changing your cv to a resume career services university of pennsylvania
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Changing Your CV to a Resume
Career Services
University of Pennsylvania
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A Resume is NOT a CV
A CV is used in academic and research-oriented job searches.
A CV is of flexible length
A CV is a record of your academic accomplishments and credentials.
A resume is used in business, non-profit, government and other types of job searches.
A resume should be 1 page, 2 pages max.
A resume is not all-embracing; it should be targeted to a particular job in a particular field.
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Elements of a Resume
Objective A targeted statement that clearly states the type of
job you are seeking. Good objectives are very specific— “To work with
the design and development of new computer systems with a special interest in microprocessor application.” “Position in public opinion polling or consumer product market research using skills in survey design and statistical analysis.”
Objectives are optional.
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Elements of a Resume (2)
Summary of Qualifications/Skills (Profile) A summary of relevant skills, knowledge and
accomplishments. Be specific! Tailor this section to the job to which
you’re applying. If it is well written, this section can really help a
potential employer to focus on your strengths. Think carefully about what you have to offer.
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Elements of a Resume (3)
Education Include degrees, expected date of completion if
you have not finished, relevant coursework, and honors and awards (placed under the appropriate degree)
You might also consider placing your “Experience” section first.
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Elements of a Resume (4)
Experience Think in terms of experience, not employment or
work history. Be sure to include internships and unpaid
positions if they are relevant. Be concise in your descriptions of what you did. Do not use “Responsibilities included” or “Duties
were.” Translate specialized skills and interests into
everyday language.
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Elements of a Resume (5)
Some additional/optional categories: Professional memberships/Leadership Community Activities/Leadership (Computer) skills Publications/Presentations (much briefer than on
a CV) Additional Information
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Resume Dos
DO think of your resume as an ad for your qualifications, not an autobiography.
DO begin each bullet point with a verb. DO included paid and unpaid experience to
demonstrate the range of what you’ve done. DO show the reader why you’re a good match for a
particular job. DO make several resumes, with each one targeting
a particular field. DO look at other resumes to see how they are
written.
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Resume Dos (2)
DO use reverse chronology (the most recent position is your first entry) to organize your education and experience.
DO format your resume clearly. DO proofread many times. DO ask others to look at your resume. DO come to Career Services for a critique. (Call 215
898-7530 to schedule an appointment.) DO remember that most employers will only look at
your resume for 15-30 seconds.
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Resume Don’ts
DON’T make your reader dig for information. DON’T tell everything you’ve ever done. DON’T use complete sentences DON’T include personal information, such as
age, race, marital or health status. DON’T make your resume too dense, busy or
cute. DON’T use a font smaller than 10 point. DON’T use fancy fonts that are hard to read.
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Where to Start for Grad Students Think of the tangible skills you’ve gained at Penn.
For example: Have you taught? If so, you’ve gained valuable presentation and management skills.
Though not necessary, it helps to have fields in mind. What skills have you acquired at Penn that might be of use to you in a given field?
Carefully consider your extra-curricular activities. Come to Career Services for help with resume
writing.
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Find a Resume Format that Works for You The library at Penn’s Career Services has an entire
section on resumes. A wealth of sample resumes can be found on the
web (for example, at http://content.monster.com/experts/resume/library/).
Two books that have helpful advice on transitioning to post-academic careers: So What Are You Going to Do with That? A Guide to Career Changing for M.A.’s and Ph.D’s by Susan Basalla and Maggie Debelius and Outside the Ivory Tower: A Guide for Academics Considering Alternative Careers by Margaret Newhouse, Ph.D.
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Transform your Academic Career into Credible Professional Experience List your time at Penn in the “Experience”
rather than the “Education” section. Did you teach? Put it here. Did you do research? Put it here. Did you serve on committees, or in student organizations? Put it here? This makes your time at Penn look like work experience, rather than schooling.
Your education section should be concise.
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Knowledge? Skills? Accomplishments? The same task can be described in very different
ways: Knowledge: “Researched and wrote dissertation describing
the impact of non-governmental organizations on the development of democracy in Kenya. Developed expertise in Kenyan history and political development. Fluent in Kiswahili.”
Skills: “Researched and wrote dissertation. Identified research problem and designed criteria to evaluate possible explanations. Developed timeline, cultivated contacts in Kenya, and conducted necessary research. Wrote dissertation while fulfilling teaching duties.”
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Knowledge? Skills? Accomplishments? (2) Accomplishments: “Researched and wrote
dissertation. Secured funding from national organization in competition with hundreds of other graduate students. Developed timeline for research and writing and produced a 250-page dissertation one month ahead of schedule. Published two articles in respected journals based on this research.”
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Use Teaching to Your Advantage Instead of:
Teaching Assistant, University of Pennsylvania Taught Introduction to American History. Tasks included
leading discussion, teaching historical analysis, and evaluating student work. Delivered lecture on colonial family life.
Taught Great Wars of the Twentieth Century. Tasks included preparing teaching materials, leading discussion, teaching writing and analytical skills, creating class web page and evaluating student work.
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Use Teaching to Your Advantage (2) Try:
Teaching Assistant, University of Pennsylvania, (Fall 2002, Fall 2001) Taught history twice a week to 2 classes of 25 students each. Developed and delivered presentations on a variety of topics
for audiences ranging from 25 to 150 people. Built website that contained links related to course material
and student needs (including help on how to research and write papers).
Chaired group discussions that aired ideas and reached consensus.
Supervised 50 students working on research papers. Counseled students on their academic progress.