Changing Your CV to a

Resume

Career Services
University of Pennsylvania
A Resume is NOT a CV
 A CV is used in  A resume is used in
academic and business, non-profit,
research-oriented job government and other
searches. types of job searches.
 A CV is of flexible  A resume should be 1
length page, 2 pages max.
 A CV is a record of your  A resume is not all-
academic embracing; it should be
accomplishments and targeted to a particular
credentials. 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 215
898-7530 to schedule an appointment.)
 DO remember that most employers will only look at
your resume for 15-30 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
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.
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.