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YALE COLLEGE

                  Undergraduate Career Services Guide

                         TABLE OF CONTENTS




                                                        Page

UCS Services                                             3

Getting Started                                          7

Action Verbs                                             11

Tools (and Examples)                                     12

Cover Letter Examples                                    16

Resume Examples                                          22

Interviewing                                             29
UCS SERVICES
Undergraduate Career Services (UCS), located at 55 Whitney Avenue,
offers programs that help students of Yale College further their career
goals. Our role at UCS is to help students learn about themselves, to
help them explore the world around them and learn about their
career options, and to help them make informed decisions about their
futures in order to realize their goals. We do this through individual
and group meetings, through the provision of research materials, and




                                                                              UCS SERVICES
through the coordination of programs that can put students in direct
contact with professionals and organizations in a wide variety of fields
of interest. All students are invited to visit UCS to learn about its pro-
grams and resources.


Counseling Hours
Professional staff members and peer counselors are available each
weekday to answer students’ quick questions on a first-come, first-
served, walk-in basis. No appointment is needed for these 15-minute
sessions. Check www.yale.edu/career for the schedule of these “Open
Hours.” In addition, students can schedule an individual counseling
appointment with counselors for more in-depth career related discus-
sions. To schedule an appointment, call 432-0800.


Resource Library
UCS has a resource library where students can obtain information on
decision making and job hunting, careers and organizations, summer
employment and internships, U.S. and international graduate and
professional schools, and much more.


Website
UCS maintains a website with a wealth of career information in
addition to internship and job postings. Students can explore this site
(www.yale.edu/career) on their own, and career counselors may also
suggest specific resources during appointments.


Email Distribution Lists
Students can receive emails from UCS relevant to their interests via
several email lists that target specific areas. The distribution lists are:
Arts & Communications; Business; Education; Government; Health
Professions; International Opportunities; Internships; Law; LGBTQ;
On-Campus Interview Program; Science/Engineering; Social Services
& Advocacy. To sign up, visit www.yale.edu/career.
4                                                       UCS Services

Meetings/Workshops/Career Panels
UCS offers workshops, information meetings, and career panels on a
variety of topics throughout the year. Topics have included “Interview
Skills,” “Summer Options,” “International Internships,” and
“Consulting Demystified.” The “Employer in Residence” program
brings employers to campus to review resumes, conduct mock inter-
views, or speak on topics relevant to their industries. In addition,
alumni (or other distinguished individuals) often come to campus to
participate in career panels. Examples of such panelists include teach-
ers, women in finance, journalists, arts administrators, and health-
care practitioners among others.


Internship Resources
Whether a student plans to explore a career or wishes to obtain
greater knowledge about a chosen field, an internship can offer
valuable experience. Through internships, you have the opportunity
to learn more about yourself and to apply your college education in a
temporary work setting. UCS maintains an online database of approx-
imately 10,000 internships available to all students interested in a
wide variety of fields. The resource library and UCS website both
house directories of internships and internship evaluations by stu-
dents, indexed by field of interest.


On-Campus Interview Program
The On-Campus Interview Program provides a unique opportunity for
undergraduate students to learn, meet, and interview with represen-
tatives from many organizations. This is an excellent way to begin
planning for life after Yale as a sophomore, junior, or senior and to
take the first step on the path to a successful career. The organiza-
tions that come to interview on campus offer employment
opportunities in fields such as finance, consulting, advertising,
government, education, political action, and research. On-campus
interviews take place during both the fall and spring semesters.


Career Fairs
UCS hosts a variety of career fairs throughout the year. Fairs include:
Private Sector (Corporate), Nonprofit, Health Professions, Law
School/Public Policy, International Opportunities, and Federal
Government. Several fairs are collaborative events, such as the spring
nonprofit fairs in New York, Boston, and Philadelphia. Another collabo-
rative effort is MetroLink NYC and DC. The NYC program focuses on
UCS Services                                                             5

careers in communications, media, advertising, and publishing, while
the DC program focuses on government, law, think tanks, policy, and
social-service/advocacy.


Career Exploration Receptions and Panels
UCS, along with several Yale alumni clubs, hosts summer receptions
and panels. These events provide current students with the opportu-
nity to listen to a panel discussion about a specific career field and
also talk with alumni about career interests. Receptions have been
held in Boston, Chicago, Los Angeles, New Haven, New York, and
Washington, DC.


Real World Tours
UCS sponsors tours to organizations to introduce students to a wide
range of careers in a variety of employment fields. Past tours have
included a publishing house, advertising agency, and various invest-
ment banks. Our goal is that students consider internships in these
areas and think about these fields as career choices upon graduation.
Tours are held in the fall and spring.


Medical School and Health Professions
First-year students considering careers in medicine should plan to
attend the information meeting for premedical students, held during
orientation week, and pick up a copy of our brochure, “Preparing to
Become a Health Care Practitioner.” Students planning to pursue
careers in other health professions should also visit UCS their first
year for guidance on specific courses required for admission to the
various health-related professional school programs. Beginning in
February of junior year, the application process begins for students
seeking admission to medical school immediately upon graduation
from Yale College. At that time, premedical students should register
with the Health Professions Advisory Board of UCS. All students inter-
ested in careers in medicine and in additional health professions
should subscribe to the health professions distribution list at
www.yale.edu/career and click on students. UCS offers a variety of
workshops, meetings, and individual counseling appointments to
assist students interested in pursuing health-related careers. Dates
and times of these meetings are listed on the website.


Law School
Students interested in attending law school should begin by reviewing
6                                                      UCS Services

the law school section of the UCS website at www.yale.edu/career.
Several law school admissions officers visit Yale each fall to answer
students’ questions, and UCS conducts several information meetings
in the spring and fall. UCS also offers pre-law workshops that include
topics such as: financial aid, application procedures, letters of recom-
mendations, and personal statements. Every fall, UCS hosts the Law
School and Public Policy School fair. UCS also offers individual coun-
seling appointments to assist students interested in attending law
school. Students interested in law school are encouraged to register
for the law distribution list by emailing www.yale.edu/career and click
on students.


Graduate School
There are a variety of resources available to students interested in
pursuing a graduate program other than law school and medical
school. The resource library and website include information on grad-
uate programs throughout the country. In addition, members of the
UCS staff can assist students in locating resources and establishing a
timetable for applying. The most helpful source of information
available to students regarding specific graduate programs is the Yale
faculty in the student’s academic field of interest.
GETTING STARTED

Undergraduate Career Services (UCS) is here to help you plan your
next pursuit after Yale: your career. Whether you are a first-year
student or a senior, UCS offers many services ranging from career-
counseling appointments to career programs, from databases of
opportunities to interview preparation.




                                                                          GETTING STARTED
Many people may be asking you what you plan to do after gradua-
tion. UCS can help you navigate the two critical parts of career plan-
ning: exploring your options and realizing your goals. Exploration
includes self-assessment—identifying your skills and your goals—and
research—learning about different career fields. Realizing your goals,
of course, is learning how to find and land that job or internship.


Exploration

One of many ways to discern what you enjoy doing and do well is to
meet with a UCS career counselor. We will empower you with the
necessary skills to evaluate yourself and place you on the path to
pursuing your career goals.


Self-knowledge includes planning your future so that you obtain expe-
rience and skills to strengthen your opportunities in the field(s) that
interests you. In addition to your academic studies, there are many
opportunities throughout your four years at Yale to identify the skills
you desire and then to cultivate them. Meeting with a career coun-
selor can be an excellent way to begin focusing on what you most
enjoy and desire in the working world.


As you identify your strengths, the next step is to determine your
career goal(s). UCS offers many tools to assist you in your research
as you match your interests and skills to appropriate career fields and
job functions. Our website (www.yale.edu/career) is an excellent
starting point, especially the “Careers In” section. Meeting with a
counselor, using UCS’s library, attending special programs, and
reviewing internship evaluations completed by other Yale students are
just some of the ways you might begin to create your career goal(s).


Signing up for a distribution list will result in receiving email
announcements about upcoming programs or opportunities that will
enable you to learn more about the field(s) you’ve chosen. To register
8                                                      Getting Started

for a distribution list, visit www.yale.edu/career and click on students
for instructions.


Realizing Goals

After identifying your career interests, preparing to find an internship
or job involves identifying opportunities and pursuing them. In the
career field(s) that you have identified, seek and create lists of
organizations/companies that hire people with your skills and goals.
Again, the more research you do, the better.


Take advantage of the time and resources you have while at Yale.
Everything you do, from classes to internships, from master’s teas to
informational interviews, has the potential to help you develop and
obtain experience using marketable skills. If you are a first- or sec-
ond-year student, a career counselor can help you outline the possi-
bilities while at Yale (including your fall, winter, spring, and summer
breaks). If you are a junior or senior, a career counselor can help you
best present your skills and interests via your resume and cover
letter.


Internships
To begin your internship search, we recommend that you meet with a
UCS counselor to help you solidify your goals and your reason for
seeking an internship, as well as strategies to search for opportuni-
ties. In addition, the UCS website (www.yale.edu/career) provides a
wealth of information regarding the internship search process.


Internships will vary in length, hours, time of year, compensation and
benefits so it is important to begin your search early and establish
goals. Yale students have also designed their own internships by
contacting organizations/companies directly and proposing a plan.
This allows you to define the parameters of your summer experience.
Students who do this often have rewarding, substantive experiences
tailored to their individual interests and goals. However, securing a
self-designed internship involves careful planning, a fair amount of
research and resourcefulness, and definitely a measure of initiative.
Make an appointment with a career counselor at UCS for assistance
with your goal setting, planning process, and overall strategy.




Yale College does not award credit for internships. This policy is not
Getting Started                                                            9

unique to Yale; it is shared by all Ivy League institutions and some
selective liberal arts colleges. However, we encourage you to apply for
an internship that requires credit and we will assist you in establish-
ing your candidacy. Upon your request, UCS will provide you with a
letter explaining the Yale College policy and the role the internship
will play in your academic career. To request a letter written on your
behalf, email internships.ucs@yale.edu. There is a forty-eight-hour
turnaround period for the completion of a letter request.


Jobs
The process of finding a job can be similar to the internship process,
but may include additional strategies. Although these are not fixed in
stone, several successful strategies are submitting applications, send-
ing letters of inquiry, and setting up informational interviews. The
more research you do regarding your chosen field(s), the better you
will be able to appropriately adapt these strategies to best realize
your goals.


When you identify an appropriate job opening, you should apply by
sending a cover letter and resume and completing the application
form if one exists. If you identify an opportunity through the On-
Campus Interview Program (OCIP), you will probably be sending in
your application many months ahead of the job’s start date. Some of
the companies and organizations that participate in OCIP offer posi-
tions that turn over after a specified period of time (much like a grad-
uating class), resulting in their ability to know that they need to hire
new employees months ahead. Most other organizations and
companies will advertise job openings when positions are vacated,
which happens throughout the year and not necessarily with much
advance notice.


The “Search for Jobs” page on the UCS website offers many tips and
links for searching job openings. The “Career Toolbox” includes sites
that provide links to job databases in specific industries. In addition,
the eRecruiting job database lists positions in a variety of fields
including many that have been posted specifically to Yale. Invididual
organizations’ websites and on-line classified ads should also be
perused as part of your overall search strategy. A career counselor
can help you identify the best resources for your search. For addi-
tional details, visit www.yale.edu/career.
Sending letters of inquiry is an excellent way to be proactive, espe-
10                                                     Getting Started

cially if your career field of choice does not often hire for positions
more than a month prior to the start date. A letter of inquiry intro-
duces oneself to a potential employer and can include information
about the type of job you desire, when you would be available, and
your qualifications. This is especially effective in industries that do not
always advertise job openings.


Informational interviews provide opportunities to make connections
with professionals, learn more about a specific field, and ask for
advice. It is important to remember that in asking for an infor-
mational interview, you are asking for a favor of one’s time and
expertise. Not everyone you approach will be willing or have the time
to meet with you, but some will. You may already know of people
who work in a particular field. You might identify names through
organizations’ websites, your personal and professional contacts,
faculty or deans, alumni, family friends, or panels/presentations on
campus.


The informational interview may be quite short or last an hour or
more. It may take place in someone’s office, informally at a coffee
shop, or over the telephone. As the interviewer, it is critical that you
be prepared by researching the field and preparing questions to ask.
Focus on what you want and need to know. What credentials are
necessary for working in that particular field? What is the average
starting salary? What is a typical day in a particular position? How did
the interviewee establish her/his career? Informational interviews do
not necessarily lead to job openings or offers, but they can lead to
professional relationships that will be beneficial as you build your
career. These relationships become part of your network and may be
helpful in securing a position. Spend time maintaining your network
and always follow up with a thank-you note.


In addition to these strategies, the On-Campus Interview Program
(OCIP), mentioned above, is a special resource for Yale students. The
companies and organizations that participate in OCIP solicit
applications on-line. To participate, students must attend an OCIP
registration meeting. (Check the UCS calendar for dates and times.)
After on-line applications are submitted, those selected for interviews
will receive an email notification. The interviews take place at UCS.
Action Verbs                                                                  11

ARTICULATE YOUR SKILLS AND ACCOMPLISHMENTS USING THESE ACTION VERBS

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TOOLS (and EXAMPLES)
                 Your resume and cover letter are the tools you will use to express
                 your interest in organizations and specific job and internship
                 opportunities. The resume provides a snapshot of your education and
                 experiences. The cover letter sent with a resume enables you to
                 emphasize what makes you a good candidate and why you are
(and Examples)


                 interested.


                 The examples we provide are meant to help you think about how to
                 present yourself through a resume and cover letter. These examples
                 should not be copied, and they should not be assumed to be the
                 right or only way to present oneself. The content, of course, must be
                 specific to you. The written presentation (the actual wording) should
                 represent your writing ability. The design (layout) can be whatever
                 appeals most to you and is appropriate for the career field(s) of
                 interest.


                 Resumes

                 Your resume is, in a sense, an advertisement of yourself. It is
                 important to spend time and seek advice creating this document so
                 that you have the best tool at hand when you need it. Career
                 counselors are willing to meet with you, as are our peer advisors,
                 during “walk-in” hours or regular appointments.
TOOLS




                 Do begin your resume with an education section. Your Yale degree
                 should be front and center! As a first- or second-year student, do
                 include your high-school education. Whether or not to continue
                 including it as a junior or senior depends on its relevance and the
                 amount of available space.


                 Your professional resume should be more than a list of the jobs and
                 activities you have done. Regardless of the headings you use
                 (“Experience” or other), you should provide relevant and thorough
                 (yet concise) explanations of what you did in each setting. These
                 definitions should always start with strong verbs, and you should
                 avoid repeating those verbs. We have provided you with a list of
                 action verbs on page 9 of this manual if you need assistance in iden-
                 tifying the best verbs for each definition. In addition, a thesaurus
                 always comes in handy! In each bullet point, focus on what you do
                 (or did), not what the organization does.
Tools (and Examples)                                                      13

As you define your experiences, consider how a particular skill would
be transferable to another setting; don’t dismiss an experience as
necessarily irrelevant. If you worked in a clothing store, defining your
experience as “Ran cash register” would not be an obvious usable or
desirable skill outside of retail, but stating that you “Identified and
served customers’ needs” may demonstrate a transferable skill that
could be desirable in a number of settings.


These definitions are particularly important if a resume is scanned by
an employer. Some companies request that all resumes be submitted
electronically, or they scan printed resumes so that they have an
electronic version. If “scanning” the resumes, a computer does the
first “reading.” If a resume contains a particular number of predeter-
mined verbs, phrases, skills, accomplishments, etc., the computer
approves forwarding the resume to that particular job opening. These
key words and phrases, of course, will vary depending on the job and
industry. A career counselor can help you review your resume to see
if it is scannable, or you may want to research this topic in our library
or on the web.


A resume should be structured in the way that best identifies your
skills and experiences in relation to the opportunity you are pursuing.
Many students create a chronological resume (actually in reverse
chronology) that features four primary sections: Education,
Experience, Skills, and Activities. This is the most common resume
for “business” opportunities. A functional resume categorizes the
definitions under relevant headings such as Leadership Experience,
International Experience, Teaching Experience, and so on. Some
resumes are a hybrid of the two. Your resume should enable you to
present yourself in a way that makes it obvious that you are qualified
and interested in the opportunity at hand. Most student resumes tend
to be one page, though this is not always the case and often depends
on the type of position for which you are applying. Meeting with a
career counselor is the best way to determine the format and length
that are best for you. A career counselor can also assist you with a
curriculum vita (C.V.) if such is requested. (A C.V. includes a thorough
listing of academic achievements in addition to or even instead of
one’s activities and non-academic experiences.)


Your resume need not include names of references. If an organization
requests names, after asking permission of appropriate people (past
14                                              Tools (and Examples)

supervisors or professors), prepare a separate list that includes each
reference’s name, title, organization, address, phone, fax, and email
address. This list of references should include your name and address
(and phone and email address) at the top.


When you send your materials (cover letter, resume, application form
if provided, list of references if requested, a transcript if required),
use the delivery method requested by the company. If they haven’t
specified email, mail, or fax, use the method most appropriate for
that industry and/or the one most comfortable to you.


If an organization requests letters of recommendation, find out how
many are required and to whom they should be sent (to you or
directly to the organization). As you ask people who know your skills
and background relevant to the opportunity you are seeking, provide
them with a copy of your resume and cover letter as well as the job
description. Be sure to give them accurate information regarding the
deadline and to whom to address and where to send the letter.


Cover Letters

Your cover letter provides the opportunity to highlight the skills and
experiences that you want a potential employer to notice. It also
enables the reader to gain a sense of your writing style and ability to
focus.


Cover letters can serve many purposes. The most obvious use is as a
“cover” for your resume when applying for an internship or job. As
discussed in the “Getting Started” section, a cover letter can also be
used to inquire into the possibility of creating or identifying an unad-
vertised opportunity, both for jobs and internships. A request for an
informational interview is yet another version of a cover letter.


In any cover letter, be certain in the opening paragraph to state
clearly why you are writing and who you are. The body of your letter
should highlight what you have to offer—personal attributes and the
skills gained through internships and jobs, through coursework, and
through your activities. You should also convey your interest in the
industry, the organization itself, and/or the position you are seeking.
The closing of your letter should focus on what you want the next
step to be: for example, requesting an interview. Your letter should
ideally be only one page.
Tools (and Examples)                                                     15


Examples

The following examples include resumes of students in many different
disciplines with experiences and interests in a variety of industries.
The type and number of experiences may be quite different for first-
year students versus seniors, for science majors versus artists, for
seniors who have completed several internships versus those who
have attended several summer-school sessions. There are also
examples of cover letters used to apply for internships, create intern-
ships, apply for jobs, inquire about job opportunities, and ask for
informational interviews.
June 15, 20XX
  ���� ��� ����                                                                                              February 1, 20XX����
                                                                                                                  �������� ��
                                                                                                                                                                                                                       16

B. Garcia
 ���������                                                                                                   Ms. Jane Doe ���
                                                                                                                  ��� ����
Art for the Community
 ��� ��� ��� ���������                                                                                       Executive Director
                                                                                                                  ��������� ��������
1515 Eighth Avenue, Suite 111
 ���� ������ ������� ����� ���                                                                               Old South ����� ������� �����
                                                                                                                  ��� Meeting House
New York, NY 10000                                                                                           310 Washington Street ������
                                                                                                                  ��� ����������
 ��� ����� �� �����                                                                                          Boston, MA 02108�����
                                                                                                                  ������� ��
Dear Sir or�� ������
 ���� ��� Madam:                                                                                             Dear Ms. Doe: ����
                                                                                                                  ���� ���
I am applying for the position of�� ������� ���������� graduated from Yale University in�� ��� ����
  � �� �������� ��� ��� �������� Program Assistant. I � ��������� ���� ���� ���������� May 2004              As a sophomore at Yale University majoring in history, I am interested in the �� ��� ����������� ��
                                                                                                                   �� � ��������� �� ���� ���������� �������� �� �������� � �� ���������� possibility of
with a � ���� �� ��� �������� �� ���� was fortunate to�� ���� ������ �� ��� ���� ��� �������� ����� �        interning at the �� ��� ��� ����� ������� ����� ���� ������� � ����� ����� ��� ����������� ��
                                                                                                                   ��������� Old South Meeting House this summer. I would value any opportunity to
  ���� B.A. in Art History. At Yale I � ��� ��������� have worked at the Yale Art Gallery, where I           shadow a curator, work on a project, or assist ������the administrative details of the �� ��� ��������
was able to�� �������� ���� �������� ��� ������ ���� ��� ����� �� �� ��� ��� ����������� ��������
  ��� ���� interact with children and adults from New Haven in an art and educational setting.                     ������ � �������� ���� �� � �������� �� with ���� ��� �������������� ������� museum’s
                                                                                                             operation. Based����� �� �� ���������� ��� ����������� � demonstrated project
                                                                                                                   ���������� on my background and experience, I offer ����� ������������ �������
                                                                                                             management, organizational, and administrative skills ������ ��� � ������ �������� �� ��� ������� ��
                                                                                                                   ����������� ��������������� ��� �������������� and a strong interest in the history of
As a � ����������� ��� ��� ���� �������������������� ������� ������ ������ developed three-hour
  �� facilitator for the Yale University-sponsored program Artful Tales, I � ��������� ����������            colonial and early America.
                                                                                                                   �������� ��� ����� ��������
workshops for groups of�� �������� ����� � �� ��� ����� ������ � ������ ���� ������� �������� � ������
  ��������� ��� ������ children (ages 5 to 8). Based around a theme, each session included a story,
brief tours/discussions in�� ��� �������� ��� ��� ���������� �� �������� �������� ����� ��������� �����
  ����� ����������������� the gallery, and the completion of creative hands-on craft projects. After         My role as editor ������ �� ��� �������� ������� �������� �������� �� �� ��������� ����� ���
                                                                                                                    �� ���� �� of the Berkeley College Facebook requires me to establish goals and
working mainly with middle- to�� ����������� �������� �������� ���� ��������� �������� �� ��� ����� �        priorities and orchestrate the details of a major ����� �������� �������� ��� ����������� ���
                                                                                                                    ���������� ��� ����������� ��� ������� �� � project. Managing the publication and
  ������� ������ ���� ������� upper-class suburban children with extensive exposure to the arts, I           distribution of over 500 books����� �������� ������������ ����� ������ ��� �������� ��� ������
realized that the lack of�� ���� ��������� �� ��� ����� ������ ������� ��� ����������� ������� ����                 ������������ �� ���� ��� involves coordinating photo shoots and students and staff,
  �������� ���� ��� ���� arts education in New Haven Public Schools was tremendous. Working with             collaborating with the Dean’s Office������ �� ������� ������� ������������ ������������ ���
                                                                                                                    ������������� ���� ��� ������ to compile student biographical information, and
another peer, we cofounded a � ������� �������� ���������� �� ���� ��� ���� �� ����� �� �� ����� ��� ��
  ������� ����� �� ��������� program entitled Adventures in Art, the goal of which is to bring art to        serving as a liaison to the �� ��� ��������� �� ������ � ������ ��� ������ �������� past ����
                                                                                                                    ������� �� � ������� publisher to ensure a timely and smooth process. This ����
children who have had little chance to�� ������� ����� ����������� ���������� �� ��� ������ ����
  �������� ��� ���� ��� ������ ������ develop their creativity. Adventures in Art allows Yale                summer, I worked as an office ������ ��������� �� ��� ������ �� ������ ������� �� ������ �����������
                                                                                                                    ������� � ������ �� �� assistant in the Office of Public Affairs at Boston University.
students to�� ������ ������������������ �� �������� ���� �������� ���� � �� ��� ���� ���������� �� �������
  �������� create a three-week block of sessions (for children ages 7 to 12) that culminates in a field      This position demanded significant multi-tasking and administrative skills.������� �� �������� ��
                                                                                                                    ���� �������� �������� ����������� ������������� ��� �������������� In addition to
trip to�� ��� ���� ��� �������� ���� �������� ������ �������� �� � ����������������������� �� � ��������     updating media����� ������� ����� ��� ������������ releases to national media, I provided
                                                                                                                    �������� contact lists and distributing press ����� �������� �� �������� ������ � ��������
  ���� the Yale Art Gallery. Each one-hour lesson consists of a presentation/discussion of a specific        front-line administrative support for a fast-paced office ������ �� ������� �������������� ���������
theme and an art activity. I would be happy to�� ������� � ���� �� � ������ ������ �����                            ���������� �������������� ������� ��� � ���������� of fifteen professionals, including
  ����� ��� �� ��� ��������� � ����� �� ����� provide a copy of a sample lesson plan.                        fielding phone����� ���������� ��������� ��������� ������� ��� �������combination of my�� ��
                                                                                                                    �������� inquiries, receiving visitors, filing, and faxing. The ��� �����������
                                                                                                             project management and administrative skills ������ ���� ����� �� �� ���������� �� � variety of
                                                                                                                    ������� ���������� ��� �������������� will allow me to contribute to a wide ���� ������� ��
As a � ��������� �� ���������� �� ���� was responsible for meeting with school officials to�� ��������
  �� cofounder of Adventures in Art, I ����� ����������� ��� ������� ���� ������ ��������� organize          museum projects as well as administrative needs �����daily basis. ������
                                                                                                                    ������ �������� �� ���� �� �������������� on a �� � �����
program times, discuss the curriculum, and arrange the field trips to�� ��� ���� ��� �������� also
  ������� ������ ������� ��� ����������� ��� ������� ��� ����� ����� the Yale Art Gallery. I � ����
worked with an artist-in-residence to�� ������ ��� ������� ��� �������� ��� ���������� �� ���� ������ ���    A strong������ �������� �� �������� ��� American history currently shapes my academic
                                                                                                                    � interest in colonial and early ����� �������� ������� ��������� ������ �� ��������
  ������ ���� �� ������������������� create and execute the original art activities we used during the
sessions. Other responsibilities included gathering student volunteers and teaching class sessions.          pursuits. As a freshman, I took�Revolutionary America and am presently enrolled in The ���
                                                                                                                    ��������� �� � ��������� ���� ������������� ������� ��� �� ��������� �������� ��
  ��������� ����� ���������������� �������� ��������� ������� ���������� ��� �������� ����� ���������        Colonial Period of American History. Since ����� � ��� young, I have� enjoyed visiting
Having volunteered as�� ����������� ��������� �� �� ���������� ������ �� ������ am also comfortable                 �������� ������ �� �������� �������� I was quite ����� ������ ���� ������� ��������
  ������ ����������� a teacher's assistant in an elementary school in Spain, I � �� ���� �����������         history museums, and was always mesmerized by objects from everyday life in���� �� ���
                                                                                                                    ������� �������� ��� ��� ������ ���������� �� ������� ���� �������� the
interacting with children in�� � ��������� ������� ��� �� ������ �� ������� ���������� �������� ���
  ����������� ���� �������� a classroom setting and am fluent in Spanish (speaking, reading, and             eighteenth century. Because the Old South ����� ������� ����� ������a���� � ������� ���� �� ���
                                                                                                                    ���������� �������� ������� ��� ��� Meeting House played such pivotal role in the
writing).
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                                                                                                                     leading up to �� American Revolution as well ���� �� cultural history of colonial
                                                                                                             Boston, the museum and its collections are of ��� �� ���������� �������� ��I ��� � ������� ��� ������
                                                                                                                    ������� ��� ������ ��� ��� ����������� particular interest to me. visited the museum
Working as�� ��� ������ ���� ��������� �� ��� ����������� ������ �� ��� ���� ��� �������� acquired           last summer and especially enjoyed its use��� ��� �� ����������� �� ������ �������� ��� ����
                                                                                                                    ���� ������ ��� ���������� ������� of multi-media to engage visitors and make
  ������� the Campus Loan Assistant in the Registrar's Office of the Yale Art Gallery, I � ��������          historic artifacts and events������ ���������� �� � ������ ��� �������� �������� � ����� ����������
the computer and organizational skills necessary for organizing and running an art program. My tasks                �������� ��������� ��� accessible in a modern and familiar context. I would especially
  ��� �������� ��� �������������� ������ ��������� ��� ���������� ��� ������� �� ��� �������� �� �����       enjoy ����� �������and learning from experienced professionals at the �� ��� ������might �����
                                                                                                                    working with ���� ��� �������� ���� ����������� ������������� museum who ���
  �������� ��� ���������� condition and inventory reports, the movement of art objects, and frequent
included the generation of�� ��������� ��� ��������� �������� ��� �������� �� ��� �������� ��� ��������      share �����knowledge and insight with me as �� �� � ����������� � ������ �� ��� ������ ������
                                                                                                                    their ����� ��������� ��� ������� ���� I contemplate a career in the museum field.
correspondence with curators and Yale staff. I maintained the loans to�� ���� ��� ����� �� ������ ���
  �������������� ���� �������� ��� ���� ������ � ���������� ��� ����� over 115 sites on campus and
am able to�� ������ �������� ����� ��� ����������������� am proficient in�� ��� ��� �� ��������� ������
  �� ���� handle multiple tasks and responsibilities. I � �� ���������� the use of Microsoft Office          In closing, I would����� �� ��������� a part � ���� ��team this summer. I am quite flexible as
                                                                                                                    �� �������� � be delighted to be �� �� of your ���� ���� ���� ������� � �� ����� �������� ��
tools as�� ���� ������������ ���� ��� ��� ������� ���������                                                  I will � ���� Boston for the entirety of the �� ��� ������ ��� �� to either ������ � ��������� �� �����
                                                                                                                    be in �� �� ������ ��� ��� �������� summer and am open ���� �� a part-time or full-
  ����� well as Excel and TMS, the art gallery database.
                                                                                                             time position. If you�� ��� ����� ���� �� with me, I will � ���� the �� ��� ������from March 8
                                                                                                                    ���� ��������� would like to meet ���� ���� ��� be in �� Boston area ���� ���� ����� �
                                                                                                             through March 21. I ��� � ���� ���� ��� ������ ��� ���� �� �������� inquire about ����� ���
                                                                                                                    ������� ����� will call you during the week of February 16 to �� �� ������� the
  ����������������� ������ ����� art accessible and enjoyable to children and adult members of
The excitement of making works of�� ��� ���������� ��� ��������� �� �������� ��� ����� ������� ��            viability of scheduling a short meeting at a time�that is���� �� ���������� ��� In the �� ��� ��������
                                                                                                                    ��������� �� ���������� � ����� ������� �� ���� convenient for you. ���� interim,
                                                                                                                                                                                                                       Tools (and Examples)




the public is�� ���� �������� �� �� ������ �������� �� ���� ���������� am confident in�� �� ������� ��
  ��� ������ what inspired me to become involved in arts education. I � �� ��������� my ability to           please������ �� ��� �������� �� ������� �� �� ��� ������ ������ ����� ���much ���� ��� ����
                                                                                                                      do not hesitate to contact me at the number below. Thank you very ���� for your
  ���������� ���� �� ���������� well as my enthusiasm for the opportunity to learn more about how
contribute both my experience as�� ���� �� �� ���������� ��� ��� ����������� �� ����� ���� ����� ���         time and consideration.
                                                                                                                    ���� ��� ��������������
to����������������� ����� ��� ����� look forward to�� ������� ���� ����
   educate others about the arts. I � ���� ������� hearing from you.
                                                                                                             Sincerely,
                                                                                                                  ����������
Sincerely,
 ����������

                                                                                                             Elizabeth Yale ����
                                                                                                                    ���������
Ellie Yale
  ����� ����                                                                                                 PO Box 200000
                                                                                                                    �� ��� ������
(203) 203-2222                                                                                               Yale Station
                                                                                                                    ���� �������
  ����� ��������                                                                                             New Haven, CT 06520�����
ellie.yale@yale.edu
  �������������������                                                                                               ��� ������ ��
                                                                                                                    555-2030
                                                                                                             (203) ����� ��������
                                                                                                             ellie.yale@yale.edu
                                                                                                                    �������������������
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide
Yale career manual undergraduate career services guide

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Yale career manual undergraduate career services guide

  • 1. ����� ������������ ������������������������������
  • 2.
  • 3. YALE COLLEGE Undergraduate Career Services Guide TABLE OF CONTENTS Page UCS Services 3 Getting Started 7 Action Verbs 11 Tools (and Examples) 12 Cover Letter Examples 16 Resume Examples 22 Interviewing 29
  • 4.
  • 5. UCS SERVICES Undergraduate Career Services (UCS), located at 55 Whitney Avenue, offers programs that help students of Yale College further their career goals. Our role at UCS is to help students learn about themselves, to help them explore the world around them and learn about their career options, and to help them make informed decisions about their futures in order to realize their goals. We do this through individual and group meetings, through the provision of research materials, and UCS SERVICES through the coordination of programs that can put students in direct contact with professionals and organizations in a wide variety of fields of interest. All students are invited to visit UCS to learn about its pro- grams and resources. Counseling Hours Professional staff members and peer counselors are available each weekday to answer students’ quick questions on a first-come, first- served, walk-in basis. No appointment is needed for these 15-minute sessions. Check www.yale.edu/career for the schedule of these “Open Hours.” In addition, students can schedule an individual counseling appointment with counselors for more in-depth career related discus- sions. To schedule an appointment, call 432-0800. Resource Library UCS has a resource library where students can obtain information on decision making and job hunting, careers and organizations, summer employment and internships, U.S. and international graduate and professional schools, and much more. Website UCS maintains a website with a wealth of career information in addition to internship and job postings. Students can explore this site (www.yale.edu/career) on their own, and career counselors may also suggest specific resources during appointments. Email Distribution Lists Students can receive emails from UCS relevant to their interests via several email lists that target specific areas. The distribution lists are: Arts & Communications; Business; Education; Government; Health Professions; International Opportunities; Internships; Law; LGBTQ; On-Campus Interview Program; Science/Engineering; Social Services & Advocacy. To sign up, visit www.yale.edu/career.
  • 6. 4 UCS Services Meetings/Workshops/Career Panels UCS offers workshops, information meetings, and career panels on a variety of topics throughout the year. Topics have included “Interview Skills,” “Summer Options,” “International Internships,” and “Consulting Demystified.” The “Employer in Residence” program brings employers to campus to review resumes, conduct mock inter- views, or speak on topics relevant to their industries. In addition, alumni (or other distinguished individuals) often come to campus to participate in career panels. Examples of such panelists include teach- ers, women in finance, journalists, arts administrators, and health- care practitioners among others. Internship Resources Whether a student plans to explore a career or wishes to obtain greater knowledge about a chosen field, an internship can offer valuable experience. Through internships, you have the opportunity to learn more about yourself and to apply your college education in a temporary work setting. UCS maintains an online database of approx- imately 10,000 internships available to all students interested in a wide variety of fields. The resource library and UCS website both house directories of internships and internship evaluations by stu- dents, indexed by field of interest. On-Campus Interview Program The On-Campus Interview Program provides a unique opportunity for undergraduate students to learn, meet, and interview with represen- tatives from many organizations. This is an excellent way to begin planning for life after Yale as a sophomore, junior, or senior and to take the first step on the path to a successful career. The organiza- tions that come to interview on campus offer employment opportunities in fields such as finance, consulting, advertising, government, education, political action, and research. On-campus interviews take place during both the fall and spring semesters. Career Fairs UCS hosts a variety of career fairs throughout the year. Fairs include: Private Sector (Corporate), Nonprofit, Health Professions, Law School/Public Policy, International Opportunities, and Federal Government. Several fairs are collaborative events, such as the spring nonprofit fairs in New York, Boston, and Philadelphia. Another collabo- rative effort is MetroLink NYC and DC. The NYC program focuses on
  • 7. UCS Services 5 careers in communications, media, advertising, and publishing, while the DC program focuses on government, law, think tanks, policy, and social-service/advocacy. Career Exploration Receptions and Panels UCS, along with several Yale alumni clubs, hosts summer receptions and panels. These events provide current students with the opportu- nity to listen to a panel discussion about a specific career field and also talk with alumni about career interests. Receptions have been held in Boston, Chicago, Los Angeles, New Haven, New York, and Washington, DC. Real World Tours UCS sponsors tours to organizations to introduce students to a wide range of careers in a variety of employment fields. Past tours have included a publishing house, advertising agency, and various invest- ment banks. Our goal is that students consider internships in these areas and think about these fields as career choices upon graduation. Tours are held in the fall and spring. Medical School and Health Professions First-year students considering careers in medicine should plan to attend the information meeting for premedical students, held during orientation week, and pick up a copy of our brochure, “Preparing to Become a Health Care Practitioner.” Students planning to pursue careers in other health professions should also visit UCS their first year for guidance on specific courses required for admission to the various health-related professional school programs. Beginning in February of junior year, the application process begins for students seeking admission to medical school immediately upon graduation from Yale College. At that time, premedical students should register with the Health Professions Advisory Board of UCS. All students inter- ested in careers in medicine and in additional health professions should subscribe to the health professions distribution list at www.yale.edu/career and click on students. UCS offers a variety of workshops, meetings, and individual counseling appointments to assist students interested in pursuing health-related careers. Dates and times of these meetings are listed on the website. Law School Students interested in attending law school should begin by reviewing
  • 8. 6 UCS Services the law school section of the UCS website at www.yale.edu/career. Several law school admissions officers visit Yale each fall to answer students’ questions, and UCS conducts several information meetings in the spring and fall. UCS also offers pre-law workshops that include topics such as: financial aid, application procedures, letters of recom- mendations, and personal statements. Every fall, UCS hosts the Law School and Public Policy School fair. UCS also offers individual coun- seling appointments to assist students interested in attending law school. Students interested in law school are encouraged to register for the law distribution list by emailing www.yale.edu/career and click on students. Graduate School There are a variety of resources available to students interested in pursuing a graduate program other than law school and medical school. The resource library and website include information on grad- uate programs throughout the country. In addition, members of the UCS staff can assist students in locating resources and establishing a timetable for applying. The most helpful source of information available to students regarding specific graduate programs is the Yale faculty in the student’s academic field of interest.
  • 9. GETTING STARTED Undergraduate Career Services (UCS) is here to help you plan your next pursuit after Yale: your career. Whether you are a first-year student or a senior, UCS offers many services ranging from career- counseling appointments to career programs, from databases of opportunities to interview preparation. GETTING STARTED Many people may be asking you what you plan to do after gradua- tion. UCS can help you navigate the two critical parts of career plan- ning: exploring your options and realizing your goals. Exploration includes self-assessment—identifying your skills and your goals—and research—learning about different career fields. Realizing your goals, of course, is learning how to find and land that job or internship. Exploration One of many ways to discern what you enjoy doing and do well is to meet with a UCS career counselor. We will empower you with the necessary skills to evaluate yourself and place you on the path to pursuing your career goals. Self-knowledge includes planning your future so that you obtain expe- rience and skills to strengthen your opportunities in the field(s) that interests you. In addition to your academic studies, there are many opportunities throughout your four years at Yale to identify the skills you desire and then to cultivate them. Meeting with a career coun- selor can be an excellent way to begin focusing on what you most enjoy and desire in the working world. As you identify your strengths, the next step is to determine your career goal(s). UCS offers many tools to assist you in your research as you match your interests and skills to appropriate career fields and job functions. Our website (www.yale.edu/career) is an excellent starting point, especially the “Careers In” section. Meeting with a counselor, using UCS’s library, attending special programs, and reviewing internship evaluations completed by other Yale students are just some of the ways you might begin to create your career goal(s). Signing up for a distribution list will result in receiving email announcements about upcoming programs or opportunities that will enable you to learn more about the field(s) you’ve chosen. To register
  • 10. 8 Getting Started for a distribution list, visit www.yale.edu/career and click on students for instructions. Realizing Goals After identifying your career interests, preparing to find an internship or job involves identifying opportunities and pursuing them. In the career field(s) that you have identified, seek and create lists of organizations/companies that hire people with your skills and goals. Again, the more research you do, the better. Take advantage of the time and resources you have while at Yale. Everything you do, from classes to internships, from master’s teas to informational interviews, has the potential to help you develop and obtain experience using marketable skills. If you are a first- or sec- ond-year student, a career counselor can help you outline the possi- bilities while at Yale (including your fall, winter, spring, and summer breaks). If you are a junior or senior, a career counselor can help you best present your skills and interests via your resume and cover letter. Internships To begin your internship search, we recommend that you meet with a UCS counselor to help you solidify your goals and your reason for seeking an internship, as well as strategies to search for opportuni- ties. In addition, the UCS website (www.yale.edu/career) provides a wealth of information regarding the internship search process. Internships will vary in length, hours, time of year, compensation and benefits so it is important to begin your search early and establish goals. Yale students have also designed their own internships by contacting organizations/companies directly and proposing a plan. This allows you to define the parameters of your summer experience. Students who do this often have rewarding, substantive experiences tailored to their individual interests and goals. However, securing a self-designed internship involves careful planning, a fair amount of research and resourcefulness, and definitely a measure of initiative. Make an appointment with a career counselor at UCS for assistance with your goal setting, planning process, and overall strategy. Yale College does not award credit for internships. This policy is not
  • 11. Getting Started 9 unique to Yale; it is shared by all Ivy League institutions and some selective liberal arts colleges. However, we encourage you to apply for an internship that requires credit and we will assist you in establish- ing your candidacy. Upon your request, UCS will provide you with a letter explaining the Yale College policy and the role the internship will play in your academic career. To request a letter written on your behalf, email internships.ucs@yale.edu. There is a forty-eight-hour turnaround period for the completion of a letter request. Jobs The process of finding a job can be similar to the internship process, but may include additional strategies. Although these are not fixed in stone, several successful strategies are submitting applications, send- ing letters of inquiry, and setting up informational interviews. The more research you do regarding your chosen field(s), the better you will be able to appropriately adapt these strategies to best realize your goals. When you identify an appropriate job opening, you should apply by sending a cover letter and resume and completing the application form if one exists. If you identify an opportunity through the On- Campus Interview Program (OCIP), you will probably be sending in your application many months ahead of the job’s start date. Some of the companies and organizations that participate in OCIP offer posi- tions that turn over after a specified period of time (much like a grad- uating class), resulting in their ability to know that they need to hire new employees months ahead. Most other organizations and companies will advertise job openings when positions are vacated, which happens throughout the year and not necessarily with much advance notice. The “Search for Jobs” page on the UCS website offers many tips and links for searching job openings. The “Career Toolbox” includes sites that provide links to job databases in specific industries. In addition, the eRecruiting job database lists positions in a variety of fields including many that have been posted specifically to Yale. Invididual organizations’ websites and on-line classified ads should also be perused as part of your overall search strategy. A career counselor can help you identify the best resources for your search. For addi- tional details, visit www.yale.edu/career. Sending letters of inquiry is an excellent way to be proactive, espe-
  • 12. 10 Getting Started cially if your career field of choice does not often hire for positions more than a month prior to the start date. A letter of inquiry intro- duces oneself to a potential employer and can include information about the type of job you desire, when you would be available, and your qualifications. This is especially effective in industries that do not always advertise job openings. Informational interviews provide opportunities to make connections with professionals, learn more about a specific field, and ask for advice. It is important to remember that in asking for an infor- mational interview, you are asking for a favor of one’s time and expertise. Not everyone you approach will be willing or have the time to meet with you, but some will. You may already know of people who work in a particular field. You might identify names through organizations’ websites, your personal and professional contacts, faculty or deans, alumni, family friends, or panels/presentations on campus. The informational interview may be quite short or last an hour or more. It may take place in someone’s office, informally at a coffee shop, or over the telephone. As the interviewer, it is critical that you be prepared by researching the field and preparing questions to ask. Focus on what you want and need to know. What credentials are necessary for working in that particular field? What is the average starting salary? What is a typical day in a particular position? How did the interviewee establish her/his career? Informational interviews do not necessarily lead to job openings or offers, but they can lead to professional relationships that will be beneficial as you build your career. These relationships become part of your network and may be helpful in securing a position. Spend time maintaining your network and always follow up with a thank-you note. In addition to these strategies, the On-Campus Interview Program (OCIP), mentioned above, is a special resource for Yale students. The companies and organizations that participate in OCIP solicit applications on-line. To participate, students must attend an OCIP registration meeting. (Check the UCS calendar for dates and times.) After on-line applications are submitted, those selected for interviews will receive an email notification. The interviews take place at UCS.
  • 13. Action Verbs 11 ARTICULATE YOUR SKILLS AND ACCOMPLISHMENTS USING THESE ACTION VERBS ������������������������������������������������������������������� � � � � � �� � �� � � � � � � � � � �� ��� � �� � ���� �� � � � � ��� �� � � ����������� ������� � � � � � � � � � � � �� � � � � � � ������� ���� ���������� �� � ��� � �� � ���������� � � �� � � � � � ������������ ������� � � � � � � � � � � �� � � � � � � ���� � � ��� � ���������� �� � � �� � ��������� � � � ����� � ����������� � � � �� � � � � � � � � � � � � � � ������� � � � � � ������� � � � ������� �� �� � �� �� � ��������� � � � � ��� � � � �������� � � � � ��� � ������������ � ��� � �� �� � �������� � �� � �� � ���������� �� �� �� � �� � ���������� � � �� � � �������� � � �� � ���������� � ��� � ������� � � � � �� � � ���������� �� �� �� �� �� � ������ � � � � � � ����� � � � � �� � ����� � �� ����� � �������� � � � �� � � �� � ����������� �� � � � �� � ������ � � � � � ����� �� � ������� � � � �� � � � � ��������� � �� � � ���� � ���������� � � � �� �� � � � �������� �� � � � � ������������� � � � � � � �� � ��������� � � �� � �� � ���������� � �� � � � ���������� � � � � � � � � � ������ � � � � � � � � ��������� � � � � ��� � �������� ������ ��������� � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � � �������� � �� � � � �������� � � � � � �� � � � ������������ � � � ���� � ������������ � � � ��� � �� � �������� � � � �� ��� � ������ � � � � � � � ���������� � � � � �� � � �������� � � � � �� � ���������� � � � � � �� � � ��������� � � � � � � � � ������� �������� � � � � � � � � � � � �� � � � � � � � � � ������� � � � � � � � � ��������� � � � � �� � �� � �������� � � � � � ��� � ������������ � � � � � � ���������� � � � � � � � � � �������� � � � � ���� � � ���������� ��������� ������ � � � � � � � � � � � � � � � � � � � � � � � �� � � � � � � � ��������� � � � �� �� � ���������� � � � �� � � ������������ � � � � ��� � �� � ������������ � � � �� �� � � �������� � � � � � �� � �������� � � �� �� � � ������� � �� � � ����������� � � � � � ��� � ��������� � � � �� �� � �������� � � � �� �� � �������� � � � � � � � � ����� � ��� ��� � ��������� � � � �� � �� � �������� � � � �� � � � � �������� � � � � ��� � � �������� � � � �� � � � �������� � ��� �� � ��������� � � � ��� � �� � ��������� ��������� � � ��� � � �� � � � � � � �� �� � �������� � � � �� � � ������� � � � � � � � ���������� � � � ���� � �� � ������������ � � � ��� � �� � �������� � � � ���� � � ������� � � � ��� ��� � � ������� � � � ����� � ����������� � � � ��� ��� � ���������� � � � ����� �� � ��������� � � � � �� � ����������� � � � �� � � ��������� � � � �� � � � ���������� � � � � � ��� � ����������� � �� � ��� � � ������� � � � ���� � ������� � � � � �� ��� � �� � � �������� � � ��� �� � �� � ��������� � � � � � � � � ��������� � �� �� � � � �������� � � � ��� �� � �������������� � � � � �� � ����������� � � � ��� � �������� � � � � �� � � � �������� � � � � � � � ��������� � � ��� � �� � ������� � � � � ��� � � � ������� � � � � �� �� � ��������� � � � � � �� �� � ������� � � �� � � � �� � ��������� � � � �� � �� � ���������� � � � � � � �� � ��������� � � � �� �� � � ���������� ���������� � � � �� �� � �� � � � �� � ��������� � � � � ��� �� � ��������� � � �� � � � � ��������� � � � �� � � � ����������� � � � � � � �� � ����� � � �� � �� �� � ���������� � � � �� � �� � �������� � � �� ��� �� � � �������� � �� ���� �� � ��������� ���������� � � � � � � � � � � � �� � � � � � � � � ��������� � � � � �� � � ����������� � � �� � �� � ���������� � ��� � � � � ������������ � �� � �� � ��������� � � � �� �� � �������� ������� �������� � � �� � � �������� � ���� � �� �� � ������� � ����� � � � �������� � � � � � ������� � � � �� �� � ������ � � �� �� � � ����������� � � � ��� � ��������� � � ���� � �� � ����� � � � � � � � �������� �������� � �� � � � ��� �� � � � ���� � ������� � � � � � � �� � ���������� � � � � �� � ������� � �� � � � ������������ � �� � � �� � � ������� � � ��� � ��������� �������� ������� � � � �� � � ������ � � ��� � �� � ��������� � ��� �� � �� � ������ � � � � � � �������� � � � �� � � � ������� � � � � � �� � ��������� � � �� � �� � ���������� � � ���� � � ������ � � � �� � �������� � � � �� �� � �������� � � ��� � � �������� � � � � �� �� � �������� � � � �� � � �� � ������ � �� � � �� � �������� ������� � ��� � � � � �� �� �� � �� � � �� � ��������� � �� � � � ���������� � � ���� �� � �� � �������� � �� � �� �� � ������������� � � � ��� � ��������� � � ��� � �� � ������ � � �� � � ������������ � � ��� � �� � ��������� � � � � �� � � ������� � � �� � ��� � � ��������� ������ � � � � � � � � � � � �� � � � � � � ��������� ������ �������� � � �� ���������� � � � �� � � ������������ � � � � ��� � � ������� ������ � � �� � � �� � � � � �� � �� � � ���� � � ��� ��� � ������� � � �� � � � � ��������� � � � �� � � �� � ���������� � � � � � � ��������� � � ��� �� � � ��������� � � �� � � �������� � � �� � �� � � ���������� � � � �� � � � ������ � � �� � � ��������� � � �� � � � � � ������ � � � � � � ��������� � � � � � � �������� � � �� � �� � ������ ����� ��������� � � ��� � �� � ������ � � � � �� ��� � � ������ � �� � � � � �������� � � �� �� �� � � ����� � � � �� � ��������� ����������� � � � � � � � � � � � �� � � � � � � � � ������� � �� � � � � ���������� � � � � �� � � � ������ �� � � ����� � ������������ � �� � � � �� � ��������� � � � � � ������� � � � � �� � ��������� � � � �� � � ���������� �� � ��� � ��������� � �� � � � � ����� � � � � � ������� � � � � � � ������� � � � � �� � ������� ���� � ��� �� � ������� � �� � � � ����� � � � � � � �� � ������ � ��� � � � ������� � �� � � � � � � ����������� ������ �� � �� � � � �� � � �� ��� � ��������� � ��� � �� �� � ������� � �� � � � � � � ��������� � �� � �� � � � ����������� �� � �� � � � ������� � �� � �� �� � ���������� � �� � �� � ��������� � � � � � �� � ��������� � ��� � �� � �������� ��������� �� � � �� � �� �� � � �� � � �� � ������� � � � � ���� � �������� � � 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  • 14. TOOLS (and EXAMPLES) Your resume and cover letter are the tools you will use to express your interest in organizations and specific job and internship opportunities. The resume provides a snapshot of your education and experiences. The cover letter sent with a resume enables you to emphasize what makes you a good candidate and why you are (and Examples) interested. The examples we provide are meant to help you think about how to present yourself through a resume and cover letter. These examples should not be copied, and they should not be assumed to be the right or only way to present oneself. The content, of course, must be specific to you. The written presentation (the actual wording) should represent your writing ability. The design (layout) can be whatever appeals most to you and is appropriate for the career field(s) of interest. Resumes Your resume is, in a sense, an advertisement of yourself. It is important to spend time and seek advice creating this document so that you have the best tool at hand when you need it. Career counselors are willing to meet with you, as are our peer advisors, during “walk-in” hours or regular appointments. TOOLS Do begin your resume with an education section. Your Yale degree should be front and center! As a first- or second-year student, do include your high-school education. Whether or not to continue including it as a junior or senior depends on its relevance and the amount of available space. Your professional resume should be more than a list of the jobs and activities you have done. Regardless of the headings you use (“Experience” or other), you should provide relevant and thorough (yet concise) explanations of what you did in each setting. These definitions should always start with strong verbs, and you should avoid repeating those verbs. We have provided you with a list of action verbs on page 9 of this manual if you need assistance in iden- tifying the best verbs for each definition. In addition, a thesaurus always comes in handy! In each bullet point, focus on what you do (or did), not what the organization does.
  • 15. Tools (and Examples) 13 As you define your experiences, consider how a particular skill would be transferable to another setting; don’t dismiss an experience as necessarily irrelevant. If you worked in a clothing store, defining your experience as “Ran cash register” would not be an obvious usable or desirable skill outside of retail, but stating that you “Identified and served customers’ needs” may demonstrate a transferable skill that could be desirable in a number of settings. These definitions are particularly important if a resume is scanned by an employer. Some companies request that all resumes be submitted electronically, or they scan printed resumes so that they have an electronic version. If “scanning” the resumes, a computer does the first “reading.” If a resume contains a particular number of predeter- mined verbs, phrases, skills, accomplishments, etc., the computer approves forwarding the resume to that particular job opening. These key words and phrases, of course, will vary depending on the job and industry. A career counselor can help you review your resume to see if it is scannable, or you may want to research this topic in our library or on the web. A resume should be structured in the way that best identifies your skills and experiences in relation to the opportunity you are pursuing. Many students create a chronological resume (actually in reverse chronology) that features four primary sections: Education, Experience, Skills, and Activities. This is the most common resume for “business” opportunities. A functional resume categorizes the definitions under relevant headings such as Leadership Experience, International Experience, Teaching Experience, and so on. Some resumes are a hybrid of the two. Your resume should enable you to present yourself in a way that makes it obvious that you are qualified and interested in the opportunity at hand. Most student resumes tend to be one page, though this is not always the case and often depends on the type of position for which you are applying. Meeting with a career counselor is the best way to determine the format and length that are best for you. A career counselor can also assist you with a curriculum vita (C.V.) if such is requested. (A C.V. includes a thorough listing of academic achievements in addition to or even instead of one’s activities and non-academic experiences.) Your resume need not include names of references. If an organization requests names, after asking permission of appropriate people (past
  • 16. 14 Tools (and Examples) supervisors or professors), prepare a separate list that includes each reference’s name, title, organization, address, phone, fax, and email address. This list of references should include your name and address (and phone and email address) at the top. When you send your materials (cover letter, resume, application form if provided, list of references if requested, a transcript if required), use the delivery method requested by the company. If they haven’t specified email, mail, or fax, use the method most appropriate for that industry and/or the one most comfortable to you. If an organization requests letters of recommendation, find out how many are required and to whom they should be sent (to you or directly to the organization). As you ask people who know your skills and background relevant to the opportunity you are seeking, provide them with a copy of your resume and cover letter as well as the job description. Be sure to give them accurate information regarding the deadline and to whom to address and where to send the letter. Cover Letters Your cover letter provides the opportunity to highlight the skills and experiences that you want a potential employer to notice. It also enables the reader to gain a sense of your writing style and ability to focus. Cover letters can serve many purposes. The most obvious use is as a “cover” for your resume when applying for an internship or job. As discussed in the “Getting Started” section, a cover letter can also be used to inquire into the possibility of creating or identifying an unad- vertised opportunity, both for jobs and internships. A request for an informational interview is yet another version of a cover letter. In any cover letter, be certain in the opening paragraph to state clearly why you are writing and who you are. The body of your letter should highlight what you have to offer—personal attributes and the skills gained through internships and jobs, through coursework, and through your activities. You should also convey your interest in the industry, the organization itself, and/or the position you are seeking. The closing of your letter should focus on what you want the next step to be: for example, requesting an interview. Your letter should ideally be only one page.
  • 17. Tools (and Examples) 15 Examples The following examples include resumes of students in many different disciplines with experiences and interests in a variety of industries. The type and number of experiences may be quite different for first- year students versus seniors, for science majors versus artists, for seniors who have completed several internships versus those who have attended several summer-school sessions. There are also examples of cover letters used to apply for internships, create intern- ships, apply for jobs, inquire about job opportunities, and ask for informational interviews.
  • 18. June 15, 20XX ���� ��� ���� February 1, 20XX���� �������� �� 16 B. Garcia ��������� Ms. Jane Doe ��� ��� ���� Art for the Community ��� ��� ��� ��������� Executive Director ��������� �������� 1515 Eighth Avenue, Suite 111 ���� ������ ������� ����� ��� Old South ����� ������� ����� ��� Meeting House New York, NY 10000 310 Washington Street ������ ��� ���������� ��� ����� �� ����� Boston, MA 02108����� ������� �� Dear Sir or�� ������ ���� ��� Madam: Dear Ms. Doe: ���� ���� ��� I am applying for the position of�� ������� ���������� graduated from Yale University in�� ��� ���� � �� �������� ��� ��� �������� Program Assistant. I � ��������� ���� ���� ���������� May 2004 As a sophomore at Yale University majoring in history, I am interested in the �� ��� ����������� �� �� � ��������� �� ���� ���������� �������� �� �������� � �� ���������� possibility of with a � ���� �� ��� �������� �� ���� was fortunate to�� ���� ������ �� ��� ���� ��� �������� ����� � interning at the �� ��� ��� ����� ������� ����� ���� ������� � ����� ����� ��� ����������� �� ��������� Old South Meeting House this summer. I would value any opportunity to ���� B.A. in Art History. At Yale I � ��� ��������� have worked at the Yale Art Gallery, where I shadow a curator, work on a project, or assist ������the administrative details of the �� ��� �������� was able to�� �������� ���� �������� ��� ������ ���� ��� ����� �� �� ��� ��� ����������� �������� ��� ���� interact with children and adults from New Haven in an art and educational setting. ������ � �������� ���� �� � �������� �� with ���� ��� �������������� ������� museum’s operation. Based����� �� �� ���������� ��� ����������� � demonstrated project ���������� on my background and experience, I offer ����� ������������ ������� management, organizational, and administrative skills ������ ��� � ������ �������� �� ��� ������� �� ����������� ��������������� ��� �������������� and a strong interest in the history of As a � ����������� ��� ��� ���� �������������������� ������� ������ ������ developed three-hour �� facilitator for the Yale University-sponsored program Artful Tales, I � ��������� ���������� colonial and early America. �������� ��� ����� �������� workshops for groups of�� �������� ����� � �� ��� ����� ������ � ������ ���� ������� �������� � ������ ��������� ��� ������ children (ages 5 to 8). Based around a theme, each session included a story, brief tours/discussions in�� ��� �������� ��� ��� ���������� �� �������� �������� ����� ��������� ����� ����� ����������������� the gallery, and the completion of creative hands-on craft projects. After My role as editor ������ �� ��� �������� ������� �������� �������� �� �� ��������� ����� ��� �� ���� �� of the Berkeley College Facebook requires me to establish goals and working mainly with middle- to�� ����������� �������� �������� ���� ��������� �������� �� ��� ����� � priorities and orchestrate the details of a major ����� �������� �������� ��� ����������� ��� ���������� ��� ����������� ��� ������� �� � project. Managing the publication and ������� ������ ���� ������� upper-class suburban children with extensive exposure to the arts, I distribution of over 500 books����� �������� ������������ ����� ������ ��� �������� ��� ������ realized that the lack of�� ���� ��������� �� ��� ����� ������ ������� ��� ����������� ������� ���� ������������ �� ���� ��� involves coordinating photo shoots and students and staff, �������� ���� ��� ���� arts education in New Haven Public Schools was tremendous. Working with collaborating with the Dean’s Office������ �� ������� ������� ������������ ������������ ��� ������������� ���� ��� ������ to compile student biographical information, and another peer, we cofounded a � ������� �������� ���������� �� ���� ��� ���� �� ����� �� �� ����� ��� �� ������� ����� �� ��������� program entitled Adventures in Art, the goal of which is to bring art to serving as a liaison to the �� ��� ��������� �� ������ � ������ ��� ������ �������� past ���� ������� �� � ������� publisher to ensure a timely and smooth process. This ���� children who have had little chance to�� ������� ����� ����������� ���������� �� ��� ������ ���� �������� ��� ���� ��� ������ ������ develop their creativity. Adventures in Art allows Yale summer, I worked as an office ������ ��������� �� ��� ������ �� ������ ������� �� ������ ����������� ������� � ������ �� �� assistant in the Office of Public Affairs at Boston University. students to�� ������ ������������������ �� �������� ���� �������� ���� � �� ��� ���� ���������� �� ������� �������� create a three-week block of sessions (for children ages 7 to 12) that culminates in a field This position demanded significant multi-tasking and administrative skills.������� �� �������� �� ���� �������� �������� ����������� ������������� ��� �������������� In addition to trip to�� ��� ���� ��� �������� ���� �������� ������ �������� �� � ����������������������� �� � �������� updating media����� ������� ����� ��� ������������ releases to national media, I provided �������� contact lists and distributing press ����� �������� �� �������� ������ � �������� ���� the Yale Art Gallery. Each one-hour lesson consists of a presentation/discussion of a specific front-line administrative support for a fast-paced office ������ �� ������� �������������� ��������� theme and an art activity. I would be happy to�� ������� � ���� �� � ������ ������ ����� ���������� �������������� ������� ��� � ���������� of fifteen professionals, including ����� ��� �� ��� ��������� � ����� �� ����� provide a copy of a sample lesson plan. fielding phone����� ���������� ��������� ��������� ������� ��� �������combination of my�� �� �������� inquiries, receiving visitors, filing, and faxing. The ��� ����������� project management and administrative skills ������ ���� ����� �� �� ���������� �� � variety of ������� ���������� ��� �������������� will allow me to contribute to a wide ���� ������� �� As a � ��������� �� ���������� �� ���� was responsible for meeting with school officials to�� �������� �� cofounder of Adventures in Art, I ����� ����������� ��� ������� ���� ������ ��������� organize museum projects as well as administrative needs �����daily basis. ������ ������ �������� �� ���� �� �������������� on a �� � ����� program times, discuss the curriculum, and arrange the field trips to�� ��� ���� ��� �������� also ������� ������ ������� ��� ����������� ��� ������� ��� ����� ����� the Yale Art Gallery. I � ���� worked with an artist-in-residence to�� ������ ��� ������� ��� �������� ��� ���������� �� ���� ������ ��� A strong������ �������� �� �������� ��� American history currently shapes my academic � interest in colonial and early ����� �������� ������� ��������� ������ �� �������� ������ ���� �� ������������������� create and execute the original art activities we used during the sessions. Other responsibilities included gathering student volunteers and teaching class sessions. pursuits. As a freshman, I took�Revolutionary America and am presently enrolled in The ��� ��������� �� � ��������� ���� ������������� ������� ��� �� ��������� �������� �� ��������� ����� ���������������� �������� ��������� ������� ���������� ��� �������� ����� ��������� Colonial Period of American History. Since ����� � ��� young, I have� enjoyed visiting Having volunteered as�� ����������� ��������� �� �� ���������� ������ �� ������ am also comfortable �������� ������ �� �������� �������� I was quite ����� ������ ���� ������� �������� ������ ����������� a teacher's assistant in an elementary school in Spain, I � �� ���� ����������� history museums, and was always mesmerized by objects from everyday life in���� �� ��� ������� �������� ��� ��� ������ ���������� �� ������� ���� �������� the interacting with children in�� � ��������� ������� ��� �� ������ �� ������� ���������� �������� ��� ����������� ���� �������� a classroom setting and am fluent in Spanish (speaking, reading, and eighteenth century. Because the Old South ����� ������� ����� ������a���� � ������� ���� �� ��� ���������� �������� ������� ��� ��� Meeting House played such pivotal role in the writing). ��������� events������ ������� the �� ��� �������� ���������� ��as in the �� ��� �������� ������� �� �������� leading up to �� American Revolution as well ���� �� cultural history of colonial Boston, the museum and its collections are of ��� �� ���������� �������� ��I ��� � ������� ��� ������ ������� ��� ������ ��� ��� ����������� particular interest to me. visited the museum Working as�� ��� ������ ���� ��������� �� ��� ����������� ������ �� ��� ���� ��� �������� acquired last summer and especially enjoyed its use��� ��� �� ����������� �� ������ �������� ��� ���� ���� ������ ��� ���������� ������� of multi-media to engage visitors and make ������� the Campus Loan Assistant in the Registrar's Office of the Yale Art Gallery, I � �������� historic artifacts and events������ ���������� �� � ������ ��� �������� �������� � ����� ���������� the computer and organizational skills necessary for organizing and running an art program. My tasks �������� ��������� ��� accessible in a modern and familiar context. I would especially ��� �������� ��� �������������� ������ ��������� ��� ���������� ��� ������� �� ��� �������� �� ����� enjoy ����� �������and learning from experienced professionals at the �� ��� ������might ����� working with ���� ��� �������� ���� ����������� ������������� museum who ��� �������� ��� ���������� condition and inventory reports, the movement of art objects, and frequent included the generation of�� ��������� ��� ��������� �������� ��� �������� �� ��� �������� ��� �������� share �����knowledge and insight with me as �� �� � ����������� � ������ �� ��� ������ ������ their ����� ��������� ��� ������� ���� I contemplate a career in the museum field. correspondence with curators and Yale staff. I maintained the loans to�� ���� ��� ����� �� ������ ��� �������������� ���� �������� ��� ���� ������ � ���������� ��� ����� over 115 sites on campus and am able to�� ������ �������� ����� ��� ����������������� am proficient in�� ��� ��� �� ��������� ������ �� ���� handle multiple tasks and responsibilities. I � �� ���������� the use of Microsoft Office In closing, I would����� �� ��������� a part � ���� ��team this summer. I am quite flexible as �� �������� � be delighted to be �� �� of your ���� ���� ���� ������� � �� ����� �������� �� tools as�� ���� ������������ ���� ��� ��� ������� ��������� I will � ���� Boston for the entirety of the �� ��� ������ ��� �� to either ������ � ��������� �� ����� be in �� �� ������ ��� ��� �������� summer and am open ���� �� a part-time or full- ����� well as Excel and TMS, the art gallery database. time position. If you�� ��� ����� ���� �� with me, I will � ���� the �� ��� ������from March 8 ���� ��������� would like to meet ���� ���� ��� be in �� Boston area ���� ���� ����� � through March 21. I ��� � ���� ���� ��� ������ ��� ���� �� �������� inquire about ����� ��� ������� ����� will call you during the week of February 16 to �� �� ������� the ����������������� ������ ����� art accessible and enjoyable to children and adult members of The excitement of making works of�� ��� ���������� ��� ��������� �� �������� ��� ����� ������� �� viability of scheduling a short meeting at a time�that is���� �� ���������� ��� In the �� ��� �������� ��������� �� ���������� � ����� ������� �� ���� convenient for you. ���� interim, Tools (and Examples) the public is�� ���� �������� �� �� ������ �������� �� ���� ���������� am confident in�� �� ������� �� ��� ������ what inspired me to become involved in arts education. I � �� ��������� my ability to please������ �� ��� �������� �� ������� �� �� ��� ������ ������ ����� ���much ���� ��� ���� do not hesitate to contact me at the number below. Thank you very ���� for your ���������� ���� �� ���������� well as my enthusiasm for the opportunity to learn more about how contribute both my experience as�� ���� �� �� ���������� ��� ��� ����������� �� ����� ���� ����� ��� time and consideration. ���� ��� �������������� to����������������� ����� ��� ����� look forward to�� ������� ���� ���� educate others about the arts. I � ���� ������� hearing from you. Sincerely, ���������� Sincerely, ���������� Elizabeth Yale ���� ��������� Ellie Yale ����� ���� PO Box 200000 �� ��� ������ (203) 203-2222 Yale Station ���� ������� ����� �������� New Haven, CT 06520����� ellie.yale@yale.edu ������������������� ��� ������ �� 555-2030 (203) ����� �������� ellie.yale@yale.edu �������������������