The document provides advice to students on how to leverage their international experiences to help get the jobs they want, including discussing what skills employers seek, examples of how to highlight relevant experiences from studying abroad in resumes and cover letters, and tips for preparing to discuss international experiences in job interviews. The document also provides sample resume and cover letter content, common interview questions, and advice on developing answers to showcase one's global competence gained from international experiences.
2015 Legislation enacted world language proficiency certificates and bilingual and multilingual seals to provide ALL Minnesota students the opportunity to earn college credits. What are they? How are they awarded? How can you prepare and support your students? This presentation aims to answer these and other participant questions.
Seeing and Reading the City (Charitos & Welsh, GLoCALL 2015)ColumbiaLRC
This document discusses using linguistic landscapes and reading signs in cities as a teaching method. It defines linguistic landscapes as the language used in public signs and describes cities as ideal environments to study how languages are presented in public spaces. The document proposes activities for language students to collect signage data, analyze patterns, and discuss how signs construct space and identity. It suggests students can develop research questions and test hypotheses about language use. Finally, it describes a proposed online platform for students to upload and organize photos of signs from different locations and languages.
This document discusses the benefits of studying languages when English is widely spoken. It provides six good reasons for studying languages: it can help you get a job, provides exciting opportunities, allows you to travel, helps you meet new people, exposes you to new cultures, and helps you learn more about yourself. It then explores each of these benefits in more detail with examples and research findings. For instance, it discusses how language skills are valuable for employment, especially in fields like business, and how study abroad programs allow students to gain international experience. Overall, the document advocates that studying languages provides maximum career prospects, experiences, choices and enjoyment.
The document summarizes an article about the role of translators in international business and the challenges of translating between cultures and languages. It discusses key concepts like language barriers and untranslatable words. Through a case study of translating the Farsi word "tarouf", it finds that translators deal with untranslatable words through repetition, analogy, or explanation of cultural concepts. However, lack of accurate translation and understanding of cultural issues can create challenges for international business communication. The implications are that international managers would benefit from understanding culture-specific concepts and how to address gaps in translation.
This study examines the decision-making process of Black and White students regarding study abroad participation. The researcher administered online questionnaires to 506 students and conducted follow-up interviews with 35 students. Questionnaire responses were coded and organized into categories of participation and factors relevant at different decision points. Interview responses revealed differences in how Black and White students view the importance of finances. While both saw cost as an issue, their explanations of what is "too expensive" and how finances shaped their decisions varied along racial lines, with White students generally having greater access to financial resources. The researcher aims to understand similarities and differences in the decision-making pathways of participants, non-participants, and Black and White students regarding study abroad.
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
This document provides the program schedule and descriptions for the TOMODACHI Daiwa House Student Leadership Conference II on U.S.-Japan relations in the South from April 8-10, 2016 in Dallas, Texas. The schedule outlines the various sessions to be held over the 3 day conference, including sessions on the U.S.-Japan relationship, Japanese investments in Texas, building global careers, effective communication skills, and responses to the 2011 Japanese earthquake. The document also provides short biographies of the speakers and organizers involved in the conference.
Hello Everyone,
This is our presentation if you wish to study abroad and are looking to choose us as your partner for your future.
We are also looking for some affiliates, if anyone wishes to join, please visit our website for further details: www.raneconsultancyuk.com
Cheers,
Rohan
2015 Legislation enacted world language proficiency certificates and bilingual and multilingual seals to provide ALL Minnesota students the opportunity to earn college credits. What are they? How are they awarded? How can you prepare and support your students? This presentation aims to answer these and other participant questions.
Seeing and Reading the City (Charitos & Welsh, GLoCALL 2015)ColumbiaLRC
This document discusses using linguistic landscapes and reading signs in cities as a teaching method. It defines linguistic landscapes as the language used in public signs and describes cities as ideal environments to study how languages are presented in public spaces. The document proposes activities for language students to collect signage data, analyze patterns, and discuss how signs construct space and identity. It suggests students can develop research questions and test hypotheses about language use. Finally, it describes a proposed online platform for students to upload and organize photos of signs from different locations and languages.
This document discusses the benefits of studying languages when English is widely spoken. It provides six good reasons for studying languages: it can help you get a job, provides exciting opportunities, allows you to travel, helps you meet new people, exposes you to new cultures, and helps you learn more about yourself. It then explores each of these benefits in more detail with examples and research findings. For instance, it discusses how language skills are valuable for employment, especially in fields like business, and how study abroad programs allow students to gain international experience. Overall, the document advocates that studying languages provides maximum career prospects, experiences, choices and enjoyment.
The document summarizes an article about the role of translators in international business and the challenges of translating between cultures and languages. It discusses key concepts like language barriers and untranslatable words. Through a case study of translating the Farsi word "tarouf", it finds that translators deal with untranslatable words through repetition, analogy, or explanation of cultural concepts. However, lack of accurate translation and understanding of cultural issues can create challenges for international business communication. The implications are that international managers would benefit from understanding culture-specific concepts and how to address gaps in translation.
This study examines the decision-making process of Black and White students regarding study abroad participation. The researcher administered online questionnaires to 506 students and conducted follow-up interviews with 35 students. Questionnaire responses were coded and organized into categories of participation and factors relevant at different decision points. Interview responses revealed differences in how Black and White students view the importance of finances. While both saw cost as an issue, their explanations of what is "too expensive" and how finances shaped their decisions varied along racial lines, with White students generally having greater access to financial resources. The researcher aims to understand similarities and differences in the decision-making pathways of participants, non-participants, and Black and White students regarding study abroad.
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
This document provides the program schedule and descriptions for the TOMODACHI Daiwa House Student Leadership Conference II on U.S.-Japan relations in the South from April 8-10, 2016 in Dallas, Texas. The schedule outlines the various sessions to be held over the 3 day conference, including sessions on the U.S.-Japan relationship, Japanese investments in Texas, building global careers, effective communication skills, and responses to the 2011 Japanese earthquake. The document also provides short biographies of the speakers and organizers involved in the conference.
Hello Everyone,
This is our presentation if you wish to study abroad and are looking to choose us as your partner for your future.
We are also looking for some affiliates, if anyone wishes to join, please visit our website for further details: www.raneconsultancyuk.com
Cheers,
Rohan
This document discusses professional development for English language teachers. It begins by listing references on the topic, including books by Foord and Richards. It then discusses areas of professional development like skills, knowledge, awareness, and attitude. Strategies for development include self-reflection, getting feedback from students and colleagues, and trying new techniques. Development can occur through experience, making changes intentionally, or as a result of outside factors. The document outlines a five circle model of development involving the individual teacher, their students, colleagues, school, and profession. It provides many specific examples of activities teachers can do for professional growth.
Rotary Peace Centers staff provide you with tips on what to include in your resume and how to write an ideal essay for the 2016 application. During the webinar you will be shown examples of what successful essays and resumes look like and will be given advice on how to submit the best application possible. View the recording: https://vimeo.com/125070337
Sub Products of Global Citizen and EP Profiles in AIESEC Czech Rep.Šárka Skopalová
The document describes a Global Citizen program that provides international volunteering experiences. The program allows young people to develop themselves while working on projects with social impact in another country for 6-8 weeks. Some key benefits of the program include developing leadership, communication, networking, and entrepreneurial skills. Participants must pay registration and travel fees, while accommodation is usually covered. The program seeks self-aware, motivated, culturally sensitive, and communicative participants.
The document then outlines several sub-programs within Global Citizen, including Cultural, Entrepreneur, and Languages. The Cultural program aims to spread cultural understanding through work with schools and organizations. The Entrepreneur program develops skills like management and workshop facilitation. The Languages
This document outlines the agenda for a professional development workshop on English language teaching delivered by the University of New Brunswick English Language Programme. The workshop will cover 7 segments exploring key aspects of language teaching like language proficiency, pronunciation, grammar, writing, and self-assessment. It will discuss principles like creating automaticity and opportunities for students to experiment with the language. The workshop aims to help teachers understand how students progress in their language skills and find resources to support their teaching.
Every year, Vince provides pro bono resume and interview support to graduates of the Japan Exchange and Teaching (JET) Program who will return to North America after serving as teachers and cross-cultural advisors to local Japanese municipalities and school systems.
Marketing international experience packet commexfxreview
Studying abroad provides opportunities to develop valuable skills that are attractive to employers. It exposes students to new cultures and ways of thinking which fosters growth in areas like cross-cultural communication, adaptability, independence, and global understanding. However, the value of these international experiences is not always obvious to employers. To market study abroad experiences effectively, students should consider how the skills they gained apply to specific jobs or industries and provide concrete examples that demonstrate competencies like overcoming communication barriers, navigating unfamiliar situations, or applying knowledge in new contexts. Highlighting international experiences through resumes, cover letters, interviews, and statements requires connecting experiences abroad directly to future roles and responsibilities.
Ms. Amy Maki, Founder and President of A.O. Maki & Associates, L.L.C., covers both verbal and written communication, common communication pitfalls, and non-verbal communication.
understanding me understanding you University of South Carolinakelvinirawan5
Sejatinya, tes MBTI adalah sebuah eksperimen yang digunakan untuk mengidentifikasi kepribadian, potensi, dan preferensi seseorang. Tidak ada kepribadian yang dinilai lebih baik atau terbaik dibandingkan kepribadian lainnya
• ntercultural Activity Presentation Final SubmissionResourc.docxhopeaustin33688
•
ntercultural
Activity Presentation Final Submission
Resources
•
Intercultural Activity Presentation Final Submission Scoring Guide
.
•
Writing Feedback Tool
.
•
APA Style and Format
.
•
Using Adobe Connect
.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 3:
Demonstrate knowledge, skills, and attitudes to increase intercultural competence.
•
Compare differing cultures.
•
Discuss the potential impact cultural differences have on communication efforts.
•
Competency 4:
Analyze how nonverbal communication (body language) influences intercultural communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Competency 5:
Communicate effectively in a variety of formats and contexts.
•
Integrate cross-cultural experiences with course material.
•
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Instructions
This is the second part of your course project. For this assignment, create a 5–7 minute Adobe Connect video presentation with a visual component (PowerPoint) in which you narrate and describe an intercultural activity and experience. Complete the following for your presentation:
•
Engage in an intercultural activity or activities with a culture other than your own. You may focus on the same culture you investigated for your Unit 9 paper or choose one that is new to you; however, you must choose a different culture than the one from whom you interviewed someone in Unit 5. Some suggestions for activities to engage in include:
•
Eating at an ethnic restaurant.
•
Visiting a courthouse, jail, military installation, school, retirement home, and other ethnically-diverse institution.
•
Visiting a part of town that is culturally different.
•
Visiting or attending a service of another world religion.
•
Attending a celebration or an ethnically diverse craft fair.
•
Going to a shop that is associated with a particular ethnic group.
•
Visiting a school that teaches ESL (English as a Second Language) or ELL (English Language Learners).
•
Visiting an international student organization at a college or university.
•
Visiting or socializing with people from other cultures.
•
To add perspective and context to your presentation, gather resources such as informal interviews with people from the respective culture, corresponding text readings and articles, Web sites, and media presentations.
•
In your presentation, specifically address the following, using examples and illustrations from your intercultural experience(s) and the resources you collected:
•
Compare the culture you engaged in with your own.
•
Discuss the potential impact cultural differences have on communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Summarize your thoughts, questions, and viewpoints regarding your experience.
•
.
Graduate School Personal Statements: Purpose, Strategies, UtililtySpelman College
This presentation helps upperclassman with writing personal statements, but refreshes experienced writers about narration. Anyone reflecting and writing about their professional experiences could benefit from this presentation, even those writing letters of application.
This document provides guidance on writing a great resume. It emphasizes focusing the resume on achievements relevant to the target position, using a consistent and easy-to-read layout, and keeping it to one page for current students. Recruiters spend an average of 10 seconds reviewing each resume, so applicants should think about what makes them unique and market themselves accordingly. The document also provides examples of how to structure different sections of a resume such as education, experience, skills, and involvement. Students are advised to have their resume reviewed at the Amica Center for Career Education for feedback and assistance.
The document discusses LinguaFolio, a tool for language learning and self-assessment. LinguaFolio allows students to set goals, track their progress, and reflect on their cultural experiences. It contains sections for work samples, language biography, and passport. Teachers are encouraged to integrate LinguaFolio by posting daily learning goals and providing opportunities for student self-assessment and use of the target language.
This document summarizes a learning workshop on motivation and attitude. It provides students' LASSI (Learning and Study Strategies Inventory) scores to help them understand their strengths and weaknesses in different learning areas. It also shares advice from senior students on their university experiences and tips for success. The workshop aims to help students improve their motivation, attitude, and learning skills.
The document provides guidance for students on writing an effective personal statement for college applications, including identifying key skills, providing examples to demonstrate skills, and beginning to plan and draft their own personal statement by considering what to include about their subjects, college choice, extracurricular activities, interests, goals and examples of skills. It also discusses common mistakes to avoid and has students practice interview skills through a role play activity.
This document summarizes Vince Ricci's presentation on how to secure a Fulbright Fellowship. It provides tips on developing a strong statement of grant purpose describing the proposed research project, as well as an impactful personal statement. It emphasizes starting early, getting feedback from non-specialists, and demonstrating how one's background prepares them to execute their Fulbright plans. Additional resources and next steps are provided, including researching the host country's program, drafting documents with the interview in mind, and enjoying the process.
Content Focused Language Instruction 2015Brent Jones
This document outlines the content-focused language instruction program at Konan University. It discusses the goals of developing internationally-minded, critical thinking students with practical English skills. Required courses cover topics like global challenges, American studies, and business communication. Electives include regional studies, literature, and business skills. The program emphasizes using content areas like society & culture, business, environment, and government as frameworks for language learning. It explores approaches like content-based instruction, task-based learning, and genre writing to integrate language and content learning. Challenges and areas for improvement are also addressed.
This document provides tips for writing a great resume. It advises focusing the resume on achievements relevant to the target position and ensuring it is error-free and consistently formatted. Recruiters typically spend 10 seconds reviewing each resume, so it is important to stand out by highlighting what makes you unique and including keywords relevant to the position. The document also provides examples of how to format sections of a resume such as contact information, education, experience, and skills. It recommends getting feedback and multiple drafts to create an effective resume.
This document discusses professional development for English language teachers. It begins by listing references on the topic, including books by Foord and Richards. It then discusses areas of professional development like skills, knowledge, awareness, and attitude. Strategies for development include self-reflection, getting feedback from students and colleagues, and trying new techniques. Development can occur through experience, making changes intentionally, or as a result of outside factors. The document outlines a five circle model of development involving the individual teacher, their students, colleagues, school, and profession. It provides many specific examples of activities teachers can do for professional growth.
Rotary Peace Centers staff provide you with tips on what to include in your resume and how to write an ideal essay for the 2016 application. During the webinar you will be shown examples of what successful essays and resumes look like and will be given advice on how to submit the best application possible. View the recording: https://vimeo.com/125070337
Sub Products of Global Citizen and EP Profiles in AIESEC Czech Rep.Šárka Skopalová
The document describes a Global Citizen program that provides international volunteering experiences. The program allows young people to develop themselves while working on projects with social impact in another country for 6-8 weeks. Some key benefits of the program include developing leadership, communication, networking, and entrepreneurial skills. Participants must pay registration and travel fees, while accommodation is usually covered. The program seeks self-aware, motivated, culturally sensitive, and communicative participants.
The document then outlines several sub-programs within Global Citizen, including Cultural, Entrepreneur, and Languages. The Cultural program aims to spread cultural understanding through work with schools and organizations. The Entrepreneur program develops skills like management and workshop facilitation. The Languages
This document outlines the agenda for a professional development workshop on English language teaching delivered by the University of New Brunswick English Language Programme. The workshop will cover 7 segments exploring key aspects of language teaching like language proficiency, pronunciation, grammar, writing, and self-assessment. It will discuss principles like creating automaticity and opportunities for students to experiment with the language. The workshop aims to help teachers understand how students progress in their language skills and find resources to support their teaching.
Every year, Vince provides pro bono resume and interview support to graduates of the Japan Exchange and Teaching (JET) Program who will return to North America after serving as teachers and cross-cultural advisors to local Japanese municipalities and school systems.
Marketing international experience packet commexfxreview
Studying abroad provides opportunities to develop valuable skills that are attractive to employers. It exposes students to new cultures and ways of thinking which fosters growth in areas like cross-cultural communication, adaptability, independence, and global understanding. However, the value of these international experiences is not always obvious to employers. To market study abroad experiences effectively, students should consider how the skills they gained apply to specific jobs or industries and provide concrete examples that demonstrate competencies like overcoming communication barriers, navigating unfamiliar situations, or applying knowledge in new contexts. Highlighting international experiences through resumes, cover letters, interviews, and statements requires connecting experiences abroad directly to future roles and responsibilities.
Ms. Amy Maki, Founder and President of A.O. Maki & Associates, L.L.C., covers both verbal and written communication, common communication pitfalls, and non-verbal communication.
understanding me understanding you University of South Carolinakelvinirawan5
Sejatinya, tes MBTI adalah sebuah eksperimen yang digunakan untuk mengidentifikasi kepribadian, potensi, dan preferensi seseorang. Tidak ada kepribadian yang dinilai lebih baik atau terbaik dibandingkan kepribadian lainnya
• ntercultural Activity Presentation Final SubmissionResourc.docxhopeaustin33688
•
ntercultural
Activity Presentation Final Submission
Resources
•
Intercultural Activity Presentation Final Submission Scoring Guide
.
•
Writing Feedback Tool
.
•
APA Style and Format
.
•
Using Adobe Connect
.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 3:
Demonstrate knowledge, skills, and attitudes to increase intercultural competence.
•
Compare differing cultures.
•
Discuss the potential impact cultural differences have on communication efforts.
•
Competency 4:
Analyze how nonverbal communication (body language) influences intercultural communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Competency 5:
Communicate effectively in a variety of formats and contexts.
•
Integrate cross-cultural experiences with course material.
•
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Instructions
This is the second part of your course project. For this assignment, create a 5–7 minute Adobe Connect video presentation with a visual component (PowerPoint) in which you narrate and describe an intercultural activity and experience. Complete the following for your presentation:
•
Engage in an intercultural activity or activities with a culture other than your own. You may focus on the same culture you investigated for your Unit 9 paper or choose one that is new to you; however, you must choose a different culture than the one from whom you interviewed someone in Unit 5. Some suggestions for activities to engage in include:
•
Eating at an ethnic restaurant.
•
Visiting a courthouse, jail, military installation, school, retirement home, and other ethnically-diverse institution.
•
Visiting a part of town that is culturally different.
•
Visiting or attending a service of another world religion.
•
Attending a celebration or an ethnically diverse craft fair.
•
Going to a shop that is associated with a particular ethnic group.
•
Visiting a school that teaches ESL (English as a Second Language) or ELL (English Language Learners).
•
Visiting an international student organization at a college or university.
•
Visiting or socializing with people from other cultures.
•
To add perspective and context to your presentation, gather resources such as informal interviews with people from the respective culture, corresponding text readings and articles, Web sites, and media presentations.
•
In your presentation, specifically address the following, using examples and illustrations from your intercultural experience(s) and the resources you collected:
•
Compare the culture you engaged in with your own.
•
Discuss the potential impact cultural differences have on communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Summarize your thoughts, questions, and viewpoints regarding your experience.
•
.
Graduate School Personal Statements: Purpose, Strategies, UtililtySpelman College
This presentation helps upperclassman with writing personal statements, but refreshes experienced writers about narration. Anyone reflecting and writing about their professional experiences could benefit from this presentation, even those writing letters of application.
This document provides guidance on writing a great resume. It emphasizes focusing the resume on achievements relevant to the target position, using a consistent and easy-to-read layout, and keeping it to one page for current students. Recruiters spend an average of 10 seconds reviewing each resume, so applicants should think about what makes them unique and market themselves accordingly. The document also provides examples of how to structure different sections of a resume such as education, experience, skills, and involvement. Students are advised to have their resume reviewed at the Amica Center for Career Education for feedback and assistance.
The document discusses LinguaFolio, a tool for language learning and self-assessment. LinguaFolio allows students to set goals, track their progress, and reflect on their cultural experiences. It contains sections for work samples, language biography, and passport. Teachers are encouraged to integrate LinguaFolio by posting daily learning goals and providing opportunities for student self-assessment and use of the target language.
This document summarizes a learning workshop on motivation and attitude. It provides students' LASSI (Learning and Study Strategies Inventory) scores to help them understand their strengths and weaknesses in different learning areas. It also shares advice from senior students on their university experiences and tips for success. The workshop aims to help students improve their motivation, attitude, and learning skills.
The document provides guidance for students on writing an effective personal statement for college applications, including identifying key skills, providing examples to demonstrate skills, and beginning to plan and draft their own personal statement by considering what to include about their subjects, college choice, extracurricular activities, interests, goals and examples of skills. It also discusses common mistakes to avoid and has students practice interview skills through a role play activity.
This document summarizes Vince Ricci's presentation on how to secure a Fulbright Fellowship. It provides tips on developing a strong statement of grant purpose describing the proposed research project, as well as an impactful personal statement. It emphasizes starting early, getting feedback from non-specialists, and demonstrating how one's background prepares them to execute their Fulbright plans. Additional resources and next steps are provided, including researching the host country's program, drafting documents with the interview in mind, and enjoying the process.
Content Focused Language Instruction 2015Brent Jones
This document outlines the content-focused language instruction program at Konan University. It discusses the goals of developing internationally-minded, critical thinking students with practical English skills. Required courses cover topics like global challenges, American studies, and business communication. Electives include regional studies, literature, and business skills. The program emphasizes using content areas like society & culture, business, environment, and government as frameworks for language learning. It explores approaches like content-based instruction, task-based learning, and genre writing to integrate language and content learning. Challenges and areas for improvement are also addressed.
This document provides tips for writing a great resume. It advises focusing the resume on achievements relevant to the target position and ensuring it is error-free and consistently formatted. Recruiters typically spend 10 seconds reviewing each resume, so it is important to stand out by highlighting what makes you unique and including keywords relevant to the position. The document also provides examples of how to format sections of a resume such as contact information, education, experience, and skills. It recommends getting feedback and multiple drafts to create an effective resume.
2. TODAY’s TASK
•What employers want
•What you’ve got
•How to show ‘em
the resume
the cover letter
the interview
3. Who am I?
• Graduate Intern@ OIE
• PhD Candidate in Sociology at UW-Madison
• Maryland native
• Japanese speaker
• Liberal Arts College graduate: Sociology and Psychology
International Education Experience
• JET Program, Kawasaki City, Kanagawa-ken
• Corporate English Instructor, Tokyo, Japan
• Embassy of Japan, Washington D.C.
• Consultant, Youth for Understanding U.S.A.
• National Cherry Blossom Festival Goodwill Ambassador,
Washington, DC
4. Who are you?
• Major
• Where are you from?
• What do you hope to get out of this session?
• What is your international experience?
• What kind of jobs/educational opportunities are
you considering?
• Name one (1) thing you’ve learned through your
international experience.
5. WHAT EMPLOYERS WANT
• Graduates who:
possess both broad and in-depth skills and
knowledge
can apply college learning in real-world settings
(think Liberal Arts in Practice)
have developed a measure of ability to conduct
research and develop evidence-based analysis.
Hart Research Associates, Raising the Bar: Employers’Views on College Learning in the Wake of the Economic Downturn.
January 20, 2010
6. Employer Expectations
Asking employees to:
take on more responsibilities and to use a broader range of skills
work harder to coordinate with other departments than in the
past
face more complex challenges than in the past
possess higher levels of learning and knowledge today than in
the past
Employers see a positive benefit in education innovations
that foster active learning and research skills… like
study abroad!
7. WHAT JOBS CAN I DO?
Public Sector Private Sector
- U.S Government - Law
- State Government - Media
- Foreign Government - Banking & Finance
- International Groups - Consulting
Nonprofit Sector Continuing Education
- Education - Business School
- Research Organizations - Law School
- Public Interest - Medical School
- Private Volunteer Groups - Graduate School
8. Where do I begin?
• Brainstorm:
What is your international experience?
International Student
Study Abroad
International Travel
International Internship
What skills have you gained from the experience?
Transferrable skills
Figure out how you might want to break out the sections
• Organize a Resume
• Write a Cover letter
• **STAND OUT** in the Interview
9. Skills Development
• Did you become proficient in a language?
• Did you complete projects within a
multicultural student environment?
• Did you meet professionals in your field
while abroad?
• Did you work or volunteer in your field?
• Did you gain research experience through
conducting an independent study project?
10. SKILLS LIST
• Communication skills (including
listening and overcoming
language barriers)
• Foreign language skills
• Global point of view,
appreciation of diversity,
tolerance, cultural awareness,
and sensitivity to customs and
cultural differences
• Flexibility and adaptability
• Motivation and initiative
• Organizational and time-
management skills
• Ability to identify, set, and
achieve goals
• General travel and navigational
skills
• Problem-solving and crisis-
management skills
• Patience
• Independence, self-reliance, and
responsibility
• Perseverance
• Inquisitiveness
• Assertiveness
• Commitment
• Drive
• Appreciation for Diversity &
Culture
• Flexibility
• Problem Solving
Adapted from
http://www.willamette.edu/dept/oie/abroad/alumni/marketing/index.html
11. What info is relevant?
•What information is relevant to include
in the resume. Why?
Location
Program information – may include a short
description
Research/Field study/Internship
Length of time
Current language skill level
Courses taken and grades* (optional)
12. Resume Examples (cont’d)
Education
BELOIT COLLEGE, Beloit, WI
Bachelor of Arts Degree in Political Science, May 2012
Minor: Sociology
GPA 3.4/4.0; GPA in Major 3.3/4.0
AKITA UNIVERSITY, AKITA CITY, JAPAN
Studied Japanese language and Global Studies courses, focusing on the challenges to
economic development facilitated by the aging population in Japan.
Gained conversational and semi-professional proficiency in Japanese
BELOIT COLLEGE, Beloit, WI
Studied economics with a focus in international business and trade. Developed
analytical, project development and presentation skills through coursework and
independent research projects. Examined the Korean consumer market as an
independent research project
13. Resume Examples (cont’d)
Relevant Experience
January 2011 THE WOMEN’S DEVELOPMENT COALITION, Freeman’s
Township, South Africa
Independent Research Project
Completed and analyzed ten (10) in-depth interviews with
coalition activists about post-apartheid gender inequality. This
resulted in a presentation at the Beloit College International
Symposium (Fall 2011).
Summer 2012 The Wisconsin Union Outreach Association
Intern
Analyzed surveys completed by local unions to improve
communication and organization among state union members.
Used Spanish language skills to develop verbal and written
protocols for reaching out to Spanish speaking union
constituencies.
14. RELEVANT EXPERIENCE
2009 ENGLISH TEACHING INTERNSHIP AT
THE MIDDLE SCHOOL COLLÈGE MALIFEU,
Rennes, France
English Teaching Assistant
Taught three classes per week (Social Studies and Literature
for students who live in Anglo-French speaking homes
and General English for students of an intermediate level).
Planned and developed activities and worksheets, experience
leading class under observation.
Communicated with the teachers and discuss how to
organize classroom activities, lesson plans, and
worksheets.
Attended class weekly at the University of Haute Bretagne
about English teaching pedagogy (in conjunction with the
field work)
15. LANGUAGES
ENGLISH: NATIVE
RUSSIAN: FLUENT
Reading, writing, speaking, and aural comprehension: professional/academic
fluency.
FRENCH: FLUENT
Reading, writing, and aural comprehension: professional/academic fluency.
Speaking: near professional fluency.
-----------
Japanese – Intermediate Level Proficiency in writing and speaking; English –
Native
-----------
Levels: Intermediate/near-fluent/fluent/native + language.
Example: Near-fluent Spanish
16. Cover Letter
• Build a connection between your background
and the company’s needs.
• Emphasize your strongest attributes
• Include any directly-related experience
17. Cover Letter
• “My experience living in Ecuador has enhance my ability
to communicate and interact effectively with the local
Latino population this position has the opportunity to
work closely with.”
• “Working in cross-cultural teams in the international city
of London has given me insight into the communication
styles and adaptability necessary in this type of position.”
• “I am writing to inquire about the summer environmental
education internship that was advertised on the Eagle
Bluff website. Having spent the last three summers
enjoying similar work in the U.S. and abroad, I am very
interested in learning more about the position.”
18. Typical Interview Questions
• Tell me about yourself.
• Describe a time when you took a leadership role.
• What are some challenges you encountered during your
international experience?
• Why do you want this position?
• Describe a time when you had to work in a group and the
members of the group had different priorities and work
ethic. How did you solve these issues?
19. The Interview
• Prepare answers to potential questions
S = Situation Describe the situation
A = Action Describe the action you
took and why
R = Result Describe the results of
your actions
•Develop a Stock of Career Stories
• Write an Elevator Pitch
20. Continue Building Global
Competence
• Join an international student organization.
• Find a meaningful way to use and strengthen languages.
• Attend cultural events on campus and in the community.
• Choose academic programs and elective courses that will
increase global awareness.
• Volunteer or intern at culturally-based organizations.