The document provides tips and examples for creating a curriculum vitae (CV). It discusses the purpose and basic structure of a CV, including key sections like education, experience, publications, presentations, honors/awards, and references. It emphasizes tailoring the CV to specific positions and using formatting techniques to enhance readability. Sections are listed in reverse chronological order with the most important information at the top.
This curriculum vitae summarizes the educational and professional qualifications of Gia Alexander. She is currently pursuing a Ph.D. in English at Texas A&M University, with research interests in digital humanities, technical communication, and the materiality of writing. Her teaching experience includes various composition and literature courses at Texas A&M as well as previous positions at Blinn College and Texas A&M. She also has extensive experience in technical communication roles in engineering departments and research centers.
This document provides information about an 11th grade English course at Thomas Armstrong Toro Secondary School in Ponce, Puerto Rico. It outlines the course objectives, which are to develop students' English communication skills to prepare them for college and careers. It describes the course content, which covers units on biography, career research, fiction, poetry, and comparing historical and current events. The document also lists the course standards and expectations in areas like listening, speaking, reading, writing, and language. It provides details on course evaluation, special education guidelines, and a 40-week schedule of units and themes to be covered.
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
The document discusses the APA referencing style used in education, psychology, and sciences. It provides examples of in-text citations and reference list formats for books, magazine articles, web pages, newspaper articles, and sources with no known author according to APA style guidelines. Key reference styles discussed include APA, MLA, and Chicago/Turabian and their common uses in different academic fields.
Dawn Mendoza has over 20 years of experience in academia. She received her PhD in English from Tufts University and currently works as the Writing Center Director and Writing Program Administrator at Dean College. In these roles, she oversees tutoring services, faculty training, and writing program development. Previously, she held positions at Simmons College and Bentley College directing writing centers and writing programs and teaching composition courses. She has presented her work at numerous conferences and published on topics related to tutoring, writing centers, and Latino literature.
This document summarizes a presentation about the implications of the Every Student Succeeds Act (ESSA) for paraeducators, teachers, and administrators. The presentation includes an overview of ESSA and how it compares to previous laws like the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB). Key points discussed include ESSA allowing more state control over accountability systems and assessments while still requiring standards and support for struggling schools. The implications of changes to teacher evaluation, testing, and school improvement requirements are also examined.
This document provides information about CVs and cover letters for graduate students at Harvard University. It discusses the key components of a CV, including contact information, education, research experience, teaching experience, publications, presentations, honors and awards, and references. It offers formatting tips and emphasizes tailoring the CV to the specific position or audience. CVs for graduate students are typically 2-5 pages. The document also notes that cover letters are another important part of the application package and should highlight the applicant's relevant qualifications and interest in the opportunity.
This curriculum vitae summarizes the educational and professional qualifications of Gia Alexander. She is currently pursuing a Ph.D. in English at Texas A&M University, with research interests in digital humanities, technical communication, and the materiality of writing. Her teaching experience includes various composition and literature courses at Texas A&M as well as previous positions at Blinn College and Texas A&M. She also has extensive experience in technical communication roles in engineering departments and research centers.
This document provides information about an 11th grade English course at Thomas Armstrong Toro Secondary School in Ponce, Puerto Rico. It outlines the course objectives, which are to develop students' English communication skills to prepare them for college and careers. It describes the course content, which covers units on biography, career research, fiction, poetry, and comparing historical and current events. The document also lists the course standards and expectations in areas like listening, speaking, reading, writing, and language. It provides details on course evaluation, special education guidelines, and a 40-week schedule of units and themes to be covered.
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
The document discusses the APA referencing style used in education, psychology, and sciences. It provides examples of in-text citations and reference list formats for books, magazine articles, web pages, newspaper articles, and sources with no known author according to APA style guidelines. Key reference styles discussed include APA, MLA, and Chicago/Turabian and their common uses in different academic fields.
Dawn Mendoza has over 20 years of experience in academia. She received her PhD in English from Tufts University and currently works as the Writing Center Director and Writing Program Administrator at Dean College. In these roles, she oversees tutoring services, faculty training, and writing program development. Previously, she held positions at Simmons College and Bentley College directing writing centers and writing programs and teaching composition courses. She has presented her work at numerous conferences and published on topics related to tutoring, writing centers, and Latino literature.
This document summarizes a presentation about the implications of the Every Student Succeeds Act (ESSA) for paraeducators, teachers, and administrators. The presentation includes an overview of ESSA and how it compares to previous laws like the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB). Key points discussed include ESSA allowing more state control over accountability systems and assessments while still requiring standards and support for struggling schools. The implications of changes to teacher evaluation, testing, and school improvement requirements are also examined.
This document provides information about CVs and cover letters for graduate students at Harvard University. It discusses the key components of a CV, including contact information, education, research experience, teaching experience, publications, presentations, honors and awards, and references. It offers formatting tips and emphasizes tailoring the CV to the specific position or audience. CVs for graduate students are typically 2-5 pages. The document also notes that cover letters are another important part of the application package and should highlight the applicant's relevant qualifications and interest in the opportunity.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
This document provides guidance on writing a curriculum vitae (CV). It explains that a CV is more comprehensive than a resume and includes more academic details like publications, presentations, research experience and grants. It recommends including sections for education, teaching experience, research experience, publications, presentations, academic service and grants. It suggests customizing the CV to emphasize qualifications relevant to the target institution and using design elements like headings and formatting to organize information visually. CVs can be multiple pages long for those with extensive experience and credentials.
The document provides guidance on formatting and content for a resume. It recommends including education, experience, extracurricular activities, skills, and other relevant sections. For education, it suggests including college name and major, overall GPA, relevant coursework, honors, and study abroad programs. For experience, it recommends including both paid and unpaid work as well as descriptions of responsibilities. The document also provides tips on customizing the resume for different applications and creating a PDF version.
The document provides guidance for writing a graduate school statement of purpose. It discusses the different types of essays that graduate programs may require, including general statements of purpose and essays that answer specific questions. The document offers tips for developing ideas, examples to support points, and outlines what to include in the essay like background, goals, and interest in the program/university. It also provides sample essay questions, worksheets, and a sample statement of purpose to help students structure their own strong essays.
This curriculum vitae summarizes the educational and professional qualifications of Evan Chaloupka. He is currently a Ph.D. candidate in Writing History and Theory at Case Western Reserve University, where he also teaches various writing and English courses as a graduate assistant. His research and publications focus on cognitive disability and narrative. He has over 5 years of experience teaching college-level English courses as an adjunct instructor.
Jillena Rose's curriculum vitae summarizes her education and professional experience. She received an MFA in Creative Writing from Warren Wilson College and a BA in English from Lake Superior State University. Rose has worked at Lake Superior State University since 2009, currently as an Assistant Professor, where she teaches various English and creative writing courses. She also has experience coordinating academic support programs and serving on university committees.
EH 1010, English Composition I 1 Course Description .docxjack60216
This document provides an overview of an English composition course (EH 1010). The summary includes:
1. The course introduces basic concepts of college-level writing and provides skills for effective written communication. Students will learn academic writing standards.
2. Students complete units on writing strategies, sentence structure, research skills, and essay types. Assignments include definition, illustration, and cause-and-effect essays.
3. The course uses textbooks on writing and research skills. Students adhere to APA style guidelines for citations and formatting. Assessments include discussions, essays, and a proctored final exam.
This document provides advice for PhD students interested in transitioning to a career in libraries and information science (LIS). It discusses remembering that LIS requires specialized training, reflecting on transferable skills and potential specialty areas, learning about the field through informational interviews and additional education, locating job postings, applying for positions by creating strong application materials, interviewing effectively, and negotiating salary and benefits if offered a position. The overall message is that with research and effort, a PhD can transition successfully to a career in LIS.
This document is Anne Heintzman's curriculum vitae. It summarizes her education, including a Ph.D. in Rhetoric and Composition from the University of Louisville, and lists her areas of research and teaching experience at various universities, including Western Kentucky University, the University of Colorado at Boulder, and the University of Louisville. It also provides details of her academic service, professional development activities, and publications.
This document provides an overview of an introductory sociology course. It includes:
1) An introduction and agenda for the course by the instructor, Dr. John Carlson.
2) Details about the instructor's education and teaching experience.
3) An outline of the course topics, assignments including exams, group presentation and participation grades.
4) A schedule of class meetings covering the introductory sociology content over multiple segments.
Clayton Chiarelott has over 11 years of experience in higher education. He is currently a PhD candidate in Rhetoric and Writing at Bowling Green State University and has held various roles such as writing center coordinator, instructor, and tutor. His research interests include ESL acquisition, media and communication, community literacy programs, and language politics.
The document provides information and guidance for writing tutors in the UT Athletics Writing Program. It discusses the goals of the program, basics of writing tutoring, an overview of the RHE 306 course, the writing process, research, revision, editing, proofreading, dealing with plagiarism and academic integrity, working with reluctant writers, and addressing obstacles in tutoring sessions. Resources for tutors are also listed. The document aims to equip tutors to effectively help student-athletes improve their writing and independent writing skills.
This document provides an overview of resumes and CVs for graduate students in education. It discusses the key differences between resumes, which are brief advertisements of qualifications used in industry, and CVs, which are more comprehensive summaries of qualifications used in academic settings. The document outlines the basic categories and sections that should be included in a CV, such as contact information, education, experience, and references. It provides guidance on how to describe experiences, skills, and other sections for both CVs and resumes.
This document provides an introduction to different types of writing assignments students may encounter in university courses. It discusses essays, research papers, lab reports, and other common assignments. The document emphasizes that assignments will have different rules depending on the type of writing and academic discipline. It advises students to carefully read assignment instructions, speak with professors and teaching assistants, and visit the university writing center to determine assignment requirements and writing conventions.
Samantha Schenk has over 10 years of experience in higher education including roles in student affairs, research, and teaching. She holds a Master's degree in Higher Education from Grand Valley State University and a Bachelor's degree in Psychology from the same institution. Currently, she works as a Research Assistant at College of Lake County where her responsibilities include conducting institutional research, survey development, and data analysis. Previously, she has held positions as a Residence Director at DePaul University and New Mexico State University, where she oversaw residential communities and staff supervision.
Kim J. Palmore is an instructor of English at De Anza College who holds a Ph.D. in English from UC Riverside. She has over 10 years of experience teaching composition and literature courses at the university level. Her areas of scholarly focus include gender construction and identity expression in literature. She has published work on these topics and is currently working on a piece about transgender articulations in certain authors.
This document contains a resume for Marissa Capuano, including her contact information, education history, related experience working with children, editorial internship experience, experience editing literary magazines, and involvement with an English honor society. She has a Bachelor's degree in English and Creative Writing from SUNY Oswego and experience in roles such as head teacher, editorial intern, head editor, and member of Sigma Tau Delta honor society.
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Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
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This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
This document provides guidance on writing a curriculum vitae (CV). It explains that a CV is more comprehensive than a resume and includes more academic details like publications, presentations, research experience and grants. It recommends including sections for education, teaching experience, research experience, publications, presentations, academic service and grants. It suggests customizing the CV to emphasize qualifications relevant to the target institution and using design elements like headings and formatting to organize information visually. CVs can be multiple pages long for those with extensive experience and credentials.
The document provides guidance on formatting and content for a resume. It recommends including education, experience, extracurricular activities, skills, and other relevant sections. For education, it suggests including college name and major, overall GPA, relevant coursework, honors, and study abroad programs. For experience, it recommends including both paid and unpaid work as well as descriptions of responsibilities. The document also provides tips on customizing the resume for different applications and creating a PDF version.
The document provides guidance for writing a graduate school statement of purpose. It discusses the different types of essays that graduate programs may require, including general statements of purpose and essays that answer specific questions. The document offers tips for developing ideas, examples to support points, and outlines what to include in the essay like background, goals, and interest in the program/university. It also provides sample essay questions, worksheets, and a sample statement of purpose to help students structure their own strong essays.
This curriculum vitae summarizes the educational and professional qualifications of Evan Chaloupka. He is currently a Ph.D. candidate in Writing History and Theory at Case Western Reserve University, where he also teaches various writing and English courses as a graduate assistant. His research and publications focus on cognitive disability and narrative. He has over 5 years of experience teaching college-level English courses as an adjunct instructor.
Jillena Rose's curriculum vitae summarizes her education and professional experience. She received an MFA in Creative Writing from Warren Wilson College and a BA in English from Lake Superior State University. Rose has worked at Lake Superior State University since 2009, currently as an Assistant Professor, where she teaches various English and creative writing courses. She also has experience coordinating academic support programs and serving on university committees.
EH 1010, English Composition I 1 Course Description .docxjack60216
This document provides an overview of an English composition course (EH 1010). The summary includes:
1. The course introduces basic concepts of college-level writing and provides skills for effective written communication. Students will learn academic writing standards.
2. Students complete units on writing strategies, sentence structure, research skills, and essay types. Assignments include definition, illustration, and cause-and-effect essays.
3. The course uses textbooks on writing and research skills. Students adhere to APA style guidelines for citations and formatting. Assessments include discussions, essays, and a proctored final exam.
This document provides advice for PhD students interested in transitioning to a career in libraries and information science (LIS). It discusses remembering that LIS requires specialized training, reflecting on transferable skills and potential specialty areas, learning about the field through informational interviews and additional education, locating job postings, applying for positions by creating strong application materials, interviewing effectively, and negotiating salary and benefits if offered a position. The overall message is that with research and effort, a PhD can transition successfully to a career in LIS.
This document is Anne Heintzman's curriculum vitae. It summarizes her education, including a Ph.D. in Rhetoric and Composition from the University of Louisville, and lists her areas of research and teaching experience at various universities, including Western Kentucky University, the University of Colorado at Boulder, and the University of Louisville. It also provides details of her academic service, professional development activities, and publications.
This document provides an overview of an introductory sociology course. It includes:
1) An introduction and agenda for the course by the instructor, Dr. John Carlson.
2) Details about the instructor's education and teaching experience.
3) An outline of the course topics, assignments including exams, group presentation and participation grades.
4) A schedule of class meetings covering the introductory sociology content over multiple segments.
Clayton Chiarelott has over 11 years of experience in higher education. He is currently a PhD candidate in Rhetoric and Writing at Bowling Green State University and has held various roles such as writing center coordinator, instructor, and tutor. His research interests include ESL acquisition, media and communication, community literacy programs, and language politics.
The document provides information and guidance for writing tutors in the UT Athletics Writing Program. It discusses the goals of the program, basics of writing tutoring, an overview of the RHE 306 course, the writing process, research, revision, editing, proofreading, dealing with plagiarism and academic integrity, working with reluctant writers, and addressing obstacles in tutoring sessions. Resources for tutors are also listed. The document aims to equip tutors to effectively help student-athletes improve their writing and independent writing skills.
This document provides an overview of resumes and CVs for graduate students in education. It discusses the key differences between resumes, which are brief advertisements of qualifications used in industry, and CVs, which are more comprehensive summaries of qualifications used in academic settings. The document outlines the basic categories and sections that should be included in a CV, such as contact information, education, experience, and references. It provides guidance on how to describe experiences, skills, and other sections for both CVs and resumes.
This document provides an introduction to different types of writing assignments students may encounter in university courses. It discusses essays, research papers, lab reports, and other common assignments. The document emphasizes that assignments will have different rules depending on the type of writing and academic discipline. It advises students to carefully read assignment instructions, speak with professors and teaching assistants, and visit the university writing center to determine assignment requirements and writing conventions.
Samantha Schenk has over 10 years of experience in higher education including roles in student affairs, research, and teaching. She holds a Master's degree in Higher Education from Grand Valley State University and a Bachelor's degree in Psychology from the same institution. Currently, she works as a Research Assistant at College of Lake County where her responsibilities include conducting institutional research, survey development, and data analysis. Previously, she has held positions as a Residence Director at DePaul University and New Mexico State University, where she oversaw residential communities and staff supervision.
Kim J. Palmore is an instructor of English at De Anza College who holds a Ph.D. in English from UC Riverside. She has over 10 years of experience teaching composition and literature courses at the university level. Her areas of scholarly focus include gender construction and identity expression in literature. She has published work on these topics and is currently working on a piece about transgender articulations in certain authors.
This document contains a resume for Marissa Capuano, including her contact information, education history, related experience working with children, editorial internship experience, experience editing literary magazines, and involvement with an English honor society. She has a Bachelor's degree in English and Creative Writing from SUNY Oswego and experience in roles such as head teacher, editorial intern, head editor, and member of Sigma Tau Delta honor society.
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1. 217-333-4610 | GradCareers@illinois.edu | grad.illinois.edu/CareerDevelopment
Curriculum Vitae
Tips and Samples
THE BASICS
The curriculum vitae, also known as a CV or vita, is a comprehensive statement of your
educational background, teaching, and research experience. It is the standard representation
of credentials within academia.
The full CV is only used when applying for academic positions in four-year institutions.
Do not use a CV when applying to community colleges—use a teacher-focused
résumé instead.
Tailor your CV to the specific positions to which you are applying and place more
relevant sections earlier in the document.
– For a position at a teaching-focused liberal arts college, the CV will strongly
emphasize teaching.
– For a position at a research-intensive university, the CV will accentuate
research.
Format can vary by field, so also seek disciplinary-specific advice from advisers,
professors, and others within your field.
There are no length restrictions for CVs.
FORMATTING
Your CV must be well organized and easy to read.
Choose an effective format and be consistent.
Use bolds, italics, underlines, and capitalization to draw attention.
List all relevant items in reverse chronological order in each section.
Strategically place the most important information near the top and/or left side of the
page.
– In general, place the name of the position, title, award, or institution on the left
side of the page and associated dates on the right.
Use a footer with page numbers and your last name, in case pages get separated.
DESCRIBE YOUR EXPERIENCES
Articulate what you have done and take advantage of the opportunity to describe
your research and teaching experiences—do more than simply list them.
Avoid the bland phrase “responsibilities included.” This can sound like a dull job
description. Instead, use bullets to describe your activities, accomplishments, and
successes.
Rev 06/2014
2. 2 grad.illinois.edu/CareerDevelopment
SECTIONS TO INCLUDE
The Basic Sections
Heading: Name, email address, mailing address (only one), and phone number
Education: List academic degrees, with in progress or most recently earned first.
Name of institution, city and state, degree type and major, month and year degree
was (will be) awarded
Thesis title and advisor, if applicable
Relevant Experience: List positions that show off your skills and expertise. You can group
experiences into relevant categories to enhance your CV (e.g. Research, Teaching, and
Administration). For each position, include:
Title, organization name, city and state, dates position was held.
Bullet points that summarize your activities/duties, accomplishments, and successes.
Use action verbs.
Publications: Give bibliographic citations for articles, pamphlets, chapters in books, research
reports, or any other publications that you have authored or co-authored. Use the format
appropriate to your particular academic discipline for a clean look.
Presentations (Oral and Poster): Give titles of professional presentations, name of conference or
event, dates and location, and, if appropriate in your discipline, also include a brief description.
Use the format appropriate to your particular academic discipline for a consistent and clean
look.
Honors and Awards: Receipt of competitive scholarships, fellowships, and assistantships; names
of scholastic honors; teaching or research awards.
References: Three to five are appropriate. If you are responding to an advertisement that asks
for references, include those requested on a separate addendum sheet.
Optional Sections
Qualifications or Skills: A summary of particular or relevant strengths or skills which you want to
highlight. Typically, this is not included as a separate section, but addressed in other sections.
Occasionally, it may be appropriate to list special computing or language skills.
Grants Received: Include name of grant, name of granting agency, date received, and title or
purpose of research project.
Institutional Service: List institutional committees you have served on, including offices held,
student groups you have supervised, or special academic projects you have assisted with.
Certifications: List all relevant certifications and the year received.
Professional Associations: Memberships in national, regional, state, and local professional
organizations. Also, list significant appointments to positions or committees in these associations.
Student memberships in professional associations are appropriate.
Recent/Current Research: Description of research projects recently conducted or in progress.
Include the type of research and a brief description of the purpose.
Community Involvement: Appropriate and relevant volunteer work, church work, community
service organizations, etc.
Educational Travel: Names of countries, dates, purpose.
3. 3 grad.illinois.edu/CareerDevelopment
Rachel Green
2 1 0 W . G R E E N S T . , C H A M P A I G N , I L
( 2 1 7 ) 5 5 5 - 1 2 3 4 • R S T U D E N T @ I L L I N O I S . E D U
EDUCATION
PhD in English May 20xx
University of Illinois at Urbana-Champaign
Dissertation title: “Down on the Farm: World War One and the Emergence of Literary
Modernism in the American South”
Committee: Margaret Black, Naomi Blue, John Jay, Robert Roberts (Chair)
MA in English 20xx
University of Illinois at Urbana-Champaign
BA in English and Communications, summa cum laude 20xx
Butler University, Indianapolis, IN
TEACHING & ADVISING
Composition Instructor 20xx-present
Research Writing Program, University of Illinois
Facilitator for seven sections of English composition.
Planned and taught a writing-intensive course based upon current events.
Used instructional technology to enhance pedagogical technique.
Taught in part with an innovative, interdisciplinary team-teaching program design.
Literature Instructor 20xx-present
Department of English, University of Illinois
Instructor of record for two sections of literature, including Major American Authors and
Introduction to Poetry per semester.
Integrated multimedia and humanities approaches to teaching literature using film and instructional
technology.
Coordinating Group Leader 20xx-20xx
Research Writing Program, University of Illinois
Planned and led required training session for teaching assistants and new composition teachers.
Helped to mentor new hires to the English Department staff to ensure their engagement and
professional development.
Provided job shadowing and training opportunities to assist new hires in adjusting to the pace of
work and the tone and style of the University.
Discussion Leader 20xx
Carolina Summer Reading Program, University of Illinois
Led group discussion for first-year students on academic topics.
Teaching Assistant 20xx-20xx
Department of English, University of Illinois at Urbana-Champaign
Taught a section on film criticism, including film history, theory and technical vocabulary.
Planned lessons and assignments, led discussion sections, graded papers and exams.
Organized and led group discussions on social and academic issues.
CV SAMPLE
4. 4 grad.illinois.edu/CareerDevelopment
RESEARCH EXPERIENCE
Doctoral Researcher 20xx-20xx
Department of English, University of Illinois at Urbana-Champaign
Conducted primary source research at numerous archives, examining publication history through
multiple sources.
Examined the literature of William Faulkner, Thomas Wolfe, and Tennessee Williams, exploring
their publication records, construction of literary identity, and relationship with modernism.
Research Assistant 20xx
Department of English, University of Illinois at Urbana-Champaign
Assistant to Professor Robert Warren, conducting primary and secondary source research.
Organized for the “New Directions in the Study of Southern Literature: An Interdisciplinary
Conference.”
PUBLICATIONS
Associate Editor of North Carolina Slave Narratives. John Jacob Franz, general editor. Forthcoming
from University of Illinois Press, 20xx.
Johnson, JM, Lolie, T., and Green, R. “Lost on the Farm: Popular Beliefs” Somebody Journal, Special
Issue, Reflections on the Americas. Vol. 6. Accepted and forthcoming.
Green, R. “Fugitives/Agrarians” in A Companion to Twentieth-Century American Poetry. Rutgers
Press., 20xx.
Davis, D.A. and Green, R. “Will N. Harben,” “Etheridge Knight,” and “James Wilcox” in Southern
Writers: A Biographical Dictionary. Louisiana State University Press, 20xx.
CONFERENCE PRESENTATIONS
“Artistic Colloquialism,” Illinois Graduate College Seminar, speaker and organizer. Urbana, IL, 20xx.
“Transitional Bible Belt,” US Divergence Symposium, Duke University, NC, February 20xx.
“The Ministry of Rev. Thomas H. Jones,” South Atlantic Modern Language Association. Atlanta, GA,
May 20xx.
“Shackles and Stripes: The Cinematic Representation of the Southern Chain Gain.” American Literature
Association. Cambridge, Massachusetts, November 20xx.
“Body Place of Sprits in the South,” Queen Mary College, University of London, April 6-8, 20xx.
HONORS AND AWARDS
Jacob K. Javitz Fellowship, U.S. Department of Education 20xx-present
Graduate College Dissertation Completion Award, University of Illinois 20xx
Campus Teaching Award based on student evaluations, University of Illinois 20xx-20xx
Doctoral Fellowship, Illinois Program for Research in the Humanities, 20xx-20xx
University of Illinois
Summer Research Grant, Center for Summer Studies, City, ST 20xx
Graduate College Conference Travel Grant, University of Illinois 20xx & 20xx
Most Outstanding Butler Woman, Butler University, Indianapolis, IN 20xx
Academic Scholarship, Butler University, Indianapolis, IN 20xx-20xx
Rachel Green, page 2 of 3
5. 5 grad.illinois.edu/CareerDevelopment
PROFESSIONAL SERVICE
Managing Editor 20xx-present
Southern Literary Journal
Process manuscripts submitted for publication
Oversee production and publication procedures.
Maintain editorial correspondence with prospective contributors.
Conduct business transactions including publicity, subscriptions and advertising.
Poetry Staff 20xx-present
University Quarterly
Review and solicit poems for possible publication.
Editorial Assistant 20xx-20xx
Southern Literary Journal
Designed and maintained journal’s internet presence.
Edited copy for publication on a monthly basis.
UNIVERSITY SERVICE
Graduate Mentor 20xx-20xx
The Career Center, University of Illinois
Counsel minority undergraduates on graduate programs, application procedures and funding.
Career Advisory Committee 20xx-20xx
Graduate College, University of Illinois
Served on university committee to evaluate and propose career services for graduate students.
Collaborated with faculty and students to prepare final report for submission to the Graduate
College Dean.
University Library Advisory Committee 20xx-20xx
Undergraduate Library, University of Illinois
Advised University Librarian on needed services and improvements.
PROFESSIONAL MEMBERSHIPS
Modern Language Association (MLA)
American Literature Association (ALA)
American Studies Association (ASA)
South Atlantic Modern Language Association
(samla)
Society for the Study of Southern Literature
Robert Penn Warren Circle
Southern Research Circle
Fellowship of Southern Writers
REFERENCES
John Jay, Assoc. Professor of English
University of Illinois at Urbana-Champaign
(217) 333-1112, jjay@illinois.edu
Jacob S. Snyder, Assoc. Professor of English
University of Illinois at Urbana-Champaign
(217) 333-4700, jssnyd@illinois.edu
Robert Roberts, Professor of English
University of Illinois at Urbana-Champaign
(217) 333-0203, rrobe3@illinois.edu
Sally Briscoe, Assoc. Professor of English
Butler University, Indianapolis, IN
(317) 492-8763, briscoe@butler.edu
Rachel Green, page 3 of 3
6. 6 grad.illinois.edu/CareerDevelopment
JUAN GARCIA
(217) 123 - 4567 • jgarcia@illinois.edu
EDUCATION
Doctor of Philosophy in Civil and Environmental Engineering
University of Illinois at Urbana-Champaign
Dissertation title: “Visualizing Geotechnical Engineering Principles”
Advisor: Professor Ted S. Visor
Expected Fall 20XX
Bachelor of Science in Civil Engineering
Universidad Nacional de San Juan, San Juan, Argentina (UNSJ)
May 20XX
RESEARCH INTERESTS
Investigations to improve seismic force-resisting systems through simulations and various visualization techniques.
RESEARCH EXPERIENCE
Graduate Research Assistant
Department of Civil Engineering, University of Illinois
Design and execute small-scale testing to validate control algorithms derived to
simulate seismic force-resistance.
Contribute to multi-disciplinary project aimed at developing visualizations and
simulations to predict seismic force damage to various materials.
Collaborate and coordinate with faculty, staff scientists, and fellow graduate students
across departments.
20XX - Present
Undergraduate Consultant
Departamento de Ingeniería, UNSJ
Selected by the General Director of the City Planning Department of San Juan, to
participate in the structural analysis and seismic assessment of the Dr. Guillermo
Rawson Hospital, one of the largest construction projects to date in the most
hazardous seismic area in Argentina.
Collaborated with two other members of a team to carry out a nonlinear static
analysis of the structure – primary objective and main focus of the project – in
agreement with FEMA 356 Pre-standard for the Seismic Rehabilitation of buildings.
20XX
TEACHING AND MENTORING EXPERIENCE
Teaching Assistant, Introduction to Structural Engineering
College of Engineering, University of Illinois
Prepared lectures and class activities focusing on the analysis of determinate and
indeterminate structures for 15-25 freshman and sophomore level undergraduates.
Created and graded course assessments to ensure students understood material and
stayed on track.
Recognized as List of Teachers Ranked Excellent by Their Students.
Spring 20XX - Present
Instructor, Latino/a Culture
Anthropology Department, University of Illinois
Integrated multimedia approaches and used instructional technology to enhance
pedagogical approach.
Explained challenging concepts using planned lessons, assignments and targeted
discussions for 75 freshmen and sophomore students.
Spring - Fall 20XX
Graduate Mentor, Illinois Summer Research Opportunities Program
The Graduate College, University of Illinois
Mentored two undergraduate students in data collection and analysis to visualize the
properties of various geotechnical materials.
Guided the students in preparation and presentation of research findings.
Summer 20XX, 20XX
CV SAMPLE
7. 7 grad.illinois.edu/CareerDevelopment
Juan Garcia, page 2 of 3
TEACHING AND MENTORING EXPERIENCE CONTINUED
Graduate Mentor, Illinois Summer Research Opportunities Program
The Graduate College, University of Illinois
Mentored two undergraduate students in data collection and analysis to visualize the
properties of various geotechnical materials.
Guided the students in preparation and presentation of research findings.
Summer 20XX, 20XX
HONORS AND AWARDS
Fulbright Scholarship to pursue a PhD
20 scholarships awarded in Argentina that year
20XX
Flag Honor Guard Member
Qualified by graduating with honors and ranking 4th
among engineering majors at UNSJ
20XX
GRANTS
Granting Agency, “Title of Grant”, $00,000 20XX - 20XX
PUBLICATIONS
Garcia, J., other authors. (Year). Title. Journal, Volume (Issue), page numbers. doi:.
Garcia, J., other authors. (in press). Title. Journal, Volume (Issue), page numbers.
Garcia, J., other authors. (Year produced). Title. Manuscript submitted for publication.
Garcia, J., other authors. (Year draft produced). Title. Manuscript in preparation.
CONFERENCE PRESENTATIONS
ORAL PRESENTATIONS
Garcia, J., other authors. (Year, Month). Title. Minisymposium on subject, Meeting, City, State.
Garcia, J., other authors. (Year, Month). Title. Meeting, City, State.
POSTER PRESENTATIONS
Garcia, J., other authors. (Year, Month). Title. Poster session presented at Meeting, City, State.
Garcia, J., other authors. (Year, Month). Title. Paper presented at Meeting, City, State.
PROFESSIONAL EXPERIENCE
20XX - 20XXCivil Engineer at consulting firm
TOSS Ingeniería, La Paz, Peru
Engineer in charge of the implementation of seismic validation at La Paz Central
hospital.
Developed extensive modeling and visualization algorithms to expedite validation.
UNIVERSITY SERVICE
Facilitator
College of Engineering, University of Illinois
Participated in the organization of the Principal’s Scholars Program 20XX GEAR UP
College Bound Summer Program, where a group of minority children from elementary
and middle school visited the college to learn about different paths in engineering.
Prepared a bridge design competition using popsicle sticks and glue, where the
children demonstrated their skills and their creativity.
July 20XX
Student Assistant
Office of International Student and Scholar Services (ISSS), University of Illinois
Assisted with check-in procedures for incoming international students.
Helped incoming international students with information on procedures and resources
for their successful arrival on campus.
July 20XX
8. 8 grad.illinois.edu/CareerDevelopment
Juan Garcia, page 3 of 3
TECHNICAL SKILLS
Programming languages and mathematical packages: Matlab, Mathematica, C, C ++
Computer aided design/engineering: optical imaging, AutoCAD, Patran, Abaqus.
Other: SPSS, Linux (openSUSE, Ubuntu), Mac OS, Windows OS
LANGUAGES
Spanish: Fluent
English: Proficient
REFERENCES
Ted S. Visor, Professor and Graduate Programs Head
Department of Civil Engineering
University of Illinois at Urbana-Champaign
(217) 244 – 2345, email@illinois.edu
John D. Faculty, Assistant Professor
Department of Civil Engineering
University of Illinois at Urbana-Champaign
(217) 244 – 1234, email@illinois.edu
Barbara A. Smith, Assistant Professor
Department of Civil and Environmental Engineering
University of Illinois at Urbana-Champaign
(217) 244 – 4321, email@illinois.edu
Joseph B. Car, Senior Civil Engineer
TOSS Ingeniería, La Paz, Peru
011 51 1 123 – 4567, email@toss.com