1. “Work” (1852-1865), Ford Madox Brown translating the liberal arts for aspiring professionals James Jeffries Assistant Director, Career Services Wabash College jeffriej@wabash.edu

2. the constant anxiety “You majored in what? What are going to do with that?” “What value does a liberal arts degree have today? You need technical skills.” “You can read Sophocles in Greek, but can you read an expense report?” How do liberal arts students effectively understand and demonstrate their value?

3. an argument “In all fairness, it's no wonder that professors look askance when careers are discussed. Some career courses are little more than strung-together workshops with no academic depth or integration into the curriculum. Such courses promise to teach needed professional skills but instead highlight the lack of real career knowledge provided in the classroom.” -- Katharine S. Brooks, “Close the Gap between Liberal Arts and Career Services,” The Chronicle of Higher Education, November 1, 1999

4. we help cause the anxiety… …in principle. We say students need to: brand themselves market themselves sell themselves …and in practice. We teach students to: build their brands treat their resumes as marketing materials consider themselves as products on an open market This strategy tells students that their skill-development is inadequate. It tells them the aspiration of the liberal arts is not appreciated. What students, after pursuing the education of a free and whole person, want to sell themselves?

5. an alternative the liberal arts language

6. Me: “Realize that your resume presents an argument. It has a thesis, and it has premises you must defend.” Student: “I hadn’t thought of it that way before.”

7. resume workshop Purpose: To land an interview 1. Profiles, objectives, or summaries Summaries do not say enough Objectives are not convincing Profiles present implicit arguments Objective: To obtain a position in finance. Financial Analyst Profile: Well-rounded leader with strong analytical skills. Excellent communicator and collaborator in teams. Ready to contribute as a financial analyst. Summary: Well-rounded leader and analyst Management Trainee Profile: Hands-on leader with a strategic and focused approach. Strong in managing teams through collaborative and creative problems-solving. Seeking position as management trainee.

8. 2. Marketing, Generic, Narrative, or Argumentative Marketing resumes invite confusion Generic resumes drown out details Narrative resumes lead to autobiography resume workshop At their best, each of these resume-types function argumentatively to convince a reader about the qualifications and fit of an applicant. The argumentative resume puts this goal first. Basic Attributes Concise ● Audience-focused ● Implicit argumentative structure ●

9. resume workshop toward a robust job-search Audience Job listing Company research Contacts Profile Premises=key attributes Conclusion=I’m great for this job Resume Content =focused on direct and indirect evidence for premises cover letter interview resume ARGUMENT

10. brainstorm workshop What general advice do you typically give for: Cover letters Interviews Networking Job-search Expressing the value of liberal arts skills SET ONE Questions: Is your advice consistent with the overall mission of your institution? Is your advice consistent with the skills your students already possess? Are there ways to reframe your advice for liberal arts students? SET TWO What strategies do you have for involving employers and faculty in supporting the professional aspirations of liberal arts students? Resources? Industry-specific ideas? Specific examples?

11. final thoughts As much as possible, reconcile advice to the liberal arts skills our students already have Seek to translate the language of marketing, branding, and networking In dealing with employers and recruiters, be an activist for the liberal arts Above all, counsel freedom