Academic job search cover letter

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The ACADEMIC JOB SEARCH Survival Handbook Especially for Graduate Students Æ Æ Æ Æ Æ HOW TO: Find Job Announcements Plan Your Search Timeline Write a CV and Cover Letters Prepare for Campus Interviews Start a Reference File...TABLE OF CONTENTS Introduction ______________________________________________________________ 1 Entering the Academic Job Market: Timelines & Job Search Where to Look for Academic Jobs ______________________________________________ 2 Materials Most Often Solicited by Search Committees ______________________________ 2 Typical Timeline for Academic Search Committees _________________________________ 3 Timeline for Faculty Candidates ________________________________________________ 4 Creating an Academic CV: Research- and Teaching-Focused CVs Creating a Curriculum Vitae ___________________________________________________ 6 Writing Your Academic CV ____________________________________________________ 6 Categories Appropriate for the CV ______________________________________________ 8 Crafting Academic Cover Letters Writing Cover Letters of Application _____________________________________________ 9 Preparing for the Academic Interview Preparing for Campus Interviews ______________________________________________ 10 Tips for Academic Interviews __________________________________________________ 11 Appendix: Additional Resources Sample Academic Interview Questions __________________________________________ 13 Research University Cover Letter: Sample One ___________________________________ 14 Research University CV: Sample One __________________________________________ 15 Research University Cover Letter: Sample Two ___________________________________ 17 Research University CV: Sample Two __________________________________________ 18 Research University CV: Sample Three _________________________________________ 20 Teaching College Cover Letter: Sample One: _____________________________________ 22 Teaching College CV: Sample One: ____________________________________________ 24 Reference File Service _______________________________________________________ 27INTRODUCTION TO THE ACADEMIC JOB SEARCH SURVIVAL HANDBOOK Congratulations If you are reading this you are either close to fi nishing your dissertation and ready to start preparing for the academic job market or you are taking the smart step early in your graduate school career of learning about how the academic job search process works and what it’s all about. In either case, you’ve come to the right place. This handbook is designed to offer you a brief overview of the process of academic hiring, from the faculty search committee side as well as from the candidate side, as well as tips for best preparing your materials and yourself for the process. Much of the information in this handbook is taken from other, more comprehensive, sources, which are cited throughout the handbook and which we highly recommend also looking at as you research the job search process. In particular, these sources include: • The Academic Job Search Handbook by Mary Morris Heiberger and Julia Miller Vick. 1996. University of Pennsylvania Press. • Articles from the Chronicle of Higher Education Careers section (www.chronicle.com/jobs) • The UC-Berkeley Career Center web site: http://career.berkeley.edu/PhDs/PhDs.stm • Getting an Academic Job: Strategies for Success by Jennie Jacobs Kronenfeld and Marcia Lynn Whicker. 1997. Sage Publications. • The Curriculum Vitae Handbook: Using Your CV to Present and Promote Your Academic Career by Rebecca Anthony and Gerald Roe. 1994. Rudi Publishing. Use this handbook as a supplement to other important resources for being best prepared for the academic job search: • Academic job search workshops and events, career advising, and CV/cover letter critiques through the Career Services Center (http://career.ucsd.edu) • Web resources (listed later in this handbook) • Talking to your faculty advisors, peers, and alumni of your program about their job market experiences and advice What we hope is that this handbook gives you information that makes you feel more comfortable and confi dent as you enter the academic job market, and offers you tips and resources to use throughout your job search. For more individual help with your academic job search, contact the Career Services Center for an appointment with the Graduate Student Career Advisor at (858) 534-3750. Good luck 1WHERE TO LOOK FOR ACADEMIC JOBS Depending on your discipline, some of these resources may be more used than others, but perusing all of these options will help ensure that you fi nd every job possibility out there. Scholarly Associations • Conferences • Newsletters • Job Listings • Job Placement Services • Guides and Articles National and Local Publications and Web Sites • The Chronicle of Higher Education • AcademicCareers.com • Academic360.com • HigherEdJobs.com • Black Issues in Higher Education — for African-Americans and Others of Color • Science Magazine — for Sciences & Engineering • H-Net — for Humanities & Social Sciences • U.S. News, Yahoo (Links to most of these and others: http://career.ucsd.edu/sa/GFindJobsAcad.shtml) Your Own Network of People • Advisor • Faculty in Your Department • Faculty and Colleagues from Conferences • Direct Inquiries to Departments • Fellow Graduate Students • Former Professors MATERIALS MOST OFTEN SOLICITED BY SEARCH COMMITTEES • Curriculum Vitae • Letter of application (cover letter) • Description of future research plans/interests (research universities) or Statement of teaching philosophy (teaching colleges) • Letters of reference • List of references These fi ve items are by far the most common application materials. Others – such as dissertation abstract, writing samples, more teaching materials, and transcripts – may come up for some institutions as well. 2TYPICAL TIMELINE FOR FACULTY SEARCH COMMITTEES Courtesy of Andrew Green, Ph.D. Advisor, UC Berkeley As you can see, the timeline for a faculty search committee is a two-year (24-month) process, from creating a job ad to soliciting materials to interviewing to eventually hiring a candidate. Understanding the process from the administrative side can help you feel more comfortable with what is happening, what might be taking so long, and where you are in the typical process. Numbers indicate how many months before new faculty member starts in the position, or before the target (T). ■ T-24 mos. Get Authorization ■ T-18 Agree On Job Ad ■ T-12 Create Search Committee ■ T-11 Run Ad ■ T-10 Meet with Affi rmative Action Offi cer ■ T-9 Read Files ■ T-8.99 Decide On Long-Short List ■ T-8.98 Present Recommendations to Full Department ■ T-8.97 Phone Interviews/Conference Interviews/Meetings ■ T-8.95 More Meetings Î Fights Break Out Î On-Campus Interview List Forwarded to Dean/Provost/Review Committee ■ T-7 On-Campus Interviews (3-4) ■ T-6.99 Job Talk ■ T-6.2 Full Dept. Meets & Votes ■ T-6.1 Recommendation Î Provost/President ■ T-6 Initial Offer Made ■ T-5.5 Initial Offer Rejected ■ T-5.3 More Meetings Î Second Offer Made ■ T-5.2 Negotiations Begin ■ T-5.1 Offi cial Offer Letter Received ■ T-2 First Paycheck/Benefi ts/Faculty Library Card ■ T New Faculty Member Begins First Semester/Quarter in Position 3TIMELINE FOR FACULTY CANDIDATES Courtesy of Julie Miller Vick and the late Mary Morris Heiberger, Ph.D. Advisors, U. Penn., and authors of The Academic Job Search Handbook From your end, the job search process is also a two-year (24-month) endeavor. Starting early and staying organized are critical to a successful search. Peruse this brief outline, and check out Vick and Heiberger’s The Academic Job Search Handbook for more important details. Two Years Before Target Job Start Date: • Finalize dissertation committee. • Learn about conference dates and start making plans to attend. • Start reading job listings to see what is out there. • Start exploring postdoc options. • Think about what you want, your long-term goals and priorities; start talking to your partner or family, if you have one, about a plan for you both/all. • If non-academic options are your “Plan B,” start reading about those; visit the Graduate Student Career Advisor on campus to discuss possibilities. Summer, Fifteen Months Before: • Stay on track to fi nish dissertation by next summer; Ph.D. in hand is safer on the job market. • Talk to advisor and other faculty about going on the market. Get their advice, review their potential contacts. • Continue to think about your priorities and communicate with your partner. • Start gathering letters of recommendation. Set up a Reference File with the Career Services Center to store your letters (see Appendix for details). • Prepare your CV and other materials (abstract, teaching portfolio, etc.). • Submit papers for academic conferences. • Obtain and prepare postdoc applications. Fall, One Year Before: • Finalize CV. • Secure all letters of recommendation. • Keep working on dissertation • Attend Career Services Center programs on academic job search and interview preparation. • Practice interviewing. • Read all job listings in your fi eld. • Write cover letters and send applications. • Keep in close touch with advisor. • Consider making direct inquiries to departments of particular interest. (continued on next page) 4Winter, Eight Months Before • Continue practicing interviewing and think about long-term goals. • Attend academic conferences. • Prepare and practice job talks. • Continue to watch job listings and apply. • Go on campus interviews or have telephone interviews. • Apply for non-academic positions, if interested. • Be good to yourself – take some breaks Spring, Five-to-Six Months Before • Receive offers. Remember, it is not offi cial until you have it in writing • Negotiate. Now is the only time you will have leverage • Revisit “Plan B” and “Plan C” if necessary. Remember, non-academic positions are open year-round. Many people conduct more than one academic search, so consider on-campus options – teaching, grants, etc. – to get you through another year until next Fall’s round of academic openings. • Thank everyone who helped you after you accept a job offer. 5CREATING A CURRICULUM VITAE The curriculum vitae (also referred to as the vita or CV) is a summary of an individual’s educational background and academic-related experiences. The CV is used when applying for teaching and administrative positions in academia or for a fellowship or grant. In contrast to a CV, a resume is used to summarize an individual’s education and experience related to a specifi c career objective in the private or public sector. The CV is the key document in securing an interview with an academic search committee. WRITING YOUR ACADEMIC CV It is crucial to have the CV represent your experience, accomplishments, expertise and special professional qualities in the most positive manner possible. The visual impact of the CV provides the initial message about your attention to detail and thoroughness. It also serves a key function – making it easy on your audience to see what you have to offer. Busy faculty members looking at dozens of CVs do not want more work than they already have. Make it easy for them by asking yourself the following questions about your CV: • Is it well designed, organized and attractive? • Are categories of information clearly labeled? • Is it easy to fi nd certain sections of interest to search committee members? • Has your advisor reviewed and critiqued it? • Have you avoided using acronyms? • Has it been proofread several times to eliminate any typos? • Has it been copied on heavyweight, smooth-fi nished white paper? While contents of a CV will vary from fi eld to fi eld, it is worth noting some of the major categories and information typically included. Included in this handbook are sample CVs that refl ect stylistic differences and, to some degree, conventions of the fi elds represented. Your CV should be long enough to thoroughly present all your qualifi cations in the categories discussed below. That will probably take two, three, four or more pages. The order of categories will differ if you are applying to a research university versus a teaching college (see samples in this handbook for differences). Identifying Information: Name, address, phone and back-up number. Leave off date of birth, marital status, number of children or other information that is not job related or does not add to your qualifi cations. Education: Begin with your most recent or expected degree. List degrees, majors, institutions and dates of completion (or expected date) in reverse chronological order. Also list minors, subfi elds and honors. (continued on next page) 6Dissertation or Thesis: Provide the title and a brief description of your work, its theoretical framework, your conclusions, your director (and readers, if their names and departments add breadth or new perspective to your area of research). For engineering and sciences, if you decide to describe your research more completely in the “Experience” section, you may want to simply list the title of your dissertation in this section. For a new candidate in humanities or social sciences, the dissertation should be featured prominently in this section. Awards, Honors, Fellowships and Scholarships: Recognition of scholarship by the university or within the fi eld is very important. Membership in honorary societies belong in this section unless they have already been listed under “Education.” Professional Experience: This category is often divided into several possible categories such as “Research Experience”, “Consulting”, “Fieldwork”, “Teaching Experience” or “Postdoctoral Work” as well as many others, depending on your discipline and target institutions. Reverse chronological order (within categories) is again the rule. Publications, Invited Papers, Exhibits, etc.: This category may be modifi ed to read “Papers and Publications”, “Programs and Workshops” or other titles which accurately refl ect production of professional work in your discipline. These should be arranged in reverse chronological order and may be divided into subsections. In sciences and engineering disciplines, fi rst authors, number of papers and quality of journals will all be carefully assessed, so clarity of presentation is important. Teaching, Research Interests: List the courses you are prepared to teach (including basic undergraduate courses) and topics that indicate your present and future research directions. If your background would allow you to teach in several fi elds, you may want to include a list of graduate courses taken, as an appendix to your CV. These sections will also vary depending on whether you are targeting a teaching college or research institution. Academic Service: List all departmental and university groups, committees, task forces on which you served. Student groups are valid as well. You should demonstrate that you have exhibited leadership qualities and you will assume certain departmental administrative duties if hired. Memberships or Professional Affi liations: List all professional groups and offi ces held. Languages: List all languages you speak and/or read and note those in which you are fl uent. Dossier or Reference Files: Many applicants state that their fi le is available from the UCSD Career Services Center. It may be useful in some disciplines to list your references as well so that they may be contacted by phone. 7CATEGORIES APPROPRIATE FOR THE CV Academic Preparation Academic Service Academic Training Professional Service Academic Background University Involvement Education Service Educational Background Faculty Leadership Educational Overview Committee Leadership Professional Studies Departmental Leadership Degrees Professional Association Leadership and Activities Principal Teachers Scholarly Presentations Thesis Workshop Presentations Master’s Project Conference Presentation Comprehensive Areas Convention Addresses Dissertation Workshops and Conventions Dissertation Title Programs and Workshops Conference Leadership Professional Competencies Conferences Attended Educational Highlights Conference Participation Course Highlights Profi ciencies Professional Memberships Areas of Knowledge Memberships Areas of Expertise Affi liations Areas of Concentration in Graduate Study Professional Organizations Memberships in Scholarly Societies Professional Experience Professional Overview Endorsements Professional Background Professional Certifi cation Administrative Experience Certifi cates Teaching Experience Licensure Teaching Overview Special Training Experience Summary Experience Highlights Professional Interests Research Experience Teaching Interests Research Overview Academic Interests Continuing Education Experience Research Interests Consulting Experience Education Interests Related Experience Special Honors Professional Achievements Scholarships Internships Fellowships Teaching/Research Assistantships Academic Awards Graduate Fieldwork College Distinctions Graduate Practica College Activities Academic Accomplishments Honors Awards Career Highlights Prizes Career Achievements Background Foreign Study Study Abroad Professional Papers Travel Abroad Publications Languages Scholarly Works Language Competencies Books Articles/Monographs Dossier Arrangement/Scores Credentials Reviews Placement File Exhibits/Exhibitions References Recommendations From Finding A Job In Your Field: A Handbook for Ph.D’s and M.A.’s. R. Anthony & G. Roe. Princeton, NJ: Peterson’s Guides, 1984 8WRITING COVER LETTERS OF APPLICATION For your cover letters, use departmental letterhead, if appropriate. The most important aspect of your letters is that they should be written individually to respond to each position. This means that you must give some thought to how your background matches the qualifi cations of the position. In addition, you must indicate a sincere interest in academic life in your letters. FIRST PARAGRAPH State the specifi c position for which you are applying and where you learned about it. If there is not an advertised position, explain who suggested you write and why you are writing. Let the reader know who you are, what your fi eld is and where you are attending school. Indicate any special interest or background you have that may be of interest to their department or institution. If your research involves collaboration with a well-known person in your fi eld, or if you come recommended by someone in their department, be sure to highlight that relationship up front. MIDDLE PARAGRAPHS These paragraphs will vary according to your fi eld and possibly the types of positions you will be applying for (teaching emphasis vs. research emphasis). If you are applying to research universities, discuss your dissertation or thesis (or most recent research), what it accomplishes, your methodology, conclusions and the implications of your work. This may take more that one paragraph, but you should write to a general audience as opposed to specialists in your fi eld. Discuss future plans for research or research interest as well. You should also point out supporting fi elds in which you have expertise or enumerate the variety of classes you could teach. If the position requires teaching, be enthusiastic about your experience and discuss the courses you have developed or your teaching style. If it is a solely teaching position, your middle paragraphs should focus on your teaching experiences, philosophy and interests, and how your research informs your teaching. CONCLUDING PARAGRAPH Deal with logistics, namely, are you having a reference fi le sent and a writing sample or chapter of your dissertation? Mention that you look forward to meeting with the committee and to their inviting you to an interview. Sample CVs and Cover Letters are located in the Appendix. 9PREPARING FOR CAMPUS INTERVIEWS Who you will likely meet at a campus interview: • Faculty/Colleagues • Students • Benefi ts/HR • Librarians/Lab Managers • Deans • Anyone You Ask to Meet Assume only two things: • None of them will be familiar with you and your work. • Any one of them may have a major infl uence on the decision whether to hire you How to best prepare yourself: • Practice your job talk See if you can get a colloquium or informal practice job talk session scheduled in your department so you can also practice answering audience questions and receive some feedback from faculty and peers. • Practice interview questions – out loud Sign up for an On-Camera Interviewing for Graduate Students (Academic) workshop at CSC to practice with a small group and receive valuable, expert feedback on your answers. The questions we use in the workshop are included in this handbook. You can also practice with a trusted colleague, an advisor, or a friend. • Study your audience Find out absolutely everything you can about the university and the department. Take opinions with a grain of salt, but get as good a feel as you can about growth, challenges, reputation, culture, and focus of the department. What To Bring: Copies of: • Your CV • Your application materials & the job announcement • Your teaching portfolio (sample syllabi, list of classes you can teach, etc.) • Writing samples • Dissertation abstract and research plan • Your research/notes on your interviewers (who are they, what do they do) • All logistics (names, phone numbers, itinerary, transportation, etc.) Plus a briefcase to carry all this paper and any more paper given to you. Emergency Supplies: • Non-perishable snacks (protein bars, nuts, juice boxes, water bottle, etc.) – unfortunately, there is often no time to get food • Alarm clock, ear plugs, stress relievers (running shoes, escapist novels, candles, meditation tapes, etc.) • Fixers (mini sewing kit, individual stain cloths (“Shout Wipes”), band-aids) • Other supplies: extra contact lenses, glasses, tissues, allergy meds, eye drops, etc. • Professional, comfortable, versatile attire. 10TIPS FOR ACADEMIC INTERVIEWS General Areas You Must Be Prepared to Discuss ● Your Dissertation ● Teaching ● Your Future Research Interests ● Your Interest in the Institution See examples of real academic interview questions in the Appendix. Navigating the Illegal Questions Employers cannot legally ask you any questions that may lead to discrimination on the basis of race, sex, age, religion, national origin, or disability. However, many faculty candidates report questions related to these topics, both indirectly and directly. Faculty or other interviewers may ask these questions out of ignorance or purposefully. In either case, your best option is to remain calm and professional. You are not required to provide any information about your marital or parental status, your ethnic background, or any disabilities you may have. But, some people choose to reveal this information voluntarily, so they can assess whether a department is family-friendly or ethnically diverse, for instance, or will provide needed accommodations for a disability. In short, you have three options. Say the question is “Do you have children?”: • Answer directly, highlighting positives: “Actually, yes, and luckily my in-laws live here in town and would be happy to take care of them while I work.” • Avoid the question, highlighting qualifi cations: “If you are concerned about my commitment, I can assure you that my research plan is already up and running given the generous fi ve- year grant I just received….” • Challenge the question, knowing the risks involved: “Can you tell me how this is relevant to my ability to perform as a faculty member?” Remember To Ask Questions Of Your Interviewers Possible Topics: ● Students (undergraduate and graduate) ● T echnology (available resources) ● Faculty (advising, collegiality, expectations) ● Funding (for research, conferences) ● Community (university and town/city) ● Collaborations (with grad students, ● Committees (faculty involvement, other universities, etc.) kinds of service) ● Teaching needs of the Department ● University/Department special programs ● Tenure expectations and requirements or changes And Always Send Thank You Notes • You must thank the search committee chair for his/her time and effort. • Other committee members, graduate students, and administrators you met with do not expect thank you notes, however, sending them to these people could help your case as a future colleague/faculty member. • Keep notes professional but friendly. It can help to mention a stand-out conversation or something you learned about the department that fi ts with your qualifi cations particularly well. 11APPENDIX: ADDITIONAL RESOURCES In this section, you will fi nd: • Sample Academic Interview Questions from real search committees • Sample CVs and Cover Letters for both research university faculty positions and teaching-focused college faculty positions • Information on setting up a Reference File at the UCSD Career Services Center 12SAMPLE ACADEMIC INTERVIEW QUESTIONS RESEARCH 1. Tell me about your research. Explain its broader signifi cance/value to an educated layperson. 2. How do you plan to revise your dissertation for publication? 3. If you were starting again, what changes would you make to your dissertation? 4. Why did you choose your dissertation topic? 5. What contribution does your dissertation make to our fi eld? 6. Tell me about your current research program. What do you plan to do next? 7. What audiences does your research address? Who are the other hot scholars in your fi eld and how does your work compare with theirs? 8. This is a publish-or-perish institution with high standards for tenure review. What makes you think you could earn tenure here? 9. How many papers do you think you will publish given the teaching load? 10.What are your plans for applying for funding over the next few years? 11.Do you intend to continue collaborating with people from UCSD? How? 12.What facilities do you need to carry out your research plans? 13.How well do you know the research of our department’s faculty? 14.How has your advisor/chair infl uenced your research? 15.Were you ever stuck in your research? How did you get through it? TEACHING 1. What is good teaching? Are you a good teacher? Why? 2. How would you teach the basic survey course in our fi eld? What texts would you use? What three goals would the course achieve? 3. What is your basic teaching philosophy? 4. What courses would you like to teach? How would you teach them? What courses could you teach? 5. Tell us about your teaching experience. 6. How do you motivate students? 7. How would you encourage a student to major in our fi eld? 8. How has your research infl uenced your teaching? 9. How do you handle diffi cult teaching situations? 10.How have you used technology in your teaching? (Have you had experience with distance- learning/online education?) OTHER 1. What do you think is the optimal balance between teaching and research? 2. What could an undergrad learn from working in your lab? 3. What are some of your other special strengths/interests? 4. Why should we hire you? 5. Why do you want to work for our type of university (liberal arts, research)? What experiences have you had with (our type of) students? 6. What kind of salary are you looking for? 7. What is the biggest challenge to higher education today? 8. How would moving to our university affect you (and your family) personally? 9. Are you willing to become involved in committee work? 10.If you have more than one job offer, how will you decide? 11.What do you do in your spare time? 12.What will it take to get you here (to persuade you to take this job)? 13Research University Cover Letter April 18, 20xx Daniel Masato Hartmann 108 Lebon Drive La Jolla, CA 92037 Professor Nigel Cowen Chairman, Department of Electrical & Computer Engineering University of Washington 1920 University Drive Seattle, WA 98910 Dear Professor Cowen: I am writing to apply for the Assistant Professor position in your department that was advertised in the IEEE Spectrum of February 20xx. I am currently an Electrical Engineering candidate at the University of California, San Diego and will complete my degree this summer 20xx. My fi eld of specialization is optoelectronics and the emphasis of my Ph.D. research has been high-speed light modulators for fi ber optics. I am interested in continuing academic research in high-speed optoelec- tronic devices for communication, computing and switching. I believe that your department, with its strong program in high-speed optoelectrics, spatial light modulators and optical computing, would be an excellent environment to carry on this research. From my conversation with Jim Lawson and Steven Seymour, it appears that my intended areas of research will complement the current work and direction of your department. I have a broad foundation in physics and electrical engineering as well as teaching experience at both the undergraduate and graduate level. I would enjoy teaching classes in electronics, solid-state physics, semiconductor technology or optics at any level and would be especially interested in developing a senior or graduate level class on high-speed electronics and optical measurement techniques. Letters of recommendation are available from the references listed in my curriculum vitae or they can be contacted directly by phone. In addition, Professor Olav Nassenlauer of the University of Washington Physics Department is also familiar with my work. I have discussed with him the applicability of my research to the development of the detectors for the superconductor supercollider. I will contact you shortly to answer any questions that you might have concerning my qualifi cations. I hope to have the opportunity to present my research results and future plans to you and your depart- ment. Thank you for your consideration, Daniel Masato Hartmann 14Research University CV Daniel Masato Hartmann Current Address: 108 Lebon Drove, Apt. B, La Jolla, CA 92037, (858) 457-5036 E-mail: hartmannece.ucsd.edu Education • Ph.D. Electrical Engineering (Applied Physics) U.C. San Diego (20xx) • M.S. Electrical Engineering (Photonics) U.C. San Diego (19xx) •B.S. Electrical Engineering Cornell University (19xx) Ph.D. Dissertation: “Self-assembled Pick and Place Methods for Heterogeneous Integration of Micro and Nano-scale Structures”, advised by Sadik C. Esener. Research was conducted on two novel pick and place schemes that rely on self-assembly as a means to overcome limitations in existing heterogeneous integration procedures. The fi rst pick and place procedure utilized the hydrophobic force as a means of self-assembling liquid droplets and was used to generate high-performance polymer microlens arrays both on stand-alone substrates and integrated in a self-aligned fashion with optical fi bers. The second pick and place scheme utilized the complementary bonding of DNA molecules to allow the self-assembly of micro and nano-scale particles on substrates. Modeling, characterization and optimization of both pick and place procedures was conducted. Honors and Awards • National Collegiate Inventor’s Competition Winner National Inventors Hall of Fame, 20xx • Graduate Student Research Award, (Best Poster) U.C. San Diego, 19xx • Summer Institute in Japan Fellowship National Science Foundation, 19xx •Micro Fellowship U.C. San Diego, 19xx • Graduated with distinction Cornell University, 19xx •HKN Member Cornell University, 19xx-19xx Research Experience Research Assistant, Electrical Engineering Dept., UCSD, San Diego, CA • Passive optical component fabrication, characterization, and optimization, including the fabrication • of microlenses on stand-alone-substrates, and microlenses self-aligned to optical fi bers. • Fluid mechanics modeling of liquid fl ows. • Design and fabrication of electrochemical circuits. • Chemistry and biochemistry experience, including work with DNA molecules and DNA/solid-support attachment chemistries. • Familiarity with microfabrication and clean-room equipment, including mask aligner, plasma- enhanced chemical vapor deposition machine (PECVD), wire, bonder, metal evaporator, plasma etcher, profi lometer, atomic force microscope, optical fi ber fusion splicer. • Familiarity and experience with wet-lab equipment and protocols, including vortexer, centrifuges, pipetters, pH meters, spectrophotometer, epi-fl uorescent microscope. Relevant Work Experience Research Assistant U.C. San Diego 10/xx-present Visiting Researcher Hitachi Inc., Japan 06/xx-08/xx Collaborative Researcher Nanogen, Inc./U.C. San Diego 01/xx-06/xx Student Intern Motorola Inc. 06/xx-01/xx; 06/xx-08/xx Student Researcher Michigan State University 06/xx-08/xx Teaching Experience Teaching Assistant Optical Properties of Materials U.C. San Diego Winter 19xx HKN Tutor Introduction to Digital Systems Cornell University Fall 19xx 15Research University CV Daniel M. Hartmann page 2 Leadership Experience Graduate Student Association U.C. San Diego 19xx-present (exec board, 19xx) ECE Graduate Council U.C. San Diego 19xx-present (president, 12/19xx-3/20xx) MST Co-op Honor Society Cornell University 19xx-present (exec board, 19xx-19xx) Engineering Ambassadors Cornell University 19xx-19xx (co-chair, 19xx) Bioengineering Society Cornell University 19xx-19xx (exec board, 19xx) Publications Journal Articles • D.M. Hartmann, O. Kibar, and S.C. Esener, “Characterization of a Polymer Microlens Fabricated Using the Hydrophobic Effect”, Optics Letters, Vol. 25, No.13, 1, July 20xx, p. 975-977. • D.M. Hartmann, O. Kibar, and S.C. Esener, “Optimization and Theoretical Modeling of Polymer Microlens Arrays Fabricated Using the Hydrophobic Effect” Applied Optics, to be published May 1, 20xx. • D.M. Hartmann, D.J. Reiley, S.C. Esener, “Microlenses Fabricated Using the Hydrophobic Effect Self-Aligned to Optical Fibers”, submitted to IEEE Photonics Technology Letters, April, 20xx. • D.M. Hartmann, D. Schwartz, G. Tu, M. Heller, and S.C. Esener, “Selective DNA Attachment of Particles to Substrates”, submitted to Advanced Materials, April, 20xx. • R.A. Flynn, O. Kibar, D. Hartmann, and S. Esener, “Superresolution Using a Vertical-Cavity Sur- face-Emitting Laser (VCSEL) with a High-Order Laguerre-Gaussian Mode,” Japanese Journal of Applied Physics, Vol. 39, February, 20xx, pp. 902-905. Conference Papers • D.M. Hartmann, O. Kibar, and S.C. Esener, Polymer Microlens Arrays Fabricated Using the Hydrophobic Effect, SPIE Vol. 4089, Optics in Computing 2000, R.A. Lessard, T. Galstian, Edi- tors, 20xx, pp. 496-507. • D. Hartmann, S. Günçer, C. Fan, and S. Esener, M. Heller and J. Cable, “DNA-Assisted Self-Assembly of Photonic Devices and Crystals”, TOPS, 19xx. • C. Fan, D.W. Shih, M.W. Hansen, D. Hartmann, D. Van Blerkom, S.C. Esener, M. Heller, “Hetero- geneous Integration of Optoelectronic Components”, Proceedings of the SPIE - The International Society for Optical Engineering, Vol. 3290. (Optoelectronic Integrated Circuits II, San Jose, CA, USA, 28-30 Jan. 19xx.) SPIE-Int. Soc. Opt. Eng, 19xx, pp. 2-7. • S.C. Esener, D. Hartmann, M.J. Heller, and J.M. Cable, “DNA Assisted Micro-Assembly: A Heterogeneous Integration Technology for Optoelectronics”, Proc. SPIE Critical Review of Optical Sciences and Technology, Heterogeneous Integration, Ed. A. Hussain, CR70-7, Photonic West ‘98, San Jose, January 19xx. Patents (pending) • D.M. Hartmann, O. Kibar, S.C. Esener, “Precision Fabrication of Diverse Polymer Microstructures by Use of the Hydrophobic Effect”, Application 601/184.605 (UCSD). References 6 references omitted here 16Research University Cover Letter 18 October 20xx Professor Bill Smith Ethnic Studies University of California, San Diego La Jolla, CA 92093-0414 Dear Professor Smith: I am writing to apply for the position in Ethnic Studies at the University of California, San Diego. I am currently a doctoral candidate in the Department of History at Yale University and am completing my dissertation, “Confront- ing the Veil: New Deal African American Intellectuals and the Evolution of a Radical Voice,” under the supervision of David Montgomery and Adolph Reed, Jr. With this year devoted solely to dissertation work through the support of a Ford Foundation predoctoral fellowship, I will fi nish in the summer of 20xx. My dissertation is an examination of the lives and works of several young scholars who taught at Howard Univer- sity on the 1930’s. These intellectuals, political scientist Ralph Bunche, sociologist E. Franklin Frazier and econo- mist Abram Harris, became known during the New Deal Era for their often-trenchant critique of the white and black political and intellectual establishments. In a broad sense, this work represents an attempt to understand how African-American intellectuals viewed them- selves, their work and their responsibilities to the larger public. In the course of the dissertation, however, other signifi cant issues are addressed. The way in which intellectual history has traditionally been written is questioned; the role that race has played in hindering or helping critical historical interpretation is examined and suggestions of new ways to regard contested terms such as “intellectual” and “community” are forwarded. Revisiting the historical construction of “community” is particularly critical because of the racially concretized world, in which the subjects of my study worked and lived. Despite the fact that they taught at the leading institu- tion for the higher education of African-Americans, Bunche, Frazier and Harris were always conscious of the fact that their personal and professional worlds were circumscribed by social and academic segregation. In fact, the ways in which these three responded to their contrived community is a fundamental aspect of the dissertation. During the previous academic semester, I was able to develop many of the ideas mentioned above when I created and then led my own course, “In A Separate Sphere: African-American Intellectuals Since 1895.” In addition to this seminar, I have held a range of other teaching positions while at Yale. I served as a Teaching Fellow for David Montgomery’s “20th Century African-American Intellectual and Social History” and “Comparative Cultural Con- tact in the Pacifi c Frontier.” Other areas of academic interest include “Race and Ethnicity in the American West” and “Sports and United States Culture.” I am prepared to teach the 20th Century United States Survey as well. My dossier can be forwarded to you after November 1, 20xx. It is available from the Yale University Graduate School of the Arts and Sciences, Dossier Service, P.O. Box 1504A Yale Station, New Haven, CT 06520-7425. I will be available at the American Historical Association for an interview if you wish. Sincerely, Randy Jones 10301 Grosvenor Place, 8 Rockville, MD 20001 (410) 555-0123 17

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