Resources - Successful Interviews for BioE.ppt


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  • Show first bullet and ask participants what they think the underlying question is.
    Then show second bullet.
  • This slide previews the rest of the workshop
  • Mention as a resource for researching companies that the UW is licensed to use. Must use a UW computer or browser (UWICK). Gives company profile, officers, financial info, competitors. Researching Companies Online is good as well.
    Also mention and as company research sites, though they charge a fee for more detailed reports.
    Other web sites on back of handout packet.
    Can also do an articles search on, type in company name in search box.
  • Ask for volunteer. Indicate that the volunteer will not be embarrassed or humiliated and that they will likely find out some good things about themselves and help in demonstrating the strategy to the group.
    Once you get a volunteer. Ask them to come up front and have a seat (arrange chairs in advance). Then ask the group: “What are questions you usually get in the beginning of the interview?” Take some answers – usually “Tell me about yourself.” “Why do you want to work here?” “What is your background?” Validate them all and select the “Tell me about yourself” as the question you will ask the volunteer and begin the interview role play. Follow the Dependable Strengths interview role play process.
    When done ask about the difference between the before and after interviews. Address questions, concerns (ie. “You took over the interview”).
    Thank the volunteer.
    Then review the interview strategy on the following slides.
  • The strategy can also work with other questions like “Why do you want to work here?” “What is your background?” by saying “I want to work here because I believe it would give me the opportunity to utilize my strengths that match with the position. They include _______________,_________,__________. Which would you like to hear about first?”
  • Try to keep responses to around 90 seconds.
  • Address concerns about taking over the interview and who is in control.
    First Bullet - refer to the Dependable Strengths identification exercise in the handout packet (Information About Self from the gold guide). Describe and discuss the exercise briefly. It’s fun if you like to write, may be tedious if you don’t, and it is among the best things one can do in preparing for an interview.
    Encourage students to follow-up with a career counselor after completing the DS exercises in Career Guide.
  • After showing top bullet, ask for ideas/examples of what behavior-based questions are
    Give examples of questions - see sample behavior based questions on STAR handout
    Point them to STAR section of Career Guide
  • After showing top bullet, ask for ideas/examples about what situation questions are
    Give an example of a situational question (i.e. “Let’s say you are working for us and you have been assigned to a team project as the lead person. One member of the team is not producing or pulling their weight. How would you deal with that situation?”)
  • Ask for examples of unexpected interview questions they’ve faced or heard about
    Give examples of unexpected questions (i.e.. What is your philosophy?, How would you describe your sense of humor?, etc.
    For unexpected questions, it is okay to ask for time to think, or to ask for clarification.
    Ask for ideas about what “negative questions” means
    Give examples of negative questions. (“What is your greatest weakness?’’, “Why didn’t you like your last job…your last employer…your education at the UW?”)
  • Technical question example – “How many jelly beans would fit in a Boeing 747?”
    Refer to the illegal questions handout.
  • Discuss and refer to CCS Mock Interview program handout.
    Inform them that they can do an MI with a peer, career counselor, or employer
    Be prepared to address questions about “practicing” in real interviews
    Only interview with companies that are of genuine interest to you
    Prepare adequately for each interview
    Try to do multiple interviews
  • Introduction
  • Explain the pictures if asked?
  • Small copy of the poster to bring to interview
  • What’s involved in each event
  • Stress of performing a long program in front of people, out of memory
  • Refer to example thank-you note in Career Guide
    Encourage students to send brief, appreciative email thank-you letter *immediately* after interview AND follow-up with more detailed letter in the snail mail within 48 hours
    If a group interviews you, try to send thank you notes to each interviewer. If you don’t know the names of each interviewer, send a thank-you letter to the “person in charge”
    Only need to send thank-you notes to people with whom you spent individual time.
  • Mention Job Offer & Salary Negotiations workshops and point them out on the Calendar of Events.
  • Resources - Successful Interviews for BioE.ppt

    1. 1. Successful Interviews for Bioengineers Presented by: Vic Snyder Senior Career Counselor A Unit of the Division of Student Affairs 134 Mary Gates Hall (206) 543-0535
    2. 2. Remember the Silent Question • All questions interviewers ask are really the same question… • “How can you be valuable to me?”
    3. 3. Ways to Show Value & Make an Impression: • Research the company • Understand the position • Know your strengths & value • Talk about your strengths • Learn to answer different types of questions • Practice your interviewing skills • Create an interview portfolio • Send a thank-you letter
    4. 4. Research the Company • Why? – So you can show how you match with company needs • What? – Company mission, core values, management style, culture, growth areas, projects, problems
    5. 5. Research the Company • How? – Company / organization websites – Online resources: /careers  QuickLinks  Web Resources  Company Research – Directories, financial sources and indexes in libraries and Career Centers - Moody’s Industrial Manual, Thomas Register – Annual reports, articles, newspapers, trade journals
    6. 6. Understand the Position • Understanding what the employer is looking for is key to answering interview questions • Print the job description and highlight the “skill” words • If you don’t have a job description, ask questions about it early in the interview… – Is there anything more you can tell me about this position? • When answering interview questions, discuss strengths and experiences that match the job description
    7. 7. Strengths-Based Interview Strategy • Answering the “Silent” question • An interview strategy demonstration
    8. 8. Strengths-Based Interview Strategy • “Tell me about yourself?” – The question we usually get to start the interview. • Gives the first opportunity to answer the silent question.
    9. 9. Strengths-Based Interview Strategy • Keep in mind the job description and your strengths/skills. • Choose three strengths and say: “My strengths include _______, _______, and _______; which of these would you prefer I talk about first?”
    10. 10. Strengths-Based Interview Strategy • The interviewer will choose or let you choose. • Give the best example of when you demonstrated that strength. • Be short and clear - no more than 2 minutes.
    11. 11. Strengths-Based Interview Strategy • Ask: “Is this the kind of information you want? Would you like another example in this skill area or shall I go on to another?” • You will guide the interview so your greatest strengths are clearly communicated. • Complete the worksheets on pages 7-10 in the CCS Career Guide
    12. 12. What Interviewers Look For… • A Strong Academic Record • Skills & Achievements – Extra-curricular activities, achievements, and good experiences are strong evidence to help in understanding the type of person you are • Technical Skills – Essential in some fields, and highly valued in all fields • Also, your ability to… – place problems in a wide but relevant perspective – work efficiently with others in a team – get things done
    13. 13. Answering Questions • Basic Approach – Listen – Think through the answers you could give – Answer briefly and to the point – Use only positive information
    14. 14. Answering Questions • Behavior Based Questions – interviewers believe past actions predict future behavior – think of examples/stories/scenarios – use the STAR Method
    15. 15. Answering Questions • Situational Questions – interviewer describes a situation and asks how you would respond – relate to real situation if possible (keep the STAR method in mind)
    16. 16. Answering Questions • Unexpected Questions – pause - think - respond • Negative Questions – always respond with a positive – talk about what you learned – speak about something unrelated to the job
    17. 17. Answering Questions • Technical Questions – test problem solving and critical thinking skills – indicate how you might arrive at an answer – • Illegal Questions – think of underlying question interviewer might have in mind and address it – ask how it relates to performing the job
    18. 18. Answering Questions • Ethics Questions (Med School Interviews) – May be related to patient care, public health, medical issues, current events (i.e.. religion, abortion, euthanasia, assisted suicide, drug policy…) – Important to have an opinion and be able to defend it – See UW ethics web pages - http://
    19. 19. Questions to Ask • Ask a few questions at end of interview – Questions that show some forethought – Questions that show you’ve done your research – Questions that demonstrate your desire to understand the position… •"What results do you expect to see from somebody in this position?" •"What do you see as the biggest challenge with this position?"
    20. 20. Practice Your Interviewing Skills • Answering interview questions effectively takes practice • Practice out loud by yourself • Have a friend ask you questions • Participate in a Mock Interview at CCS
    21. 21. Utilize Interviewing Resources • Interview Survival Kit – purchase at CCS • Employer panels & Career Prep Event • Mock interview program • Virtual Job Interview – CCS Website
    22. 22. Create an Interview Portfolio • What is it? – A portable file of examples related to your skills and strengths – Its purpose is to show evidence of your strengths, value, and match to employers
    23. 23. Why Should I Create a Portfolio? • The process of creating one allows you to reflect on your strengths so you can better communicate them • Using portfolios in job interviews will: – Help you better describe your strengths and examples – Set you apart from other candidates – Help you get jobs!
    24. 24. How do I start making a Portfolio? – Decide on a format (binder, online, etc.) – Start collecting artifacts that demonstrate the skills you might want to discuss in interviews • Photos, charts, reports, certificates, thank you notes, flyers, diagrams, etc. • See examples on next few pages – For each artifact, create a title and short description – Store artifacts in file box or electronic files
    25. 25. Xinli Hu Education Portfolio
    26. 26. Index • Resume 2 • Lab Experience 4 • NIH Training
    27. 27. XINLI HU EDUCATION University of Washington, Seattle, WA BS Bioengineering, June 2007 GPA: 3.73/4.0 Quarterly Dean’s List Autumn’03 – Autumn’06 (10 Quarters) PROFESSIONAL SKILLS/PERSONAL QUALITIES • Laboratory Rat handling: anesthesia, blood collection, tissue handling, histology, IM/IV/SQ injection, euthanasia. • Familiarity in medical imaging theories and experience in Magnetic Resonance Imaging (MRI) operation; image analysis. • Knowledge in molecular biology laboratory processes: gel electrophoresis, microscopy, transfection, PCR, etc. • Experience in C++, Java, and Matlab programming (1+ year in each). • Fluency in common software packages (MS Word, Excel, PowerPoint, Project, Matlab, etc.) • Excellent written and oral communication skills. • Fluent in oral and written Chinese. Basic conversational Korean. • Creative; enjoy teamwork; quickly adjust to new environment. RESEARCH EXPERIENCES • Undergraduate Research Fellow April 2006 – Present Advisors: Satoshi Minoshima, MD, PhD; Xingde Li, PhD Departments of Bioengineering and Radiology Project description: using contrast-enhanced MRI to track and analyze infection sites in vivo • NIH Trainee in Clinical Research Experience for Engineers (CREE) Summer Program June – September 2006 Advisors: Satoshi Minoshima, MD, PhD; Xingde Li, PhD; Clinical shadowing in University of Washington Medical Center Nuclear Medicine Research in infection imaging using contrast-enhance MRI • Undergraduate Research Assistant, Biomaterials Lab October 2005 – April 2006 Supervisors: Dr. Miqin Zhang Department of Materials Science and Engineering Job responsibilities: Surface chemical modifications for biosensors • Undergraduate Research Assistant, COGENT Lab October 2004 – March 2005
    28. 28. Job responsibilities: Surface chemical modifications for biosensors • Undergraduate Research Assistant, COGENT Lab October 2004 – March 2005 Supervisor: Dr. Howard Chizeck Department of Electrical Engineering Job responsibilities: Design/maintenance of transcription factor database; software development for data entry and import. EXTRA-CURRICULAR ACTIVITIES • UWMC Pre-anesthesia Clinic February 2004 – August 2005 Supervisor: Scott Mossing Job description: Stocking examination room supplies; patient file organization; clerical work; patient data entry; others. • Alpha Epsilon Delta Premedical Honor Society Vice President April 2006 – Present Responsibilities: Conduct bi-weekly chapter meetings; design and conduct medical ethics discussions; conduct mock interviews; organize annual Premed Fairs; lead officer meetings; oversee officers. Member October 2003 – Present • Biomedical Engineering Society (BMES) Vice President, Undergraduate Student Affairs April 2006 – Present Member October 2005 – Present OTHER ACTIVITIES • Piano Studying 1988 – Present • Music Teacher’s National Association (MTNA) Baldwin Piano Competition: Washington State Winner, 2000; Northwest Six-state region 2nd place winner, 2000; • Port Gardener Bay Concerto Competition, 2nd place winner, 2001. • Completion of Level 10 Piano Placement Test (P.R.China) August 1998 • Piano Teaching (private lessons) July 2001-June 2002 SCHOLARSHIPS AND AWARDS • 2003-2005 Washington Promise Scholarship • 2003-2004 Jusilla-Ford Endowed Scholarship
    29. 29. Undergraduate Research – Medical Imaging Through conducting independent research in medical imaging, using MRI and rat models, I gained valuable laboratory skills. Among others, I have mastered the skills in rat handling, including: • Anesthesia • Blood collection • IV/IM/SQ injection • Euthanasia • Histology I have also become familiar with Magnetic Resonance Imaging (MRI) systems, and gained knowledge in the theory, operation, and image analysis procedures of MR.
    30. 30. Clinical Research Experience for Engineers (CREE) was an NIH funded summer undergraduate research training program. I worked on labeling white blood cells for MRI imaging, attended research ethics and communication seminars as well as biomedical research conferences in Boston and Seattle. I also shadowed radiologists at the Nuclear Medicine Department at the UW Medical Center. CREE – National Institute of Health Research Training – Research, Ethics, Clinical Shadowing
    31. 31. Research and Development – Group Project As a class project, our group of six members designed an integrated organ transport system capable of maintaining, monitoring, and reporting organ viability during transportation. • Identify clinical need • Research current state of art* • Design a scientifically, economically, and practically sound device* • Make a reasonable R&D plan with schedule • Present the design product
    32. 32. Leadership in Premedical Honor Society As the Vice President of U of W Alpha Epsilon Delta Premedical Honor Society, I organized a number of events with the joint efforts of my fellow officers. • Medical Ethics Discussions • Annual Premed Fairs • Mock Interviews • Biweekly Chapter Meetings • Volunteering Events
    33. 33. Music, Piano, Art -- I enjoy the company of great music of the classical composers, Broadway musicals, as well as world music. Beginning at age 4, I have engaged in the study of piano performance. In addition to a series of solo/concerto competitions and performances, I have also extended my repertoire to orchestra performance and musical productions. Discussing my performance with teacher and judges after MTNA competition. Washington State winner!
    34. 34. Kim Du Professional Portfolio PHONE (206) 228-4243
    35. 35. Table of Contents I believe that it is every person’s responsibility to contribute to the world, whether it be through the arts, humanities, sciences, etc. I want to make my mark by improving healthcare through development of new and better medical tools. Education……….......… .p. 3 Laboratory Experience.p. 4-6 Public speaking……......p. 6-7 Team work………..……….p. 8-9 Commitment & Design..p. 9 Leadership………….…...…p. 10 Why I Fit.……………......…p. 11
    36. 36. Education B.S. – Bioengineering, expected June 2007 Minor – Chinese University of Washington Seattle, WA Grade point average: 3.52/4.00 Dean’s List: 7 Quarters Relevant Coursework: Chemistry: General Chemistry, Organic Chemistry, Biochemistry, and Thermodynamics Math: Calculus, Differential Equations, Matrix Algebra, and Statistics Physics: Mechanics, Electromagnetic and Oscillatory Motions, and Waves Biology: General Biology, Physiology, Transports, Stem Cells, and Human Sexuality Engineering: Computer Programming, Electrical & Biomedical Instrumentations, System Analysis, Signal Processing, Molecular, Biomaterials, and BioMEMS
    37. 37. Research Experience Since joining Professor Zhang’s research team in Jan 2005, I have graduated from strictly following protocols, to presently planning my own experiments and occasionally training new students.
    38. 38. Experimental Design Aqueous Coprecipitation PEG-chitosan Surfactant PEG Surfactant Organic Decomposition High Temperature Coprecipitation TEG Shell with Amine Groups Surface Modification through Silane Chemistry
    39. 39. 1 Department of Bioengineering, University of Washington, Seattle, WA 98195 3 Department of Materials Science & Engineering, University of Washington, Seattle, WA 98195 Synthesis of Poly(ethyleneglycol) Coated Iron Oxide Nanoparticles for Cancer Imaging Kim Du1 , Conroy Sun2 , Miqin Zhang2 Abstract Experimental methods Conclusions Figure 2: Hydrodynamic size of iron oxide nanoparticles taken by DLS. The diameter was found to decrease by increasing PEG concentration present during synthesis. Iron oxide nanoparticles have been examined extensively for biomedical applications, especially in cancer diagnosis and therapy. The superparamagnetic property of this material has been exploited in the development of contrast enhancement media for MR imaging. Such nanoparticle-based contrast agents have the potential to improve tumor detection and delineation by altering the signal intensity of lesions in comparison to surrounding tissue. Nanoparticles administered intravenously can accumulate in diseased tissue through the enhanced permeation and retention (EPR) effect. A significant obstacle to such passive targeting is the clearance of these nanoparticles from the bloodstream by the reticuloendothelial system. Polymeric coatings on the nanoparticle can improve their biocompatibility and blood circulation time. In addition, smaller and highly dispersed particles have been shown to decrease detection by the immune system. In this study, magnetite (Fe3O4) nanoparticles are synthesized in the presence of polyethylene glycerol (PEG) to both reduce nanoparticle size and provide a non-fouling coating. PEG is physically adsorbed to particle surface after nucleation preventing further particle growth and agglomeration. Nanoparticles synthesized by this method were characterized by X-ray diffraction (XRD) to determine their composition and crystal structure. The size and morphology of the nanoparticles was determined through transmission election microscopy (TEM) and dynamic light scattering (DLS). The presence of PEG on the nanoparticle surface was confirmed by Fourier transform infrared (FTIR) spectroscopy. Further, an in vitro assay was performed to examine the efficacy of the PEG coating to reduce nanoparticle uptake by macrophage cells. Inductively coupled plasma (ICP) atomic emission spectroscopy results show that nanoparticle uptake by macrophages was reduced due the presence of PEG on the nanoparticle surface. Figure 1: Nanoparticle synthesis device schematic Acknowledgements Figure 5: FTIR showing that PEG is bound to particle surfaces before it can be removed by treatment with nitric acid ♦UWEB ♦ NIH/NCI UIP Grant (NO1-CO37122) ♦Narayan Bhattarai♦Jonathan Gunn♦Joy Louie♦Omid Veiseh Results 20 30 40 50 60 70 80 0 20 40 60 80 100 120 620 533 440 511 422 400 311 220 Intensity(a.u.) 2 theta (degrees) 100 1000 -2 0 2 4 6 8 10 12 14 16 Intensity(%) Diameter (nm) Control 20% PEG 40% PEG 60% PEG Figure 3: X-ray diffraction pattern of PEG coated iron oxide nanoparticles. As-synthesized nanoparticles were found to have an inverse spinel crystal structure and composition of magnetite (Fe3O4). Figure 4: Monodispersed particles synthesized in 40wt% PEG taken by TEM • The size of the particles synthesized appeared to decrease with increasing PEG concentrations. 60wt% PEG yielded the smallest particles with a hydrodynamic diameter of 36.58nm with PDI of 0.151. • The size of individual dry particles taken by TEM was found to range from 5 to 10nm. • The composition of nanoparticle was determined to be Fe3O4 by XRD. • FTIR of the as-synthesized nanoparticles confirmed the presence of PEG on particle surfaces. • PEG coating was found to reduce nanoparticle uptake by macrophages. 4000 3500 3000 2500 2000 1500 1000 500 Transmitance(a.u.) Wavenumber (nm) Fe3O4 Fe3O4 PEG Acid Treated FE3O4 PEG Fe-O-Fe C-H O-H Future Work Use a di-acid PEG as surfactant in order to provide particle surfaces with functional groups in order to attach fluorescence, targeting, and drug molecules. 0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 Cells with PEG Coated Nanoparticles IronUptakebyMacrophage Cells(picograms/cell) Cells Only Cells with Bare Nanoparticles Figure 6: Concentration of iron present in macrophage cells shows lower uptake of PEG coated particles than bare particles
    40. 40. Public Speaking I am comfortable talking in front of an audience; whether it be one-on-one or with a class. Tutoring grade school students, answering questions about my research during poster sessions, and presenting class and research projects have prepared me well for public speaking.
    41. 41. Team Work Through numerous collaborations with classmates in lab work and projects, I learned that teamwork is about listening to others, keeping an open mind, and most importantly doing my best for the benefit of the group even if I have to go beyond my own responsibilities.
    42. 42. Leadership As BMES Vice-President, I assist in the administration from club restructure, budget planning, event organization, and substituting for absent officers. In full-filling all these roles, I learned that in order to be a good leader a person needs to be a good organizer, motivator, and supporter.
    43. 43. Why I am a good fit for research and development… • Proficient research experience • Ability to independently learn • Strong commitment • Great eye for aesthetics • Good team player • Leader and follower
    44. 44. Using the Portfolio in Interviews • Review job description for key skills • Choose 5-10 strengths and artifacts • Create a targeted portfolio for each interview • Include title page and table of contents • When discussing a strength, show your proof! • Leave portfolio for review; pick it up later
    45. 45. How Can I Learn More About Portfolios? – Download our Portfolio Basics Workshop slides http:// – Check out http:// – Meet with a counselor individually – Participate in a mock interview
    46. 46. Send a Thank-You Letter • Sending a thank-you letter allows you to: – Express appreciation – Demonstrate professionalism – Demonstrate your writing skills – Restate your interest, skills, and match – Address issue you forgot or want to emphasize – Stand out from the crowd
    47. 47. Send a Thank-You Letter • Thank-you letters should be: – Short, sincere, positive – Sent within 48 hours of your interview – Addressed to each interviewer – Signed
    48. 48. Summary • Research the company • Understand the position • Know / speak about your strengths and value • Prepare for different types of questions • Practice, Practice, Practice! • Create a portfolio • Send a thank-you letter • - click on Interview Prep
    49. 49. Successful Interviews A Unit of the Division of Student Life 134 Mary Gates Hall, Box 352810 (206) 543-0535