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CVs and Resumes

CVs and Resumes. Congress 2009 - University Affairs Presenter: Carolyn Steele. Game Plan. CV or Resume - what’s the difference? Anatomy of a CV Morphing into a Resume - getting started Anatomy of a Resume Translating between contexts Resources for moving forward

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CVs and Resumes

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  1. CVs and Resumes Congress 2009 - University Affairs Presenter:Carolyn Steele

  2. Game Plan • CV or Resume - what’s the difference? • Anatomy of a CV • Morphing into a Resume - getting started • Anatomy of a Resume • Translating between contexts • Resources for moving forward • Questions and trouble shooting

  3. CV or Resume?

  4. CV or Resume? Rhetorical Purpose or Function • CV - to demonstrate expertise - academic or research contexts • Resume - to demonstrate ability and fit - most other contexts Form • CV - as long as expertise warrants - unembellished facts, quality by affiliation • Resumes - never more than 2 pages, quality by evidence of impact

  5. Anatomy of a CV • Identification • Education • Awards and Scholarships - if research focused • Teaching Interests - broad, undergrad focused • Research Interests - specific, supervisory potential • Research Experience and/or Publications • Teaching Experience • Professional training, languages, technical knowledge • Professional affiliations, related non-academic experience • References

  6. Resumes - getting started • Focus on ‘how’ rather than ‘what’ - action verbs • Relevancy given first priority - order, detail • Fundamentally persuasive - provide evidence to avoid unsubstantiated claims • Highlight value of unconventional background • Your feelings and personal attributes matter

  7. Anatomy of a Resume • Introduction - the ‘abstract’ of your resume • Experience - research, teaching, service, other… • Education • Skills - integrated into experience or separate section • Publications - if relevant • Other …

  8. Introduction - 1 Objective Position in public opinion polling or consumer product market research using skills in survey design and statistical analysis. • Targeted to specific contexts • Highlights main strengths esp. those in high demand • Answers: what, where and why

  9. Introduction - 2 Summary • Demonstrated capacity for building collaborative relationships with clients and groups from diverse backgrounds, professions and interests. • 6 years of specialized research, economic analysis and program implementation for interest group and provincial governments including:

  10. Experience - what’s relevant? Innovation Skills Profile (Conference Board of Canada) Manage and Support Others • Encourage individuals and teams to bring forward new ideas for action • Support risk by monitoring and evaluating decisions and actions • Be resilient in the face of setback, mistakes and potential mistakes • Accept failures and learn from them • Recognize and reward risk-taking

  11. Experience - what’s relevant? Skills Specific to Grad Students(UC Davis) • interpret the dynamics of interpersonal relations • test hypotheses for acceptance or rejection against known evidence • perceive parts in relation to whole see pattern • evaluate performance of others • impose structure—create order out of ‘chaos’

  12. Experience - verbs Functional List of Action Words(York University) CommunicationResearch Accomplishments

  13. Translating Between Contexts Experience: when knowledge is relevant • 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. (from University of Pennsylvania)

  14. Translating Between Contexts Experience: when ability is more relevant • 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. (from UPenn Career Services)

  15. Translating Between Contexts Academic • Taught undergraduate courses in XX • Led discussion groups • Assigned readings • Constructed course syllabi and exams in consultation with faculty • Graded and evaluated student work

  16. Translating Between Contexts Non-Academic

  17. Resources for Moving Forward • Your supervisor, program, FGS • University career centre/services websites • Alumni from your program/related areas • University Affairs/Chronicle of Higher Ed. • Congress • Professional associations

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