Changing Your CV to a Resume Career Services University of Pennsylvania

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.

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.

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.

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.

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.

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

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.

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 to schedule an appointment.) DO remember that most employers will only look at your resume for seconds.

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.

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.

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 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.

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.

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.”

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.”

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.

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.