position.


The “how-to” for crafting a great cover letter:

Academic Job Search

KNOW YOUR AUDIENCE 1. Know what is most valued by the institution and department you are applying to (e.g., research, teaching, interdisciplinary, working with diverse students, quantitative vs. qualitative focus). Go through the website carefully and spend time doing your research. 2. Read the job description carefully and use it as your guide for points you need to address. 3. Consider additional qualities you may bring beyond those listed in the job ad. 4. Include a clear statement of your research and teaching interests (reference the job description so you know what gaps you may be able to fill for them). KNOW YOUR RESEARCH 1. Be able to briefly (are you catching a theme here?) describe your research in a way that describes the depth of what you do but in a way that is broadly understandable. This will be tough, but it is your time to do this well. 2. State how your research does or could impact the field and why it is important. 3. Get feedback from your peers and advisors on the readability and importance of what you write. COMMUNICATE VALUE 1. Have a cohesive message and develop clear themes to address this in the letter. 2. The body of your letter should communicate what you can do for them and how you would be a good fit in the department. Your networking and extensive research on the department should pay off in this section as you address your expertise and how it fits into their needs. 3. Include specific traits you bring and avoid generalities or vague statements. 4. Don’t discuss shortcomings unless you must, and then if you do, explain how other experiences, interests, or skills still make you a good fit. 5. The level of detail and style depends on the department you are applying to. Generally, for larger departments, you can be less detailed. However, if you would be coming into a department with no one else doing what you do, then more details on the significance of your work are probably warranted, and you need to make your case more explicitly.

OTHER REASONS YOU MAY WANT A LONGER, MORE DETAILED LETTER INCLUDE 1. If your qualifications diverge from those mentioned in the job advertisement 2. If you are going from one type of institution to another (e.g., UCSB research to a smaller teaching institution) 3. If you need to show how your contributions to a mainstream area are important and could contribute 4. If you feel the need to address unusual career paths, time gaps, or other shortcomings that are obvious and you fear might eliminate you from consideration BE ENGAGING… BUT DO NOT OVERDO IT! 1. After reading hundreds of cover letters, committee members remark that reading a letter that is engaging can offer a good appeal to the reader. However, it is important to remember that you should never sacrifice clarity for wit. 2. Write an opening that clearly communicates why you are writing and addresses why the reader should care. 3. Don’t give too much detail or retell details of your career choices. It is not necessary to respond to every requirement listed in the job description. EXIT WITH GRACE 1. End on a positive note and with a clear description of what you hope happens next (i.e., a meeting or interview). If you are going to be at a conference that is wellattended in your field, mention that you will be there and could meet with them then. 2. Let them know what is enclosed in the application and any letters of recommendation that may be coming if not included in the packet you sent (you could mention your referees by name so they can be aware). 3. Do not add additional documents unless the ad specifically states that you can!

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Sample Academic Cover Letter #1

SHEF

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

Include university letter head

UNIVERSITY OF CALIFORNIA, SANTA BARBARA BERKELEY • DAVIS • IRVINE • LOS ANGELES • MERCED • RIVERSIDE • SAN DIEGO • SAN FRANCISCO

SANTA BARBARA • SANTA CRUZ SANTA BARBARA, CALIFORNIA 93106-3100 PHONE (805) 893-7488 FAX (805) 893-7492

Dr. John Smith Department of Anthropology Research University 123 Main Street Anytown, USA

[today’s date]

See the corresponding CV on pg. 66

Dear Dr. Smith:

Academic Job Search

I am writing in application to the advertised Assistant Professor position in the Anthropology department at Research University. I am a doctoral candidate in the Department of Linguistics at UC Santa Barbara, and my subfield is Sociocultural Linguistics, an interdisciplinary field that combines linguistic anthropology and sociolinguistics. I specialize in the study of language, identity, and social justice as well as digital anthropology, and my research investigates the intersections of sexuality and religion in American contexts using ethnographic and discourse-analytic methods. I have earned four interdisciplinary emphases, including one in Feminist Studies, and I am on track to defend and file my dissertation in June 2017. My dissertation is an investigation of discourse spaces at a 2012 Baptist conference on sexuality and covenant held in the southeastern United States. I provide a comprehensive ethnographic account of this event and complicate traditional understandings of interaction by examining the digital and non-digital discourse spaces that emerged from the conference. Following preliminary chapters on theory and methodology, the third dissertation chapter analyzes media coverage of the conference in order to show how organizers both enabled and constrained certain types of discourse through their framing of the conference as a conversation. In Chapter 4, I trace the threads of intertextuality as plenary speakers present their own and others’ voices in the construction of a covenant model of sexuality. In Chapter 5, I examine the alternative discourse spaces created through attendees’ live-tweeting of the conference. This project theorizes the complexity of discourse spaces and expands anthropological scholarship by showing how religious individuals construct ideologies in non-ritualized interaction. I have published a total of six peer-reviewed articles – including articles in journals with strong anthropological orientations such as Gender and Language, Pragmatics, and Language Policy – and I have presented 16 conference papers. In 2015, I co-organized two conference panels for the American Anthropological Association’s annual meeting that explored the ways in which agency is both enabled and constrained through discourse practices. My research has been funded through three research grants from UCSB that recognized the breadth and impact of my work, and I was selected as an alternate for the American Association of University Women’s American Dissertation Fellowship. I am an active researcher in the field of linguistic anthropology, as evidenced by my ongoing scholarly activities. The journal Communication and Language has accepted my proposal for a co-edited special issue on “Agency in Context,” for which I will co-author the introductory theoretical chapter as well as contribute an article on the topic of constrained agency among Baptist women discussing their feelings toward erotic media. Additionally, I am preparing a manuscript based on Chapter 5 of my dissertation, which I plan to submit to American Ethnologist. The next steps for my research involve two projects that build on parts of my dissertation. First, I will expand my digital anthropological research to examine the role of new media in social justice movements within progressive faith communities, such as LGBTQ inclusion in churches and comprehensive faith-based sex education. Second, I recently launched an online survey to assess current discussions about and practices of sexuality in U.S. faith communities, and I plan to seek funding from a variety of sources – including the AAUW Community Action Grant, the ACLS Digital Extension Grant,

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DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

2

and the NEH-Mellon Fellowships for Digital Publication – in order to publicize the results of the survey and develop pedagogical materials that promote evidence-based discourses about sexual ethics. My approach to teaching resonates with many of the tenets of my research, and I regularly invite undergraduates into my research process as mentees. In the classroom, I foster a collaborative environment where critical thinking, alternative epistemologies, and community-engaged work are valued. I achieve these aims through three main pedagogical techniques. First, I use inquiry-based learning strategies in order to encourage problem solving and help students view themselves as researchers and producers of knowledge. Second, I facilitate community building – both in class through in-person and online discussion forums and beyond the classroom through community action projects – in order to support diversity and promote a sense of shared responsibility among community members. Finally, I design my lessons using multimedia and pop-culture material as much as possible in order to allow for multiple points of entry into scholarly material – from the analytic to the experiential and emotional.

Academic Job Search

In my time at UCSB, I have taught a total of 10 different courses, ranging from large lower-division courses (e.g. Introduction to Linguistics, Language in Society) to small upper-division courses (e.g. Language, Gender, & Sexuality; Language, Race, & Ethnicity), and I have twice served as an Instructor of Record. My pedagogical expertise has been recognized by both my department, which appointed me to lead our Teaching Assistant Training Seminar, and the university, which will issue me a Certificate in College and University Teaching at the conclusion of my graduate program. In course evaluations, students regularly commend the strength of my teaching: 98% of students rate me an effective teacher, 99% describe me as well-organized, and 96% see me as able to build a strong rapport with students. In your department, I would be eager to teach both general courses (such as Language & Culture and Foundations in Linguistics) and upper-division courses (such as Language, Gender, & Sexuality and Women, Religion, & Ethnography), as well as develop new courses based on my research expertise (such as Anthropology & Social Justice and Language & Ethnography). Throughout my graduate studies, I have sought out numerous leadership and service opportunities. In my first four years at UCSB, I served as a curriculum developer and program coordinator for School Kids Investigating Language in Life and Society (SKILLS), an interdisciplinary research and academic outreach program that works to empower low-income Latina/o youth through learning about language and culture. Additionally, for the past 3 years, I have worked as the Professional Development Program Coordinator at UCSB’s Graduate Division, providing workshops and advising to help graduate students prepare for a variety of career options. These experiences – along with my service in departmental committees and conference organizing – prepare me well to contribute to the service needs of your department. Your department’s longstanding commitment to holistic and interdisciplinary anthropological research as well as its strong focus on social justice make this position particularly appealing to me. I would look forward to contributing to several of your department’s areas of specialization – including Gender & Sexuality and Politics & Representation – as well as becoming involved in your interdisciplinary laboratories. I can envision collaborating with Jane Johnson on projects related to language and discourse, media and politics, and public anthropology and with Susan Scott on work related to gender/sexuality, politics, and religion. Moreover, your department’s strong interdisciplinary connections would allow me to foster collaborations with associated faculty such as Evan Evanston and Mary Murphy. Please see my accompanying application documents. I look forward to hearing from you. Thank you, [e-signature image file] Shawn Warner-Garcia

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Sample Academic Cover Letter #2

STEM

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

UNIVERSITY OF CALIFORNIA, SANTA BARBARA BERKELEY • DAVIS • IRVINE • LOS ANGELES • MERCED • RIVERSIDE • SAN DIEGO • SAN FRANCISCO

SANTA BARBARA • SANTA CRUZ SANTA BARBARA, CALIFORNIA 93106-3100 PHONE (805) 893-7488 FAX (805) 893-7492

December 00,  0000  

Academic Job Search

Chair Name   School  Department,  School   Address   Address       Dear  Search  Committee  Chair,  

State the larger impact of your research. The "so what" of what you are working on

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I am   writing   to   apply   for   the   advertised   Postdoctoral   Fellowship   position   at   the   Initiative   for   the   Theoretical  Sciences  at  Columbia  (Job  ID:  0000).  I  was  informed  about  this  position  by  my  former  PhD   advisor,   Prof.   Martin   Schwartz.   I   will   be   completing   my   PhD   in   Physics   in   June   20XX   from   the   University   of   California,   Santa   Barbara   (UCSB),   where   I   research   morphogenesis   and   pattern   formation   in  biology.  With   a  background  in  statistical   and  biological   physics,   I  am  pursuing   a  research   career  in  biological  physics.  In  addition  to  interacting  with  resident  and  visiting  faculty,  the  advertised   position   provides   valuable   teaching   opportunities   which   are   crucial   to   my   future   plans   for   an   academic  career.     For   my   dissertation   research,   I   study   morphogenesis   which   is   an   instance   of   collective   behavior:   regulating   their   molecular   activities,   cells   collectively   tune   tissue-­‐level   forces   and   mechanical   properties   which   in  turn   control  the   shape  formation.  At   the   macroscopic  level,   biological  tissues  are   often   considered   as   “complex   fluids”   with   various   mechanical   properties   (fluidity   and   stiffness).   I   collaborated   with   3   other   researchers   to   develop   a   novel   in   vivo   technique   for   measuring   the   mechanical   properties   of   tissues   in   live   embryos   using   laser   ablation   and   micro-­‐drops.   I   modeled   theoretically   and   computationally   the   dynamics   of   cell   membrane   upon   disruption   and   drop   deformations,   which   were   used   as   actuators   inside   the   tissues.   Building   on   the   results   provided   by   that   technique,   I   explore   the   collective   effect   of   the   individual   cellular   forces   on   the   tissue-­‐level   mechanical   properties.   My   research   has   helped   to   develop   insights   into   the   field   of   developmental   biology,   which   I   plan   to   evolve   to   help   answer   important   questions   related   to   diseases   at   early   developmental  stages  as  well  as  cancer.     I  have  submitted  my  dissertation  research  to  the  Journal  of  XXX,  and  plan  to  submit  another  article  in   a  few  months  as  well.  My  publication  record  of  two  articles  and  presenting  at  over  five  international   conferences  speaks  to  my  involvement  in  the  larger  scientific  community.  My  future  research  plans   would   build   on   my   current   research,   and   accounting   for   the   coupling   between   dynamics   of   cell   membrane   to   explore   various   aspects   and   dimensions   of   morphogenesis   and   pattern   formation.   Theoretically  modeling  the  cellular  forces  and  activities  at  the  collective  level  could  impact  the  field  in   a  new  way.     Include a statement that highlights your current research plans


Include outcomes, numbers, and/or comments to further exemplify your teaching abilities

DO NOT PLAGIARIZE THESE EXAMPLES! USE OWN WORDS

2

My graduate  education  has  also  included  a  strong  teaching  load,  where  I  have  been  both  a  graduate   and  undergraduate  teaching  assistant  which  has  fueled  my  passion  and  interest  in  teaching.  For  three   years  during  my  PhD,  I  taught  subjects  ranging  from  introduction  to  physics  to  theoretical  quantum   physics  to  graduate-­‐level  non-­‐equilibrium  statistical  physics  courses.  I  have  taught  classes  with  as  few   as   7   and  as  many   as  40   students,   and  have   received   minimum   average   ratings  of  4/5.Throughout   my   teaching   experiences,   my   focus   has   been   on   building   and   delivering   concepts   through   clear   but   simple   examples,   then   build   from   there.   I   believe   more   sophisticated   cases   can   be   worked   out   individually  when  the  concepts  are  clear.  This  approach  has  been  well  received  by  students,  who  have   remarked   that  my  classes  made  them  “understand  physics  in  a  new  way”  and  “helped  them  have  an   interest  in  the  physics”  that  they  didn’t  have.  I  believe  my  strong  teaching  background  and  success  as   an  instructor  make  me  effective  in  teaching  a  range  of  physics  courses  and  mentoring  students.  

With a  diverse  group  of  visiting  and  resident  faculty,  great  potential  for  collaborations,  a  considerable   level   of   independence,   and   the   opportunity   to   teach,   the   Initiative   for   the   Theoretical   Sciences   at   Columbia  is  a  very  attractive  environment  for  me  to  pursue  my  academic  career.   I  am  confident  that   with   my   background   in   interdisciplinary   research   I   can   contribute   positively   to   the   Initiative   for   the   Theoretical  Sciences  community,  and  initiate  collaborations  between  scholars  in  different  subfields  in   soft  matter  and  biological  physics.    

Academic Job Search

I intend  to  continue  my  research  in  the  areas  of  morphogenesis  and  collective  behavior  in  biological   systems,   and   believe   this   research   would   align   well   with   three   other   faculty   at   Columbia   who   have   interests   as   well   in   the   intersection   between   biological   systems   and   physics.   I   foresee   several   opportunities  for  collaboration  through  exploring  the  interplay  between  morphogenesis  and  several   cellular   processes,   including   cell   migration,   and   cell   stress   transmission,   intersections   done   at   the   Columbia  Initiative  for  the  Theoretical  Sciences  program.    Additionally,  I  know  that  Columbia  values   effective  course  curriculum  development  and   I  believe   my  teaching  background   would   fit   well  with   the  need  for  theoretical  physics  courses  in  the  department.      

Thank  you  for  reviewing  my  application,  and  look  forward  to  hearing  back  from  you.       Sincerely,       Peter  Amir,  PhD  candidate  

In order to tailor your letter, have a core letter with a paragraph at the end that shows how you fit the position

Department  of  Physics   University  of  California,  Santa  Barbara   Santa  Barbara,  CA  93106-­‐5070   email   phone  

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Letters of Recommendation

Getting strong letters of recommendation is essential to the job search. How to make them effective is more in your hands than you think. We have the who-what-where-when tips to help guide you.

WHO: Deciding Who Should Write Your Letters Think of who could write effective letters for you that cover a variety of things you would like to show (e.g., research, teaching abilities). Think about how these letters would work together to paint a complete picture of who you are. These writers can help speak of your accomplishments, often more effectively than you can. If you are lacking in an area (publications, for example), you could ask one of your letter writers to discuss why this area may be lacking and your potential in it, as well as areas where you have excelled.

Academic Job Search

Most applicants ask their advisors to write a letter of recommendation. Generally that person is the most familiar with your work and your journey of advancement to candidacy.

WHAT: Effective Letters of Recommendations Focus time on building relationships with people in your field and department. Cultivating these relationships is important. If you find you are lacking in this area, now is a great time to build and/or refresh relationships as needed. For most applications, you will need 3-5 letters of recommendation that are each 1-2 pages long. Never assume that what someone could write about you will make it into the letter. You may need to remind the writer of something they said about you in the past (e.g., you wrote the best paper they had seen in 10 years) or you can ask them to highlight certain aspects that are hard for you to do yourself (e.g., state you are published in a well-respected journal in your field; are an excellent public speaker, were asked to speak at a conference).

We highly recommend that you set up a meeting WHERE: The logistics of sending out a letter of with everyone you are asking for letters and come recommendation organized and as prepared as possible. Give your Consider using a web-based file management letter writers a copy of your CV, cover letter, service to store your relevant application materials. statement of purpose, research statement, teaching Students find that using a website such as Interfolio portfolio, and best chapters you have written is the best way to store and send your letters of (drafts are fine). The easier you make their job, the recommendations to multiple institutions. Once better your letters will be. the letters are in the system, then at your request If you are stuck between getting a general letter letters are forwarded to colleges and universities. from someone famous in your field versus the www.interfolio.com opportunity for an amazing letter with specific details from someone closer to home, think of the WHEN: Timing of when to ask for a letter of recommendation readers. Generally, the letters that speak directly about who you are, what your research is, and Writing a quality letter takes significant effort and why you have great potential will make a stronger time. You want to give the writer as much time impact on the readers. as possible to write you a great letter, giving as much advanced notice as you can (Tip: 2 months Letters outside your institution of study can is ideal). show evidence of your ability to build broad relationships. If you have a good working relationship with someone outside of your department/institution who can speak well of your work and collaboration, we recommend asking that person for a letter.

E x p e rt A d v i c e

We often encourage students to begin to identify who they want to ask early on and then, during the summer prior to applying for jobs, gently let them know that they are being considered as someone you’d like to write a letter. This way, when you ask them for a letter to support a specific application, they are already primed.

INTERFOLIO: UCSB's Reference Letter Service

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With Interfolio, you can manage and send your materials anywhere, online or through the mail. They will keep your documents in storage until you are ready to send out job applications. You can store any type of document – writing samples, articles, test scores, unofficial transcripts and whatever you need to have a complete application package. For more information, visit, www.interfolio.com.


Academic Interviews

Getting invited to an academic interview is a great step towards your goal. It is important for you to know that becoming a good interviewee is a skill that can be enhanced relatively quickly, so if you are nervous or unsure, this is an area where you can improve your abilities if you put in the effort.

Getting Prepared

●● If flying, bring professional attire for your interview and important materials in your carryon just in case. Avoid the temptation to travel in sweats and a t-shirt: you may be surprised to be met at the airport by someone on the search committee. Therefore, we recommend that you dress casually, but neatly, in order to make a more favorable first impression. ●● Try not to read too much into questions or interactions you are having in the moment. Leave the analysis for your travels home. ●● Be respectful to everyone you meet, you are being assessed by everyone (including students and front desk staff). ●● Be professional at all times. Leave all complaints out of your interactions with those interviewing.

●● For virtual interviews, we recommend a plain background behind you and being very aware of your eye contact during the interview. Keep your focus on the camera for a majority of the time, occasionally looking at committee members can be helpful for feedback. ●● For in-person interviews at conferences, it can be a busy time. Have a clear plan of where you are interviewing and be able to quickly change gears as you enter different interviews. You are one of a number of applicants being interviewed, so being yourself and sharing a memorable anecdote are ways to stand out.

Second Round: Campus Interviews At this stage, you have already interacted with some of the hiring committee, so take a moment to realize that they like you so far and want to know more. One small win! This next round will require stamina and can potentially make for a very long process between travel, student and staff meetings, presentations, and meals with faculty. ●● Make sure you have the address and building number of where you are supposed to go. ●● Have phone number of the contact person.

Academic Job Search

●● Know yourself ●● Know why your research is important ●● Know your teaching style, interests, and experiences ●● Know the university and department ●● Know the position It is important to put substantial effort into preparing to convey who you are and the significance of your research. Engaging in introspection in advance of interviews to reflect deeply on your research and teaching can be helpful. Practice with colleagues, friends, and family to make sure you can eloquently and succinctly talk about your skills, research, and teaching. Remember your audience and what they may be interested in knowing about you. They are looking to see what you will bring to their institution, so be ready to share why what you do is important. Act like a potential colleague ●● You want to relate to the person/groups of First-Round Interviews people with whom you meet as a potential ●● For phone interviews, we recommend treating future colleague, not as another grad them as any other interview, in which you student. Try your best to make the interview would be dressed to impressed. Be aware of any a conversation, not an interview. Get the background noise or connection issues and try discussion going and strive to make it your best to ensure that these complications are meaningful to the person you are talking to. kept to a minimum.

Meeting with the Dean(s)

●● Start off with a brief overview of your dissertation and then give a brief overview of your job talk. Be sure to convey the importance of your research and where you plan to take your career. Dean will tell you about what the university can offer you. Take notes! Come prepared with what you will need to be successful (e.g., lab/center support, course relief, spousal hire). This is a good time to ask about the tenure process, how they allocate resources to different departments, and local area questions.

After the Interview ●● It is very important to send a follow-up thank you note to the interview committee members. This is your chance to show your professionalism and ability to cultivate positive relationships. We also recommend including a sentence that conveys your appreciation for talking with students and staff as well. Email is a great way to do this because of the speed in which they will get your letter. Snail mail, although more traditional, may take a while to get there and you may miss the decision window.

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Sample Academic Interview Questions

Converse with colleagues, former students, and faculty about their experiences with interview questions. Ask them: Which ones stumped you? Which questions were asked by everyone? Here is a list of practice questions to get you started:

General Questions: 1. Tell us about yourself •• Be able to answer this question for various lengths of time depending on the setting and who is asking. •• Aim to have a well-rounded answer that touches on your research, teaching, interests, and future passions, and address why you would be a good fit.

Academic Job Search

Research:

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1. What do you study? •• Be able to offer a short, quicker version to an audience who needs a more general overview, as well as a more in-depth answer that is advanced and shows your knowledge. 2. How is your research relevant? Why does your work matter? Why is it important? •• Perhaps you won’t get asked in this straightforward way, but this is one of the most important questions you need to be able to clearly articulate. You must be able to show why your research is important and the impact it has on the field and as well as broader implications. Being able to do this briefly in a “tell me about your research” question, as well as extensively in a longer interview setting, can really set you apart. •• Do not take this line of questioning personally, as a threat, or as an implication that your work isn’t important. Rather, be able to see the value in answering this question effectively in that you are helping them see why you would be a valuable new hire for their department. Furthermore, someone asking may be on your side and want to be able to help craft an argument for why you should be hired. 3. What ideas and directions do you have for future research? •• Be able to describe your interests and focus in terms of what you are studying and the path you are headed in. Clearly articulate your future research plans, publication plans, and where you anticipate applying for external funding. If you are interested in having a lab, be sure to offer some thoughts as to how that would fit into your overall goals.

Teaching:

1. What is your teaching style? •• Be prepared with specific examples, stories, and experiences that can help you illustrate the type of educator you are. Have an example ready in which you navigated a challenging time with a student and what you learned from that experience. Be able to discuss in greater detail the ways in which you capture your students’ attention and handle classroom management issues. 2. What is your theoretical orientation? What is your approach to teaching? •• Address overarching goals you have for your teaching style. Be aware of what you wrote in your application materials and be prepared to expand on it. 3. Where do you see the field headed in terms of teaching? •• Be aware of specific strengths in your discipline and how your home department is currently handling issues. Check out relevant journals that are devoted to teaching in your field. 4. What topics do you like to teach? How do you blend teaching and research? •• If you have designed a course or presented a certain topic, highlight how you have done this and how you have been effective as a teacher. Providing feedback you have heard from students is helpful. 5. What is your grading policy? What would you do if one of your students was caught cheating? What do you do if you discover your student is in a mental health crisis? •• These questions are designed to see if you are capable of handling difficult and uncomfortable situations. You can also have the opportunity to describe how you’ve handled challenging situations and that you know how to refer students to resources available on campus. Address if you are willing to fail a student, how you may minimize opportunities for cheating (e.g., changing the tests each year). Discuss your policies around grading and show experience with this.


Why Us? 1. Why did you apply to this university? Why do you want to come here? •• They want to find a good fit for their university, so be able to describe why you think you would be a good fit for them. What do you like about the institution’s values? What do you think the department is doing well? Your goal is to come across as interested and well-informed. 2. Do you picture yourself living here? •• Be aware of what is around the university. Do your homework to discover if this is a place you could picture yourself and be sure to learn about what the area is known for. This information will also give you some things to talk about as you walk from meeting to meeting.

Teaching College/Community College Specific Questions: 1. Why are you interested in working in a community college? •• Community colleges are interested in you understanding that the premise and goals of the community college are likely unique and different from the institution where you studied. They want to know if you truly want to focus on teaching. They also want to be sure that you are capable and interested in working with diverse populations and non-traditional students. 2. What previous experience do you have working in a multicultural context? •• Be able to show specific examples of how you are sensitive to the needs of all types of students. Stay focused on the topic at hand and how this would influence your teaching and avoid a larger discussion of your personal views on societal influences/causes. Be aware of the demographics at the college that you are applying for. 1. Ask questions that convey your values: •• Ask questions that express your interests and what is important to you. For example, if you care about the department’s level of involvement in diversity issues across the general campus, ask a question conveying that interest. Or, if you care about getting a lot of support for research, you may want to ask a question about how the department assists its professors with grant writing. •• Be aware of how your questions may come across and run them by your friends, family, and colleagues to make sure they convey the right message. 2. Be prepared to ask a variety of questions depending on your audience: •• The questions you ask need to be geared to the audience. If you are meeting with graduate students, that is the time to ask them about research and experiences teaching on campus. However, your meeting with the dean is the appropriate place to ask questions that are related to the job. Therefore come prepared with 5-10 questions per audience. 3. Ask questions about the local area and university in general: •• This can show that you are interested in the general area and seriously consider living there.

Academic Job Search

Your Turn:

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Job Talk and/or Presentation

Making it to the job talk part of your interview is a great step forward in the recruitment process. Here are tips from previous candidates, professors, and deans. We can’t emphasize enough the importance of practicing: you want to have a balance of being prepared and polished, yet avoid being so scripted that you can get thrown off track. In order to see what it is like on the other side, go to a job talk within your home department and talk to your professors to make sure you are following norms and expectations in your field.” 1. CLARIFY EXPECTATIONS: For research-focused & teaching-focused schools: •• Know what the expectations are for your talk. Ask questions like: How long will the talk be? How much time for Q & A? Who will most likely be in the audience? What is the focus? (e.g., is it more research-focused or should you include teaching philosophy?) Will audio/video/computer technology be supplied? Do you need to bring copies of your presentation? For teaching-focused schools: •• You may be asked to give a teaching demonstration for an actual class with faculty there to observe. Be sure to clarify the expectation, goals, and topic of the class. Ask how many students will be in the class, what grade-level.

Academic Job Search

If you are guest lecturing, ask for the course syllabus so your talk fits the overall course goal. •• Be engaging and present in a way that highlights your teaching philosophy/style. 2. SHOW THE SIGNIFICANCE OF YOUR WORK: For research-focused schools: •• Show that you can describe the importance of your work and its impact for the larger field. •• Acknowledge limitations as relevant. Be honest in the ways your research is or isn’t impacting the larger field. If it is not impacting the larger field, clearly state why your area of interest/expertise is valuable. •• Show balance between broad and specific information when talking about research. You want to show a high level of sophistication, but not be too technical in your delivery. For teaching-focused schools: •• Try to identify courses that you could be asked to teach or could propose to teach. Do your best to show awareness and competence in those courses. •• Show your ability to teach through different methods and address students with all types of learning styles. 3. TALK ABOUT WHERE YOU ARE HEADED: ●● Think about the big picture and show the audience how you will be successful in the next 5-10 years. ●● Show your ability to teach through different methods and address students with all types of learning styles. 4. HAVE A SENSE OF HUMOR/SHOW THE KIND OF COLLEAGUE THAT YOU COULD BE: ●● The hiring committee is looking to see whether you are adaptable and easy to get along with. Try your best to be yourself and don’t forget to crack a smile now and again when appropriate! ●● Show in your presentation that you are passionate about what you are doing and that you truly care. 5. ANSWER QUESTIONS WITH FINESSE: ●● This part of the job talk is almost as important as the presentation itself. Show the audience that: You are competent and capable. To do this, focus on the question being asked, repeat if necessary to ensure you heard correctly, and answer to the best of your ability. If you have a question that has stumped you, don’t make something up. Rather, an appropriate response is, “I haven’t thought of the question that way. I’ll have to think on that more. My initial thoughts are…”

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●● If you anticipated that certain questions will likely be asked and they make you nervous, you can better prepare by having additional slides at the end of your presentation to address them. That way, if you get asked that particular question, you can go to your presentation and say, “Yes, I can answer that. In fact, I have a summary of that information here.” ●● The question-and-answer part tends to make people most nervous, so practice!


Job Offer and Negotiations Job Offer

During an onsite interview, be prepared to discuss some "must-haves" if asked. When you receive an offer, these are the standard parts: Salary and benefits Research start-up funds and opportunities Relocation money and support for housing •• Consider lab/center requests (e.g. have a list of supplies and a dollar amount of needs) Clarify summer obligations (is summer teaching • • Consider if you will need a graduate student(s) required? ) •• Ask about summer research funds or fellowships

Negotiations

Spousal Hire

●● Compare apples to apples. If you get a job offer from another school, make sure that you are aware that the package you got offered may not be a fair comparison to another job offer due to the different type of school (e.g., R1 vs. professional school). ●● Some universities have a matching program and will match an offer you get from another school. ●● Before you ask to negotiate, make your intentions clear (e.g., “I am delighted to have an offer from your university because it is where I ideally see myself being”). You want to do your best to not impact the relationship forged. ●● Come prepared to back up your reasoning and requests with evidence (e.g., highlight the skills you have and potential you will be bringing).

Academic Job Search

●● Understand the risks. By negotiating for more, you are opening up the door for them to say they are no longer interested. (And it does happen!) ●● You need to evaluate your needs and what it would take for you to say yes. Being able to ask for what you want so that you are happy is important. ●● Make sure that your requests are within reason. ●● Be aware of the limits for the school where you are applying. Before you negotiate, see if that school/institution does negotiations. For example, some schools and community colleges have a policy where they offer salaries based off systemmandated or union-approved salary schedules and are simply unable to negotiate salaries. ●● Be honest about other offers that are on the table.

It's daunting enough to try to secure one university position, but two? Before you lose hope, know that many universities will make accommodations and consider spousal hires. Keep in mind that a spousal hire can be an opportunity to get two great candidates. Whether your partner is in the same field, seeking a professorship as well, or university staff position, there are opportunities. Timing is the biggest issue and of most concern for two academic job seekers. Here are some general guidelines.

For Dual Academic Positions ●● Your partner needs to be done with his/her PhD, have competitive experiences within their own discipline, and a CV that reflects that.

Spousal Hires in General

●● You both should enter the job market and make efforts independently. It is not advantageous to send your application materials in the same packet or mention your partner in cover letter.

There is no clear rule for when to mention your spouse but here are some suggestions. It is up to you to determine what is best for your circumstances. We recommend talking to your advisor and professors to get feedback for your field/situation. Option: During your meeting with the Dean at your onsite interview This may be beneficial for you to disclose at this time because the dean is still in the planning stages of figuring out a good package for you and what it would take for you to say yes to the offer.

●● PRO: gives the dean/university time to see if ●● CON: the dean may determine that they don’t they can make something work with another want to extend an offer because they can’t make department or within the department. accommodations work. Option: After receiving your job offer This may be beneficial for you because you have secured at least one employment opportunity. ●● PRO: you ideally have more bargaining power ●● CON: you may have missed a window of since they have extended you an offer and will opportunity for there to be discussions between want to do what they can to get you to say yes. departments to see about the possibility/funding for a spousal hire.

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Pursuing a Postdoctoral Fellowship

So what is a research postdoc? According to the American Psychological Association, the agreed definition in research is that “Postdocs are people with doctorates who temporarily conduct publishable research under the supervision of a more senior scholar to train for independent research careers” (Benson 2006). However, while all other parameters remain varied – length of time, nature of the research, extent of supervision, and purpose of the position, (Benson 2006) – Alyson Reed, executive director of National Postdoctoral Association, states that graduates must “have a clear idea of how you want the postdoctoral appointment to advance your career goals, what you hope to get out of it, and know your plan before applying” (2006). Where to find postdoctoral opportunities: ●● Individual fellowships from research institutes, national foundations, and private foundations ●● Opportunities working on someone else’s research grant ●● Opportunities created in conversation with an advisor NOTE: This route is best when you already have a connection with the advisor/researcher

••

Academic Job Search

••

••

••

•• ••

E x p e rt A d v i c e

REASONS FOR CONSIDERING A POST DOCTORATE POSITION: Ability to allow an individual time to develop as a researcher without the pressures of a tenure-track position (e.g., teaching and service requirements) Get up-to-date on current research as well as take the time to learn several different things related to research (e.g. being a reviewer for a journal) Available time as a postdoc to be a reviewer for a journal and time to devote to learning the ins and outs of reviewing a manuscript The ability to develop a new or underdeveloped area of expertise Time to transition from student to professional, and the opportunity to gain a general "portfolio of experience" that may make applying for a faculty position a bit easier later on

•• •• •• ••

POTENTIAL DRAWBACKS OF A POSTDOC: Salary may be lower than those offered by faculty appointments Limited opportunities to engage in mentoring and/or teaching activities A delay in establishing independence from a mentor May not be able to establish own research objectives

(Asha, 2007)

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Applying to Community Colleges

Applying to community colleges takes as much consideration as any other academic job. Review our tips below. •• Demonstrate the following skills (or develop experience in these areas if you need to enhance your application for community colleges): online teaching; course design; outcomes assessment; and working with students with disabilities, English language learners, and adult students. •• Be able to explain why you want to work at a place where the teaching load is higher than R1 schools. 5. Focus of the CV •• It is important to have a CV prepared for community college applications (rarely are resumes requested). •• Be mindful that with the emphasis on teaching at community colleges, highlighting these experiences is important. Be sure to note if you have been the instructor of record and/or designed a course. 6. During the interview, you’ll most likely meet with the VP or President of Academic Affairs •• Provide examples of how you’ve been able to serve a larger college community and your abilities to continue these efforts in the future. •• Show ways in which you are familiar with the community where the college is located and that you are willing to serve on committees that impact the college as a whole. 7. Emphasis is on the student experience •• One thing that most community colleges have in common across the US is an open access admissions policy. Therefore, the student population will certainly include many students who are underprepared for college-level work. A strong community college application needs to demonstrate a thorough understanding of this circumstance. •• Display your experience working with non-traditional students. •• Demonstrate your commitment to diversity in your teaching and working with students.

Academic Job Search

1. Learn about the uniqueness of the institution to which you are applying •• Community colleges come in all shapes and sizes. As such, it is important to realize that there are diversities in culture, expectations, duties, publishing requirements, and working conditions of committee services. It is very important that you spend the time looking into the institutions to which you are interested in applying (just as you would for any other academic position) and not assume that what happens at one community college happens at another. 2. Qualifications •• To be able to teach at the community college level, oftentimes a Master’s or PhD will be sufficient. There is no special teaching license needed. 3. Tenure vs. Adjunct positions •• Tenure positions do exist at community colleges, though numbers are sadly dwindling. Requirements for tenure may vary between community colleges and differ between states so it is important to understand what is expected. It is a myth to assume that research and publications are not valued for community college professorships. Tenure positions more often than not will encourage publications, presentations at conferences, and other similarities to R1 schools, but the amount and expectation may look different. •• Adjunct positions may be a great way to go if you are interested in teaching and want to be a part of academia in a way that focuses on this discipline. 4. Passion for teaching •• This needs to be important to you if you want to work at a community college, given the strong emphasis they have in ensuring that they have scholars who excel at teaching. •• Teaching demonstrations often happen during interviews for community college tenure-track positions, so be prepared for this by developing a class lesson that is engaging and be able to connect with students.

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Diverse Students

VETERAN TRANSFERABLE SKILLS

A primary reason why veterans have difficulty getting hired is because of “mismatched or misunderstood skills” (Lewis 2013). Veterans must be able to translate their military experience into something understandable for hiring managers who may not know the military environment. Sometimes this means adjusting terminology that is similar to civilian roles or being specific about responsibilities and tasks. Highlighted from a Fortune.com article (Lewis 2013) and Whitehouse.gov (Cooper 2012), see below for some examples of how veterans translated their experience by changing military jargon, titles, or codes and transferred it into civilian public or corporate language and context: ●● “Focus on character traits – honor, discipline, sense of duty – not artillery experience” (Marine Corps sergeant, artillery) ●● “Organizational skills from leading teams easily translates into project management” (Marine Corps sergeant, Corps leader) ●● “Fire Control Specialist sounds like fire fighting – but actual roles are operate, maintain, and repair worldwide technology systems, specifically radar” (Navy Fire Control Specialist, 1113 specialty code, Radar Operator)

Diverse Students

For additional job search resources on translating military experience or roles into civilian contexts visit: ●● CareerOneStop Veterans ReEmployment: www.careeronestop.org/ReEmployment/Veterans/ jobsearchhelp/job-search-tips.aspx ●● CompTIA Troops to Tech Initiative (certifies veterans for the IT industry): www.certification.comptia.org/why-certify/ veterans ●● Google Veterans Network (online and family resources): www.googleforveterans.com ●● Joining Forces Employment Resources: www.whitehouse.gov/joiningforces ●● Military Skills Translator: www.military.com/ veteran-jobs/skills-translator ●● Troops to Energy Jobs: www.troopstoenergyjobs.com ●● Troops to Teachers (licensing and employment program: www.dodea.edu/Offices/HR/employment/troopsToTeachers.cfm ●● Veteran’s Job Bank (helps you find jobs that match your specialty and experience): www.ebenefits.va.gov/ebenefits/nrd ●● Veterans Job Exchange Skills Translator: www.veteransjobexchange.com/vet-resource/skills-translator

STUDENTS WITH DISABILITIES Over 47 million Americans–almost one in every five–have a functional disability. The majority are under age 65 (Source: www.healthypeople.gov). In 1999, the government passed the Ticket to Work and Work Incentives Improvement Act, which improved access to both employment training and placement services for people with disabilities (Source: www.ssa.gov/work). Resource Disabled Students Program CAMPUS RESOURCE!

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Description

Contact

The DSP staff works in an advisory capacity with a variety of campus departments to ensure that equal access is provided to all disabled students.

dsp.sa.ucsb.edu


TIPS FOR INTERNATIONAL STUDENTS Finding Opportunities and Applying for Jobs Networking is effective; talk to other international students who have been hired in the US. Also, identify companies and organizations that have hired UCSB international students. Talking to others and networking allows you to find “the hidden job market,” which are job opportunities not advertised. Also, take note that postdoctoral fellowships may not have a citizenship requirement. Consider reading: The Hidden Job Market by Jessica Dickler (2009)

Talking about your Status as an International Student There is no standard “best time” to reveal your immigration status to a potential employer. It may be addressed in an employment interview, but it is best not to bring up this issue yourself in the first interview. Do not include E x p e rt A d v i c e your immigration status on your resume, but if asked to fill out an application where you must disclose For more information, contact: work authorization, it is best to be honest. If possible, Office of International Students & Scholars we recommend not disclosing your status on your University of California, Santa Barbara application materials, but also do not wait too long Student Resource Building, Room 3130 in the interview process to discuss your immigration Santa Barbara, CA 93106 status. Failure to disclose immigration status prior to a Phone: (805) 893-2929 job offer may be perceived as dishonest and result in a oiss@sa.ucsb.edu revocation of the offer.

Understanding the Market

www.oiss.sa.ucsb.edu

●● USCIS (United States Citizenship and Immigration Services) makes the rules that govern all US hiring of non-US citizens: www.uscis.gov ●● Multinational/global organizations often hire non-US citizens ●● The federal government and defense contractors must hire US citizens ●● Some state and local governments may hire non-US citizens, especially for internships

Resources

Diverse Students

●● Working in the United States (US Department of Homeland Security): www.studyinthestates.dhs.gov/working-in-the-united-states ●● Practical Training (US Immigration and Customs Enforcement): www.ice.gov/sevis/practical-training ●● Student Exchange Visitor Program (US Immigration and Customs Enforcement): www.ice.gov ●● Students and Employment (US Citizenship and Immigration Services): www.uscis.gov/working-united-states/students-and-exchange-visitors/students-and-employment ●● Working While in the United States (US Immigration and Customs Enforcement): www.ice.gov/sevis/employment ●● Working – F-1 Students (UCSB Office of International Students & Scholars): www.oiss.sa.ucsb.edu/students/currently-enrolled/working-(f-1-students) ●● Working – J-1 Students (UCSB Office of International Students & Scholars): www.oiss.sa.ucsb.edu/students/currently-enrolled/working-(j-1-students)

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LGBTQ STUDENTS A 2007 Gallup poll shows that 89% of Americans believe that lesbian and gay employees should have equal rights in the workplace, and a 2007 Peter D. Hart Research Associates survey indicated that "58 percent of respondents believe workplace protections should also extend to transgender employees." Twenty-one states plus Washington, D.C. and Puerto Rico outlawed discrimination in employment based on sexual orientation. The states banning sexual orientation discrimination in employment are California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Iowa, Maine, Maryland, Massachusetts, Minnesota, Nevada, New Hampshire, New Jersey, New Mexico, New York, Oregon, Rhode Island, Vermont, Washington, and Wisconsin. Four states have laws prohibiting sexual orientation discrimination in public workplaces only: Michigan, Pennsylvania, Indiana, and Montana. Sixteen states plus the Washington D.C. outlaw employment discrimination based on gender identity or expression. Aside from state law, about a hundred cities in 33 states have enacted civil rights legislation that includes sexual orientation. Resource UCSB Resource Center for Sexual and Gender Diversity CAMPUS RESOURCE!

Pacific Pride Foundation

Diverse Students

Human Rights Campaign: Workplace

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Description The Resource Center offers a safe, supportive, and welcoming environment for lesbian, gay, bisexual, transgender, queer, genderqueer, intersex, and ally members of the UCSB community. An organization that proudly provides services to the HIV/AIDS & LGBT community of Santa Barbara County. Provides employee resources that address the unique challenges that LGBT employees might face, an in-depth report on the policies and practices of American corporations as they pertain to the LGBT employees, and a discussion of benefits for domestic partners and same-sex spouses.

Out for Work

Out for Work provides resources for career development that pertain specifically to LGBT students, including conferences.

National Gay & Lesbian Chamber of Commerce

The NGLCC is a business advocate and direct link between LGBT business owners, corporations, and government. The NGLCC is committed to forming a broad-based coalition of LGBTowned and LGBT-friendly businesses, professionals, and major corporations. The NGLCC seeks to promote financial opportunities, economic growth, continued innovation, and equality for its members.

Contact

wgse.sa.ucsb.edu/sgd/

www.pacificpride foundation.org

www.hrc.org/issues/ workplace

outforwork.org/#2 outforwork.org/ resources/career_ center/library.asp

www.nglcc.org/


UCSB graduates in cities across the nation form a solid foundation for UCSB Alumni Association activities. Regional alumni programs serve as a meeting ground for UCSB alumni and friends, providing opportunities for alumni involvement, social interaction, networking, and volunteer service. To receive more information on Alumni programs in your area, phone the UCSB Alumni Association at (805) 893-4775 or email chapter.event@ia.ucsb. edu. Membership in a regional program gives you the full benefits of being a member of the UCSB Alumni Association.

Regional Alumni Programs Bay Area • Bakersfield • Rocky Mountain Los Angeles • National Capital New York • Orange County • Portland Sacramento • San Diego • Santa Barbara Silicon Valley • Ventura

Alumni Association - 1120 University of California, Santa Barbara Santa Barbara, CA 93106-1120 Telephone: (805) 893-2288 Email: ucsbalum@ia.ucsb.edu www.ucsbalum.com/

Connect with Career UCSB Career Services

Alumni Association

Alumni Association

@UCSBcareer www.tinyurl.com/lqku7y3 @ucsbcareer www.ucsbcareerblog.wordpress.com/ ucsbcareer

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Appendices

Appendix A: SHEF Non-Academic Job Search Resources BEYOND ACADEMIA FOR SHEF

●● Alt-ac Advisor: www.altacadvisor.com ●● Beyond the Academe: www.beyondacademe.com ●● Connected Academics: connect.mla.hcommons.org ●● Humanities, Arts, Science and Technology Advanced Collaboratory: www.hastac.org ●● Idealist: www.idealist.org ●● Indeed: www.indeed.com ●● Jobs on Toast: www.jobsontoast.com ●● Lilli Research Group: www.lilligroup.com ●● LinkedIn Alumni: www.linkedin.com/alumni ●● Nonacademic careers: www.chronicle.com/ article/Where-to-Find-Information-on/45379 ●● Riley Guide: www.rileyguide.com ●● Simply Hired: www.simplyhired.com ●● The Professor Is In: www.theprofessorisin.com ●● Versatile PhD (via UCSB Grad Div): versatilephd.com/

BUSINESS/ECONOMICS/POLITICAL SCIENCE/PUBLIC POLICY ●● American Economic Association Job Openings: www.aeaweb.org/joe ●● Competitive Enterprise Institute Jobs: www.cei.org/jobs ●● Organization for Economic Co-operation and Development Job Vacancies: www.oecd.org/careers ●● Public Service Careers: www.publicservicecareers.org ●● Society for Human Resource Management Careers: www.shrm.org/assets/shrmcareers/index.html ●● Society for International Development: www.sidw.org/employment-opportunities

CONSULTING & MANAGEMENT ●● Case Interview: www.caseinterview.com ●● UCSB Technology & Management Program: www.tmp.ucsb.edu

COUNSELING ●● Non-Academic Careers for Psychologists: www.apa.org/careers/resources/profiles/index.aspx ●● Social Work and Counseling: www.flexjobs.com/jobs/social-work

CAREERS USING LANGUAGES

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●● American Council on the Teaching of Foreign Languages Careers: www.actfl.org/assessmentprofessional-development/career-resources/ careers-using-language-skills

●● American Council on the Teaching of Foreign Languages Job Postings: www.jobcentral.actfl.org/jobs ●● American Translator Association: www.atanet.org ●● Central Intelligence Agency Language Positions: www.cia.gov/careers/opportunities/foreignlanguages ●● Defense Intelligence Agency Foreign Language Jobs: www.dia.mil/Careers/ForeignLanguages.aspx ●● Europe Language Jobs: www.europelanguagejobs.com ●● Federal Bureau of Investigations Foreign Language Applicants: www.fbijobs.gov/specialagents/eligibility/foreign-language-applicants ●● Foreign Civil Service with US Department of State: www.careers.state.gov/civil-service ●● International Development with USAID: www.usaid.gov/work-usaid/careers/civil-service ●● International Language Roundtable: www.govtilr.org/ILR_career.htm ●● MaFLA (Massachusetts Foreign Language Association) Job Listings: mafla.org/search-jobs/ ●● Modern Language Association: www.mla.org/ Resources/Career/Job-Information-List ●● Multilingual Vacancies.com: www.multilingualvacancies.com ●● National Foreign Language Center at the University of Maryland: www.nflc.umd.edu/ employment#.VqlyxFL3gUw ●● Omniglot (translator, interpreter, linguist): www.omniglot.com/language/careers.htm ●● TESOL (Teaching English to Speakers of Other Languages) Careers: www.careers.tesol.org ●● US Army Translator and Linguist Jobs: www.goarmy.com/linguist.html

INTERNATIONAL/ABOARD ●● 4International Careers & Jobs: www.jobrank.org ●● GoinGlobal International Careers: www.goinglobal.com ●● Idealist: www.idealist.org ●● International Job Center: www.internationaljobs.org/hotptg.html ●● International Labour Organization Employment Opportunities: www.erecruit.ilo.org/public ●● Jobs Done Ireland: www.jobsdonedeal.ie ●● Myvisajobs: www.myvisajobs.com ●● Riley Guide International Job Resources: www.rileyguide.com/internat.html


INTERNATIONAL TEACHING ●● Association of American Schools in South America (AASSA): www.aassa.com ●● CIEE Teach Abroad Programs: www.ciee.org/#teach ●● English Program in Korea EPIK: www.epik.go.kr ●● Teach Abroad: www.goabroad.com/teach-abroad ●● The International Educator: www.tieonline.com

FREELANCE

●● Freelancer: www.freelancer.com/job/ ●● Guru: www.guru.com ●● Music: www.musicalchairs.info

GOVERNMENT, NONPROFIT, OR NGO ●● American Statistical Association: www.amstat.org ●● Association for Conflict Resolution Careers: www.careers.acrnet.org ●● Business for Social Responsibility Careers: www.bsr.org/en/careers ●● Corporate Social Responsibility Wire: www.csrwire.com ●● Idealist: www.idealist.org ●● Public Service Careers: www.publicservicecareers.org/ ●● National Council of Nonprofits Careers: www.careers.councilofnonprofits.org ●● National Institute of Health: www.jobs.nih.gov ●● National Science Foundation Careers: www.nsf.gov/careers ●● Net Impact Careers: www.netimpact.org/careers ●● USA Jobs: www.usajobs.com ●● USAID US Aid for International Development Careers: www.usaid.gov/careers ●● US Department of Education Jobs: www.ed.gov/jobs ●● US Department of State Careers: www.state.gov/careers ●● United Nations Career Guide: www.un.org/ womenwatch/osagi/pdf/unpan000153.pdf

HIGHER EDUCATION ●● ●● ●● ●●

Academic360: www.academic360.com California City Colleges: www.cccregistry.org CSU Careers: www.csucareers.calstate.edu HigherEdJobs: www.higheredjobs.com

●● HERC: www.hercjobs.org/index.html ●● University California Employment Opportunities: jobs.universityofcalifornia.edu

MUSEUMS, ART, THEATER ●● ●● ●● ●● ●● ●● ●● ●● ●●

Art Deadlines List: artdeadlineslist.com Art Staffing: artstaffing.com/jobs.html Global Museum: globalmuseum.org History of Art and Architecture: www3.nd.edu/~crosenbe/jobs.html Museum Jobs (opportunities abroad primarily): www.museumjobs.com Museum Employment Resource Center: www.museum-employment.com Music: www.musicalchairs.info Music Academy of the West: www.musicacademy.org/admissions/ My Music Job: www.mymusicjob.com

Appendices

●● Targetjobs UK: www.targetjobs.co.uk ●● Transitions Abroad: www.transitionsabroad. com/listings/work/careers ●● UNICEF Employment: www.unicef.org/about/employ

PUBLISHING

●● Association of American Publishers: www.publishers.org ●● Association of American University Presses: www.aaupnet.org/index.php ●● Book Jobs: www.bookjobs.com ●● Media Bistro: www.mediabistro.com ●● Publishers Weekly: www.publishersweekly.com/pw/home/index.html

NONPROFIT ●● ACLS Public Fellows Program: www.acls.org/programs/publicfellows ●● Chronicle of Philanthropy: www.philanthropy.com/jobs ●● Idealist: www.Idealist.org ●● National Council of Nonprofits: www.councilofnonprofits.org ●● Work for Good: www.workforgood.org

THINK TANKS & RESEARCH

●● NIRA’s World Directory of Think Tanks: www.nira.or.jp/past/ice/nwdtt/2005/index.html ●● Think Tanks: www.state.gov/m/fsi/tc/79982.htm

SECONDARY SCHOOL EDUCATION ●● Carney, Sandoe, & Associates: www.carneysandoe.com ●● Listings of California education/administrative jobs (EDJOIN): www.edjoin.com ●● National Association of Independent Schools: www.nais.org ●● Teach for America: www.teachforamerica.org ●● UCSB Teacher Education Program for a K-12 credential: www.education.ucsb.edu/tep

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Appendices

Appendix B: STEM Non-Academic Job Search Resources BIOLOGY ●● ●● ●● ●● ●●

Biocareers: biocareers.com/job-seekers Biology Jobs www.biologyjobs.com BioScience Forum: www.biosf.org/ NewScienctist Jobs: jobs.newscientist.com/ Pharmacology and Biotechnology: www.biocareers.com/job-seekers ●● Science Careers: jobs.sciencecareers.org/ ●● Science Jobs: sciencejobs.org ●● The Wildlife Trusts: www.wildlifetrusts.org/

CHEMICAL

●● American Chemical: www.chemistryjobs.acs.org/jobs ●● New Scientist: jobs.newscientist.com/

DATA SCIENCE AND SOFTWARE DEVELOPMENT

●● Environmental Data Interactive Exchange: www.edie.net

ENGINEERING ●● AAAS Science and Technology Fellowships: www.aaas.org/page/fellowships ●● American Council of Engineering Companies: www.acec.org/jobs ●● Comprehensive Environmental Inc: www.ceiengineers.com/work-with-us ●● Computer Engineering DICE: www.dice.com ●● Engineering IEEE: careers.ieee.org ●● New Scientist: jobs.newscientist.com ●● SPIE: spiecareercenter.org

ENVIRONMENTAL

94

●● Department of Agriculture: www.usda.gov ●● Environmental Data Interactive Exchange: www.edie.net ●● Environmental Jobs and Careers: www.ejobs.org ●● Environmental Jobs: www.ecojobs.com ●● Environmental Protection Agency: www3.epa.gov ●● Environmental Science Jobs: www.environmentalscience.org/careers ●● EPA: www.epa.gov ●● Green Dream Jobs: www.sustainablebusiness. com/index.cfm/go/greendreamjobs.main ●● Green Jobs: www.greenjobs.ie ●● Green Jobs Network: greenjobs.net ●● Institute of Environmental Management and Assessment: www.iema.net ●● Nature Jobs: www.nature.com/naturejobs/science

●● ●● ●● ●● ●●

New Scientist Jobs: jobs.newscientist.com Materials/Physical Sciences: www.materialsjobs.com Science Careers: jobs.sciencecareers.org Science Jobs: sciencejobs.org The Green Directory: www.thegreendirectoryuk.com ●● The Wildlife Trusts: www.wildlifetrusts.org

HIGHER EDUCATION ●● ●● ●● ●● ●● ●●

Academic360: www.academic360.com California City Colleges: www.cccregistry.org CSU Careers: www.csucareers.calstate.edu HigherEdJobs: www.higheredjobs.com HERC: www.hercjobs.org/index.html University California Employment Opportunities: jobs.universityofcalifornia.edu

INDUSTRY

●● American Chemical Jobs: www.chemistryjobs.acs.org/jobs ●● American Council of Engineering Companies: www.acec.org/jobs ●● IEEE: www.careers.ieee.org ●● Materials/Physical Sciences: www.materialsjobs.com ●● OYSTIR: www.oystir.com ●● Pharmacology and Biotechnology: www.biocareers.com/job-seekers ●● SPIE: https://spiecareercenter.org

RESEARCH ADMINISTRATION

●● National Institutes of Health: www.nih.gov ●● National Science Foundation: www.nsf.gov

SCIENCE AND TECHNICAL WRITING & PUBLISHING

●● American Medical Writers Association: www.amwa.org ●● National Association of Science Writers: www.nasw.org ●● SPIE: https://spiecareercenter.org

SCIENCE POLICY & TECHNOLOGY ●● AAAS Science and Technology Fellowships: www.aaas.org/page/fellowships ●● California Council on Science & Technology: fellows.ccst.us/ ●● National Laboratories and Technology Centers: energy.gov/offices ●● New Scientist: jobs.newscientist.com ●● Materials/Physical Sciences: www.materialsjobs.com


●● Science Careers: jobs.sciencecareers.org ●● Sciencejobs: sciencejobs.org ●● STEMGradStudents: stemgradstudents.science.gov ●● AAAS Science and Technology Fellowships: www.aaas.org/page/fellowships ●● California Council on Science & Technology: www.fellows.ccst.us ●● Idealist: www.idealist.org ●● United Nations: www.un.org/en/index.html

SECONDARY SCHOOL TEACHING

●● Carney, Sandoe, & Associates: www.carneysandoe.com ●● Charter and Independent schools: careers.nais.org/jobs ●● Listings of California education/administrative jobs: www.edjoin.com ●● Math for America: www.mathforamerica.org/home ●● National Science Teachers Association: www.nsta.org/default.aspx ●● Teach for America: www.teachforamerica.org ●● UCSB Teacher Education Program: www.education.ucsb.edu/tep

●● AngelList (start-up companies): angel.co

US GOVERNMENT JOBS

●● CDC: www.cdc.gov/fellowships/short-term/ index.html ●● CIA: www.cia.gov ●● FBI: www.fbi.gov ●● Department of Agriculture: www.usda.gov ●● Department of Defense: www.defense.gov ●● Department of Interior: www.doi.gov ●● Department of Energy: https://energy.gov ●● Department of Health and Human Services: www.hhs.gov ●● Department of State: www.state.gov ●● Department of Transportation: www.transportation.gov ●● EPA: www.epa.gov ●● National Laboratories and Technology Centers: energy.gov/offices ●● National Security Administration: www.nsa.gov ●● NASA: www.nasa.gov ●● STEM GradStudents: stemgradstudents.science.gov ●● USA Jobs: www.usajobs.com ●● United Nations: www.un.org/en/index.html

Appendices

SCIENCE POLICY & NONPROFITS

START UP

Appendix C: Job Search Books and Blogs for Beyond Academia READING FOR NON-ACADEMIC JOBS RECOMMENDED BLOGS FOR NON-ACADEMIC JOB SEARCH ●● Congratulations, By the Way: Some Thoughts ●● ●● ●● ●●

●● ●● ●● ●● ●● ●● ●●

on Kindness by George Saunders Little Bets: How Breakthrough Ideas Emerge from Small Discoveries by Peter Sims Outside the Ivory Tower by Margaret Newhouse Rework by Jason Fried & David Heinemeier Hansson So What Are You Going to do With That: Finding Careers Outside Academia by Susan Basalla & Maggie Debelius The Hidden Job Market by Jessica Dickler The Professor is In by Karen Kelsky, PhD What Color is Your Parachute? by Richard N. Bolles What the Most Successful People Do Before Breakfast by Laura Vanderkam (STEM) Alternative Careers in Science: Leaving the Ivory Tower by Cynthia Robbins-Roth (STEM) Guide to Non-Traditional Careers in Science by Karen Young-Kreeger (STEM) Put Your Science to Work: The TakeCharge Career Guide for Scientists by Peter Fiske

●● Cheeky Scientist (STEM): cheekyscientist.com ●● Chronicle of Higher Education (Vitae): chroniclevitae.com/news ●● Doug’s Guides: www.dougsguides.com ●● From PhD to Life: fromphdtolife.com ●● How to Leave Physics, Jennifer Hodgdon: www.poplarware.com/personal/leave_physics ●● Jobs on Toast: jobsontoast.com ●● Lilli Research Group: lilligroup.com ●● MyIDP (STEM): myidp.sciencecareers.org ●● PhDs at Work: phdsatwork.com ●● The PhD Career Ladder Program: phdladder.wix.com/phdladder ●● The Professor Is In: theprofessorisin.com

95


Appendices

Appendix D: Academic Job Search Resources ACADEMIC AND RESEARCH ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●●

●● ●● ●● ●●

96

Academic 360: www.academic360.com AcademicKeys: www.academickeys.com Academic Positions EU: www.academicpositions.eu American Association of Community Colleges: www.aacc.nche.edu California Community Colleges Registry: www.cccregistry.org Chronicle of Higher Education: www.chroniclevitae.com General Career Resources for Academics: www.phds.org HigherEdJobs.com: www.higheredjobs.com Higher Education Recruitment Consortium Jobs: www.hercjobs.org H-Net (Humanities and Social Sciences) Job Guide: www.h-net.org/jobs/home.php Inside Higher Ed: www.insidehighered.com Insight Into Diversity Jobs: www.careers.insightintodiversity.com National Institute of Health (NIH) Careers: www.jobs.nih.gov/vacancies/scientific ResearchGate Jobs: www.researchgate.net/jobs Research in Germany: www.research-ingermany.org/en/jobs-and-careers/your-jobsearch.html Scholarly Societies Project: www.scholarly-societies.org Times Higher Education Supplement: www.timeshighereducation.com UniJobs: www.unijobs.us University Job Bank: www.ujobbank.com

RECOMMENDED READING ●● The Academic Job Search Handbook, by Heiberger et al. 2016 ●● Surviving Your Academic Job Hunt, by Hume 2010 ●● On the Market: Strategies for a Successful Academic Job Search, by Barnes 2007

POSTDOCTORAL FELLOWSHIP ●● GRAPES (Graduate and Postdoctorate Extramural Support) database hosted by UCLA: www.grad.ucla.edu/funding ●● GSAS Postdoctoral Fellowship Database Search: www.gsasgrants.fas.harvard.edu/pdg.cgi ●● Minority Postdoc Jobs: www.minoritypostdoc.org/view/jobs.html ●● National Postdoctoral Association Opportunities: www.nationalpostdoc.org/?Opportunities ●● Postdoc Jobs.com: www.postdocjobs.com ●● University Job Bank: www.ujobbank.com ●● National Postdoctoral Association Opportunities: www.nationalpostdoc.org/?Opportunities ●● Postdoc Jobs.com: www.postdocjobs.com


ACADEMIA AND RESEARCH

ASHA. (2007). “What is the value of completing a postdoctoral fellowship, rather than immediately accepting a faculty appointment after graduation? What resources are available in searching for and/or funding a postdoctoral opportunity?, American Speech Language Hearing Association. Retrieved from: www.asha. org/academic/questions/Postdoctoral-Opportunities/ Austin, Rachel N. (2006). Writing the Teaching Statement. Sciencecareers.sciencemag.org. American Association for the Advancement of Science. Retrieved from: www.sciencecareers.sciencemag.org/career_magazine/ previous_issues/articles/2006_04_14/nodoi.14633728089694563528 Ball, Cheryl E. (2014). Essay on how to write research statements in applying for academic jobs. InsideHigherEd.com. Retrieved from: www.insidehighered.com/advice/2014/10/06/essay-how-write-research-statements-applyingacademic-jobs

Appendices

Appendix E: References

Basalla, S. & Debelius, M. (2007). So what are you doing to do with that? Finding careers outside academia (revised). University Of Chicago Press; Second Edition edition. Benson, Etienne S. (2006). “Pursuing the perfect research postdoc,” September 2006. American Psychological Association: Grad. Retrieved from: www.apa.org/gradpsych/2006/09/postdoc.aspx Bureau of Labor Statistics (2003). “Beyond supply and demand: Assessing the PhD Job Market.” Retrieved from: www.bls.gov/careeroutlook/2002/winter/art03.pdf Eisner, Carline. (2012). Writing the Research Statement: How and Why You Research What You Do. Academic Coaching and Writing LLC. Retrieved from: www.academiccoachingandwriting.org/academic-writing/ academic-writing-blog/vi-writing-the-research-statement-how-and-why-you-research-what-you-do/ Garcia, M. (2000). Succeeding in an academic career: A guide for faculty of color. Greenwood Publishing Group. Gernsbacher, Morton Ann and Devine, Patricia G. (2013) “How to Write a Research Statement,” The Observer, Vol. 26. No. 8. October 2013. Association for Psychological Science. Retrieved from: www. psychologicalscience.org/index.php/publications/observer/2013/october-13/how-to-write-a-researchstatement.html Hall, D. E. (2002). The academic self: An owner's manual. Ohio State University Press. Innes, J. (2009). The CV book: your definitive guide to writing the perfect CV. Pearson Education India. Jackson, A. L., & Geckeis, C. K. (2003). How to prepare your curriculum vitae. VGM Career. Lang, James M. (2010). 4 Steps to a Memorable Teaching Philosophy. Chronicle of Higher Education. Retrieved from: www.chronicle.com/article/4-Steps-to-a-Memorable/124199/ Lewis, Mary Ann. (2014). Teaching Statement as Self-Portrait. ChronicleVitae.com. The Chronicle of Higher Education. Retrieved from: www.chroniclevitae.com/news/734-teaching-statement-as-selfportrait?cid=articlepromo Montell, Gabriela. (2003). How to Write a Statement of Teaching Philosophy. The Chronicle of Higher Education. Retrieved from: www.chronicle.com/article/Howto-Write-a-Statement-of/45133/ Murphy, S. P. (Ed.). (2008). Academic cultures: Professional preparation and the teaching life. Modern Language Association of America. Newhouse, M. (1997). Cracking the academia nut: A guide to preparing for your academic career. Harvard University Press. Vick, J.M. and Furlong, J.S. (2010). Writing Samples and Teaching Statements. The Chronicle of Higher Education. Retrieved from: www.chronicle.com/article/Writing-SamplesTeaching/125726/

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CAREER GUIDANCE

Appendices

Baker, M. (2012). Academic careers and the gender gap. UBC Press. Caplan, P. J. (2013). Balancing career and family. In The Portable Mentor (pp. 91-100). Springer New York. Fiske, Peter S. (2012). Putting Your Science to Work: Practical Career Strategies for Scientists. Putting Your Degree to Work. APS. Gray, Kevin, and Koncz, Andrea. (2014). The Skills/Qualities Employers Want in New College Graduate Hires. The National Association of Colleges and Employers. Retrieved from: www.naceweb.org/about-us/press/ class-2015-skills-qualities-employers-want.aspx?terms=new%20hires Ward, K., & Wolf-Wendel, L. (2004). Academic motherhood: Managing complex roles in research universities. The Review of Higher Education, 27(2), 233-257.

DIVERSITY Pritchard, P. A. (Ed.). (2011). Success strategies for women in science: A portable mentor. Academic Press. Simmons, Elizabeth. (2012). Dual-Career Academics: The Right Start. InsideHigherEd.com. Retrieved from: www. insidehighered.com/advice/2012/07/27/getting-dual-career-academics-good-start-essay

FINANCIAL IRS. (2012). Job Search Expenses Can Be Tax Deductible. Internal Revenue Service. Retrieved from: www.irs.gov/ uac/Job-Search-Expenses-Can-be-Tax-Deductible IRS. (2015). Topic 455 Moving Expenses. Internal Revenue Service. Retrieved from: www.irs.gov/taxtopics/tc455.html NACE. (2013). The Benefits and Policies Employers Are Offering to the Class of 2014. Job Outlook 2014. National Association of Colleges and Employers. Shin, Laura. (2013). New Grads, Here’s How to Negotiate Your Salary. Forbes Personal Finance. Retrieved from: www.forbes.com/sites/laurashin/2013/06/26/new-grads-heres-how-to-negotiate-your-salary/

JOB SEARCH Barrow, L. H., & Germann, P. J. (2006). A Study of Science Education Positions, Search Process, and Hiring Practices. Educational Research Quarterly, 29(3), 52-61. Barnes, S. L. (2007). On the market: Strategies for a successful academic job search. Lynne Rienner Publishers. Dickler, J. (2011). The hidden job market. CNNMoney.com. Retrieved at www.money.cnn.com/2009/06/09/ news/economy/hidden_jobs/ Heiberger, M.M., & Vick, J. M., (2001). The academic job search handbook. University of Pennsylvania Press. Innes, J. (2009). The Interview Book: Your Definitive Guide to the Perfect Interview Technique. Pearson Education. Innes, J. (2012). The Cover Letter Book: Your definitive guide to writing the perfect cover letter. Smith, J., & Johnson, M. Academic Job Search Guide. Solem, M., Foote, K., & Monk, J. (Eds.). (2009). Aspiring academics: A resource book for graduate students and early career faculty. Prentice Hall. Vick , J. M., & Furlong, J. S. (2016). The academic job search handbook. University of Pennsylvania Press.

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