Gannon University

We have presented workshops to students in Communications Arts, Criminal Justice, Education, Marketing, Management, Social Work, Engineering, Nursing, Occupational Therapy, Physical Therapy, Physician Assistant, Respiratory Care, Radiological Technology and Dietetics classes.

Sampling of Workshops

• How to Find And Get An Internship Or Co-op Placement
• Designing And Writing A Professional Resume
• Job Hunting In The Year 2005
• Results Oriented Job Interviewing
• The Future - Employment Trends And Hot Careers
• Professional And Graduate School Application Process
• Careers In...Business/Humanities/Science/Engineering Sciences/Education
• Academic Management - Study Skills That Earn Results
• Self-Directed Behavior - or How To Manage Time And Have A Life

To schedule a visit from the CAREER ROAD SHOW , click here to complete the registration form or call the CDES Office at ext. 7680 and request a presentation.   You provide the audience and location—we provide the career information—tailored to your class or group needs!  Give your students an edge!

Resume writing tips for students:

1. Be clear, concise, and honest - information presented on resume will need to be backed up with examples and explained in the interview.
2. A resume can be up to two pages in length.  Include name on both pages.
3. Include all relevant demographic data - address, phone, and email.
4. Format the resume so it looks professional and is easy for the potential employer to read.  The most important information is presented in the top half to three quarters of the resume.  Bolding, bullets, capitalization, and underlining bring attention to the key points of the resume.
5. Include an "OBJECTIVE" whenever possible.  Target the objective to a specific position or company.  General objective statements are OK if sending to a large number of employers at one time.
6. Employers rate the following from most important to least important for new grads when they are creating a resume - education, co-op/internship/clinical experience, skills, employment, activities, and coursework.
7. Statements describing experience or skills need to be written in a results oriented manner using action verbs that convey the quantity and quality of the accomplishment, achievement, and/or responsibility.  Statements should be presented in short sentences or phrases.
8. Leadership and volunteer activities are important when it is demonstrated that something was accomplished or leadership skills were developed while getting results.
9. Proof read the resume and have someone with good attention to detail proof the resume also.  Candidates have been eliminated early in the hiring process because of errors on their resume.
10. Encourage students to consult with Career Development and Employment Services.  Staff members are available to assist students in creating a professional style resume that leads to interviews.  Have students check out the on-line resume guide.

The following tips can assist you in writing an effective letter for a student seeking employment, acceptance into graduate school, or as part of a scholarship application.

1. If asked, be sure you are familiar enough with the student’s abilities and accomplishments to write an accurate evaluation.

2. When asked to serve as a reference, agree only if you are comfortable that you can write a positive letter.   Do not agree to write a letter for a student with whom you have had difficulty in the past.   Less than positive statements may be viewed as sour grapes or malice on your part.

3. Request the student provide you with a copy of a current resume as a prerequisite to writing the letter.

4. Set deadlines for students to submit reference letter requests, i.e. November 15 ^th for Fall graduate school applications – students understand that they need to take responsibility to begin the process early.

5. Write the letter by addressing specific skills, abilities, and accomplishments.   Cite examples or give personal opinions when they can be supported by documentation.

6. Address the specific questions asked by the inquiry – How long have you known the student and in what capacity?   What are the research capabilities?   What are the strengths?   Weaknesses?

7. Begin the letter with the strongest points first, followed by a brief summary of qualification, and end it with a statement of your recommendation.

8. Whenever possible address the letter to a specific person, department, or school.   If writing a general letter (“To Whom It May Concern”) state in the letter that the student requested a general letter of reference and is responsible for its dissemination.

9. Under the PRIVACY ACT OF 1974 applicants have a legal right to examine the materials in an organization’s files that concern them – unless they signed a waiver of their rights to do so.   When asked to serve as a reference or write a letter, you are legally permitted to ask a student to waive the right to see the letter and can refuse to write one without the waiver.   Realistically, a confidential letter can make its way into the student’s hands.   The safest policy: If you can’t write an overall positive letter that you feel comfortable sharing with the student, DON’T AGREE TO WRITE THE LETTER.

10. The law grants reference letter writers what is known as a “qualified privilege.”   This clearly defined privilege provides freedom from liability as long as the writer meets all the elements of the privilege.   This means anything that is written about a student needs to be backed up with substantive documentation.

11. Write a reference letter only if you are asked.   If you volunteer to write a letter you may lose your “qualified privilege.”

12. Reference letters need to contain factual information.   If you are requested to include your personal opinion be sure to state it as such and provide concrete examples to support your opinion.

13. The reference letter is no place for rumors or educated guesses.   Whatever is stated needs to be backed up with documentation.

14. If you are making statements concerning a student’s weaknesses it is best to provide specifics rather than generalities.   Example: “He is an inconsistent student” (general); “His performance is sometimes inconsistent as evidenced by recent test scores and attendance - 97%, 72%, 89%, and 78% and he has missed six of 24 classes” (specific).

15. Comments on the student’s negative character are considered risky (“He has poor moral character” or “ She is lazy”).   Information about character should be stated in behavioral terms and based on factual/documentable events (“She was late handing in three of four assignments and interacted in class discussion only 25% of the time”).

16. Avoid commenting about characteristics that can be the basis of discrimination: age, gender, marital status, race, national origin, color, religion, or handicapping condition.

17. Do not distribute or show the letter to a third party.   It is your choice as to whether to give the student a copy.

The following list of attributes (compiled by the National Association of Colleges and Employers) is often listed by employers as tools on which to base eventual selection.  So, these are excellent points to address: