printable version in PDF format
	Conducting Your Job Search Writing a Curriculum Vita Introduction In the academic job market, high quality job search materials play a critical role in helping you stand out as a strong candidate. As part of your job search, a curriculum vita (CV) is often your first introduction to a search committee. Your vita must reflect educational and professional experiences that will be of value to the position for which you are applying. As with any self-marketing document, an effective vita will combine elements of content and format in ways that reflect your own unique background and job search goals. Definitions Employers may use a variety of terms in an effort to secure information relevant to their searches. One example of this is with the CV. Employers may use the term curriculum vita (also referred to as vitae or CV) interchangeably with the word resume, creating some confusion about the document most appropriate for your job search. Let the type of position and organization be your guide for which document is most appropriate to provide. A vita should be used for academic positions involving substantial amounts of research and/or teaching. A resume should be used for all other types of positions. While there are many similarities between a vita and a resume, there are also several differences in both content and format. You may want to meet with a Career Center staff member to help identify which document is most appropriate for your job search. Purpose of a Vita The fundamental purpose of your vita is to help you get job interviews. Your CV is a tool to help you move from job applicant to seriously considered candidate. During a typical search process your vita may be read by several people of varying positions within an institution. As you create your document, keep your audience in mind and consider how they will view your material. The purposes of a CV include: For the applicant: Serves as an introduction to the search committee. Creating a favorable first impression as a potential colleague is critical to your job search success. May lead to an initial interview. Your CV won't get you a job offer; its goal is to create interest in your candidacy and to encourage the committee to grant you an interview. Focuses attention on aspects of your background that are most relevant for each particular institution. For the search committee: Serves as a tool to screen in (or out) applicants, to develop a manageable candidate pool to interview. Provides an initial assessment of whether a candidate will "fit" the institution's and/or the department's profile. Suggests interview questions by what is included — and what is not. Preparation As you begin the process of writing a CV, focus on brainstorming and being inclusive. Your goal at this stage should be to generate a list of all things that could be a part of your CV. Try not to evaluate the content yet. Decisions of what to include and what to exclude will be easier once you have a good idea of all the information with which you are working. Don't spend too much time on formatting, or how the document looks on the page. While you may already have a good idea of how you may like to organize your CV, focusing too much on format could stifle your brainstorming. Decisions about format will become easier as you narrow your content. Save decisions about length until later. There is no such thing as a standard length for a CV; length is determined by many factors. During the revision process, you will have ample opportunity to adjust the length of your document. Content of a Curriculum Vita What you include in your vita will be dictated by two factors: your strengths, and the types of positions and institutions to which you will be applying. Consequently, the process of building your vita will become easier as you identify your own strengths and weaknesses and as you develop clear job search goals. As a general rule, every CV starts with a core of contact information, education, and professional experience. The rest of your CV should be built on information that will showcase your background and talents most effectively. Contact Information Include information that is clear and allows the search committee to access you easily. If your address changes during your job search, make sure that you update the contact information on your document. It is recommended that you include: Your full name as a heading at the top of the page. If you have multiple pages, be sure to include your name and page numbers at the top of each subsequent page. Full address, including phone number. If you are currently employed and are comfortable with a potential employer contacting you at work, you may also list a work address and phone number. E-mail address. URL, if applicable. Education For most students finishing a degree program, education is the first section listed on the CV. In this section, list each degree received in reverse chronological order, starting with your Ph.D. Information on each degree includes: Institution name and location. Degree you have, or will receive, and the date of expected completion. Major and/or area(s) of specialization. Dissertation or thesis title and advisors' names are generally included in this section. Other information may also be included in the education section, such as related course work or university activities. Include this information if you believe that it will positively affect your candidacy. This decision should be based on your assessment of its relative importance to your job search. Experience This section is designed to include experiences that support your professional objectives. This may work well as one section, or you may decide to subdivide experience to draw greater attention to multiple areas of strength. For example, you may separate your teaching and your research experience into two sections. The information you include will be based on your particular circumstances; however, each experience listed should include: Name and location of organization. Your title or role. Dates of involvement, typically designated by month and year. Description of the experience. In describing your experiences, focus on skills developed and tangible accomplishments in addition to your job responsibilities. Short, concise phrases beginning with action verbs, rather than whole sentences, will guide the reader through your descriptions effectively. Optional Content Beyond these three sections of your vita, any other information you include should reflect specific areas of strength and interest. The options for organizing your information are almost limitless. Choose headings that emphasize your strengths and that are most appropriate for your discipline or area of interest. What follows is a brief summary of some of the other more traditional sections found on CVs. Honors and Awards A listing of academic and professional awards may be included either as a separate section of your CV, or as part of the Education section. Awards not widely known in your field, such as those that are institutionally based, may be explained briefly. You may also benefit by describing honors that are especially prestigious or exclusive. Teaching and Research Interests A section outlining specific teaching or research interests may allow you to demonstrate a wide range of areas in which you could contribute. This may be especially important if your areas of interest are not entirely evident from other sections of your vita. For example, a Ph.D. in history may benefit from listing teaching interests in specific areas such as labor history, the Cold War, or women's history. Be prepared to offer support for your areas of interest during the interviewing process; search committees will often develop questions based on your areas of interest. Publications and Presentations This could be one combined section or separate categories, depending on the number of entries you have. Use the standard bibliographic form for your field. For articles, those that are published or in press are most advantageous; too many publications listed as "submitted" or "in preparation" could erode your credibility. Depending on the length of this section, you may need to be selective by listing publications or presentations that are most relevant to the position you are seeking. Professional Activities List national or local activities that contribute to your professional credentials. This may include university committee work if that is an important part of your background. Highlight projects that display leadership or initiative. Skills You may decide to include a separate section highlighting specific skills (e.g., language, computer). It may be helpful to quantify your skill level, for example, Italian: fluent speaking, proficient reading and writing. References How you handle references on your CV will be determined in part by whether you are using reference letters or a reference list. If using reference letters, give the name and address where the letters may be retrieved (e.g., Career Center's Reference Letter Center). If you use a reference list, include name and contact information as the final information on your CV or on a separate reference list. Formatting Your Vita As you shape the content of your vita, you should also be giving some thought to how you will create a professional looking document. While the format of your vita may be shaped in part by the standards of your discipline, it is also important to consider which aspects of your background you wish to highlight and the types of institutions and positions to which you are applying. Ultimately, your format should reflect your unique situation. As you begin to structure your information, keep these general tips in mind: Prioritize the information on your vita. Place your most important information on the first page. A general guideline for vita writing is to order the sections in descending order of importance. Devote more space to the most important aspects of your background. Not everything on your CV demands equal space. Consider developing more than one vita if you are applying for different types of positions. Even subtle changes in emphasis can enhance your candidacy in the eyes of a search committee. A Teaching or a Research Emphasis One question you may consider is whether your goal is to obtain a position devoted primarily to research or to teaching. While this distinction may not be evident in every position, you can help shape the reader's attention toward one or the other through the content and format of your vita. A curriculum vita emphasizing teaching may include: teaching experience teaching interests descriptions of student contact pedagogical training experience at teaching institutions A curriculum vita emphasizing research may include: research experience research interests technical expertise grant writing experience A Word about Length As with most aspects of writing a vita, there are no established rules about length. Check with colleagues in your discipline to determine if there are field-specific guidelines that you may follow. Also keep in mind that generally the vita of a new graduate will probably be shorter than that of a more experienced professional. A targeted, concise vita will be more effective than one that describes everything in your background. Ultimately your CV will be evaluated by its content rather than the length. Visual Aspects of Your CV In addition to strong content and smart organization, a CV must be visually appealing if it is to be effective. A vita with strong visual elements will be easy to read, and key information will be easy to find and understand. Keep the following points in mind as you put the finishing touches on your CV: Adequate white space is essential in a CV. Use margin space and space within and between sections to help your printed information stand out. Be consistent with where you place your information. For example, place the key elements of title, organization, dates and location of your experiences in the same order for each experience. Use formatting techniques such as bolding or italics to highlight important pieces of information. This will help the reader quickly identify key elements of your background. These techniques can also be used to identify each section of your vita. Use paper that will enhance the visual impression. Bond paper weighing between 20# and 50# is a sound choice; white, beige or another neutral color will communicate a level of professionalism for your document. Final Steps The samples that follow may help you think about content and formatting ideas for your CV. There are additional vitas collected in the Sample Resume and CV Binder and several other published books in the Career Center library. Use these samples to generate ideas that suit your own needs, rather than as templates to be copied verbatim. As you complete drafts of your vita, seek feedback along the way from a variety of sources. Career Center staff can help you assess the content and format of your document, and provide feedback and alternatives. Additionally, feedback from professionals in your discipline will ensure that you are following standard conventions in your field. The final version of your curriculum vita will play a key role in your academic job search. A CV that is well written and clearly organized will be your most important tool in persuading a search committee to grant you an interview. The information on your vita will serve as a springboard for discussion of your qualifications during the interview itself. The Career Center Office, a division of Student Affairs. Regents: Laurence B. Deitch, Daniel D. Horning, Olivia P. Maynard, Shirley M. McFee, Rebecca McGowan, Andrea Fischer Newman, Philip H. Power, S. Martin Taylor, Lee C. Bollinger (ex officio). ©1998 Regents of the University of Michigan. Dwayne R. Draft http://www-personal.umich.edu/~ddraft/resume.html Office 3227G Brown Laboratories University of Michigan Ann Arbor, MI 48109-1316 734-764-0000 Education Home 333 Elm Drive Ann Arbor, MI 48104 734-668-0000 ddraft@umich.edu May, 1999 Ph.D. in Biological Sciences, University of Michigan, Ann Arbor, MI Dissertation: Impact of Blood Transfusion Therapies on Renal Functioning Chair: Committee: Ronald F. Jones, Biological Sciences Joanne E. Richardson, Microbiology and Immunology Jonathan Quickman, Microbiology and Immunology Samantha S. Royal, Cellular and Molecular Biology June, 1992 Bachelor of Science in Microbiology, Boston College, Boston, MA Graduated with Distinction Research Experience May-August, 1998 National Institute of Diabetes and Digestive Kidney Diseases National Institutes of Health, Bethesda, MD Research Fellow, Renal Research Laboratory Identified mutations in proteins as definers of potential mutation to phenotype processes. June, 1996- April, 1998 University of Michigan Hospitals, Ann Arbor, MI Research Associate I, Kidney Transplant Unit Studied halogenated hydrocarbons and their role in post-transplantation renal functioning. July, 1994- May, 1996 University of Michigan Hospitals, Ann Arbor, MI Research Assistant, Pediatric Nephrology Unit Assessed pulmonary flow as a predictor of renal function in congenital coronary disease. Honors and Awards 1998 1997-1998 1996 1995-1996 1994 Summer Research Fellow, National Institute of Health Rackham Dissertation Fellowship, University of Michigan Outstanding Young Leader Award, National Nephrology Institute Russell D. Little Award for Research on Pediatric Nephrology Finalist, Outstanding Graduate Student Instructor Award  D.R. Draft, p. 2 Teaching and Mentorship Activities 1996 University of Michigan, Ann Arbor, MI Mentor, University Mentor Program Provided guidance and direction to eight undergraduates considering careers in research science. Developed academic and social activities to enhance their learning and interest in the sciences. 1994-1995 University of Michigan School of Public Health, Ann Arbor, MI Graduate Student Instructor Taught masters level students in two semesters of microbiology and immunology. Developed curriculum with faculty member. Responsible for all aspects of teaching and evaluation. 1993-1994 University of Michigan Department of Microbiology, Ann Arbor, MI Graduate Student Instructor Led discussion section of 25 students for introductory microbiology course. Co-developed lecture sequence on immunology with faculty member. Responsible for evaluation of written assignments. Provided office hours throughout the year. Professional Activities 1995- present National Association of Immunology and Microbiology Member 1996 Department of Microbiology, University of Michigan Member, Undergraduate Advising Review Committee 1993- 1995 Center for Research on Learning and Teaching, University of Michigan Attended the following workshops: Developing Course Web Pages Teaching Students with Disabilities Bringing Science to Life in the Classroom References Dr. Elaine West National Institutes of Health One NIH Plaza Bethesda, MD 20904 301-111-2222 ewest@nih.gov Dr. Ronald F. Jones Graduate Chair, Department of Microbiology 111G Brown Laboratories University of Michigan Ann Arbor, MI 48109-1316 734-936-0000 rfjones@umich.edu Dr. Joanne E. Richardson Department of Microbiology and Immunology Room 13, University Hospital University of Michigan Ann Arbor, MI 48109-7777 734-936-9999 jerich@umich.edu Susan J. Sample 1234 First Street • Ann Arbor, MI • 734-123-4567 • ssample@umich.edu Education University of Michigan, Ann Arbor, MI Ph.D. in History, expected May, 1999 Dissertation: "Women on the Factory Floor: Labor Shifts in the Postwar Era" Advisor: Dr. Jane Smith  Wellesley College, Wellesley, MI Bachelor of Arts in History, May, 1992 Magna Cum Laude Honors and Fellowships • Outstanding Graduate Student Research Award, American Historical Society, 1997 • Samuel T. Smith Research Award, University of Michigan, 1996-97 • United Auto Workers Research Grant, 1995-96 • Rackham Fellowship, University of Michigan, 1993 Teaching and Research Experience Graduate Student Instructor, University of Michigan Fall 1996 and 1997, Ann Arbor, MI Taught discussion sections for introductory history course. Led discussions for 15-20 students. Developed and graded written assignments and examinations. Held office hours 3 hours per week. Gave one lecture for entire class of 250 students. Visiting Instructor, Western Michigan University Summer, 1996, Kalamazoo, MI Established curriculum for course on U.S. History, 1945-1960. Presented lectures to undergraduates. Designed and evaluated student assignments including required readings, research papers, quizzes and exams. Research Associate, United Auto Workers 1995-Present, Detroit, MI Researched the roles of women in the development of the modern labor union as part of UAW-sponsored project on the history of U.S. labor movement. Conducted primary source research and interviews.   Sample, p. 2 Publications and Presentations Sample, J. (1998). The Auto Industry and World War II. Submitted to Michigan History Magazine. Sample, J. (December 1996). "Gender Roles Reconsidered: A History of the UAW." Paper presented at the meeting of the American Labor History Association, New York, NY. Smith, J. A., & Sample, S. J. (1996). From Field to Factory: Labor Migration to Detroit in the Early 20th Century. Journal of American Labor History, 9, 230-237. Teaching Interests United States History 1865-present United States Labor History The Cold War Social History Women's History Professional Memberships American Historical Society, Member Michigan Historical Society, Research Committee Co-Chair Academic Service Academic Counseling, University of Michigan, 1995-97 Graduate Student Representative, History Department Chair Search, University of Michigan, 1994-95. Reference File Reference Letter Center The Career Center 3200 Student Activities Building 515 E. Jefferson Street Ann Arbor, MI 48109-1316 734-764-7459 (phone) 734-763-4917 (fax)
top