Here are the top 10 prioritized good experiences from the example provided: 1. Inventing a Study Abroad Experience 2. Business Management Group Project 3. Annual Backpacking Trip 4. Helped Plan Friend's Wedding 5. SAE Formula Competition 6. Volunteered at Animal Shelter 7. Organized Fundraiser for Charity 8. Tutored Peers in Math Class 9. Planned High School Reunion 10. Learned to Sail and Raced in Regatta

1. in a certificate at the University of Washington.
DISCOVER WHAT’S NEXT
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SOCIAL MEDIA // PUBLIC RELATIONS // WEB DESIGN // ONLINE MARKETING
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NONPROFIT // E-LEARNING // LEADERSHIP // AUDIO PRODUCTION // EDITING
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2. THE CAREER CENTER
134 Mary Gates Hall, Box 352810
Seattle, WA 98195-2810
206-543-0535
http://careers.washington.edu
Publishing and Advertising Information
630-457-1412
Editor: Vic Snyder
Graphic Designer: Haley Anderson
careerguide
Entire contents Copy­right 2014 by The
CareerCenterattheUni­ver­sityofWash­
ing­tonandCollegeRecruitmentMedia.
All rights re­served. Re­pro­duction in
whole or part of this pub­li­cation with­
outwrittenper­missionofthepublishers
is pro­hib­ited.
SPECIAL ACCOMMODATIONS:
To request disability accommodations,
please contact The Career Center at
206.543.0535(voice);oryoumaycontact
Disability Resources for Students (DRS)
(Seattlecampus,matriculatedstudents),
448 Schmitz, Box 355839, phone
206.543.8924/V, 206.543.8925/TTY,
206.616.8379 (FAX), or email uwdss@
u.washington.edu; or the Disability
Services Office at: 206.543.6450/V,
206.543.6452/TTY, 206.685.7264 (FAX),
or email at dso@u.washington.edu at
least ten days in advance.
The University of Wash­ing­ton ensures
equal opportunity in edu­cation
re­gardless of race, color, creed, re­li­gion,
national origin, sex, sexual ori­en­tation,
age, mari­tal sta­tus, disabil­ity, disabled
vet­eran, or Viet­nam era veteran status
inaccor­dancewithUni­ver­sitypolicyand
appli­cablefed­eralandstatestatutesand
regu­lations.TheCareer Centerop­erates
underthepoliciesandregulationsofthe
Uni­ver­sity of Wash­ing­ton and the laws
and regu­lations of the State of Wash­
ing­ton and the Fed­eral Gov­ernment.
The Career Center up­holds and ex­pects
students, alumni, and em­ployers to
adhere to the prin­ciples of college
re­cruiting of the Na­tional Asso­ciation
ofCollegesandEm­ployers,whichstates
that they will present them­selves fairly
and hon­estly.
HOW WE HELP HUSKIES 3
Tips for Huskies 3
HUSKY EXPERIENCE 4
Create Your Husky Experience 4
Career Paths for Humanities & Social Sciences 4
INFORMATION ABOUT SELF 6
Identify Your Strengths 6
Strengths Exploration Chart 8
Strengths Reality Test 9
INFORMATION ABOUT OPTIONS 10
Career & Occupational Information 10
Informational Interview 11
Internships, Co-ops & Summer Jobs 12
Applying to Grad School 13
JOB SEARCH STRATEGIES 14
Career Fair Tips 14
LinkedIn Tips 14
LinkedIn Profile Checklist 15
RESUMES, CVs, COVER LETTERS 17
Resume Preparation 17
Action Verbs for Resume Writing 18
Resume Samples 19
Cover Letters 28
Follow-Up & Other Letters 29
Curriculum Vitae & References 31
Curriculum Vitae Samples 32
JOB INTERVIEWS 34
Job Interview Preparation 34
Behavior-Based Interviews & STAR Method 35
Answering & Asking Interview Questions 36
Interview/Career Portfolios 37
ADVERTISER INDEX 48
2014–2015

3. 3The Career Center | careers.washington.edu
HOW WE HELP HUSKIES
In other words…
we empower students and alumni:
“I wouldn’t be the person I am today without our brief
sessions. I say that with my whole heart."
to launch their careers:
“I am able to enjoy my current full-time position with
Amazon because I earned it over a summer internship
which I was offered as a result of job searching on
HuskyJobs. Thanks!”
and to prepare for future transitions:
“The Career Center was a great resource throughout
my undergraduate time at the UW, everything from
resume workshops to one-on-one time with counselors
was invaluable to my life as a student and the tools I
learned are ones that I still utilize in my profession today.”
In a nutshell…
We want all students to have a full Husky Experience:
The Husky Experience leads to a future career.
This includes more than a credential or degree. It’s about:
1. real work experience gained through internships or part-time employment
2. the transfer of skills and experience gained in college to the work environment
3. learning how to successfully present oneself to employers and future colleagues
To that end, we help students:
EXPLORE... their strengths, UW majors, and possible career paths that align with their
strengths and studies
PREPARE... resumes, cover letters, networking, interviews, grad school applications, and more
CONNECT... with alumni and employers
SUCCEED... with on-campus jobs, internships, career positions, and grad school admission
By providing:
One-to-one coaching/counseling and group meet-up discussions
Numerous different workshops, a 3-credit course, and quarterly employer panels
5 annual career fairs and 2 annual grad school fairs
HuskyJobs – database with hundreds of jobs & internships
Online resources – streaming workshops, handout library, Facebook, YouTube, & more
SUSAN TERRY
Director
Stay connected with the Career Center for updates and career advice.
Tips for Huskies
1. Be open-minded about majors. All fields of study
sharpen students’ skills and can lead to meaningful
employment.
2. Take advantage of resources. The campus is
brimming with people eager to help you find
fulfillment in academics, hobbies, friendships,
career, and life!
3. Know that a 4.0 is not everything. Employers
want experience… internships, research, part-time
work, service learning, student leadership roles,
and volunteer positions!
4. Reflect upon your experiences, integrate the
things you learn from in-class and out-of-class
experiences, and learn to tell your story.
Every year, students and alumni
interact with the Career Center
over 22,000 times!
careers.uw.edu

4. 4 The Career Center | careers.washington.edu
HUSKY EXPERIENCE
Create Your Husky Experience
The Husky Experience encompasses the transformative educational experiences – inside and outside the classroom – that help UW
students discover their passions in life and work, become independent thinkers and citizens, and gain the skills that lead to mean-
ingful and rewarding careers.
These transformative experiences may include course assignments and projects, research, field work, public service, service learning/
community service, volunteering, study abroad, internships, practicums, intercollegiate sports, campus jobs, co-ops, student govern-
ment, and student organizations.
Achieving an excellent education is about many things:
becoming a well-educated citizen, gaining knowledge for
thoughtful and well-considered decisions, engaging your
curiosity, and developing skills that will contribute to the
greater good, to name a few. In addition, your education also
prepares you to pursue a wide variety of career paths.
A major and more: Depth of knowledge generally refers to
the information and ways of thinking that are directly related
to your academic major. In addition, you have developed an
incredibly versatile set of more general skills: to think analyti-
cally and critically; to view issues in context and from multiple
perspectives; to ask and address questions about ethical and
societal implications; to pursue research; to engage your
creativity; and to communicate complex issues clearly. Thus,
Humanities & Social Sciences majors offer an array of skills
which are highly valued by employers from all sectors.
Many Possibilities. Because your major is not narrowly focused
on specific career paths, you have a wide array of professional
options. While this kind of career flexibility is definitely good
news, it requires you to be more proactive in identifying and
articulating your skills to potential employers.
Ready for the work world. The top five critical skills identified
by employers in a recent national survey were:
• Ability to communicate clearly
• Interpersonal / Teamwork skills
• Problem-solving and decision-making abilities
• Ability to find and process information
• Ability to plan, organize, and prioritize
You have undoubtedly developed these skills while studying
at UW.
Career Paths for Humanities & Social Sciences Majors
1. IDENTITY
Who am I becoming and
what will I stand for?
2. CHOICES
What am I doing with
my time and effort and
is it helping me to get
where I want to go?
3. RELATIONSHIPS
Who am I meeting at
the UW and how can
these people help me?
lifelong learning
leadership
career strategy
cultural understanding
community engagement
health and wellness
OUTCOMES:
STUDENTS
IDENTITY
CHOICES
RELATIONSHIPS
TRAJECTORY
4. TRAJECTORY
What will I be doing over
the next few years and are
those things connected to
my interests and strengths?

5. 5The Career Center | careers.washington.edu
JOB SKILLS RELATED TO HUMANTIES & SOCIAL SCIENCES
Here are even more career-related skills and strengths that employers value:
CONSIDER JOBS IN ALL THREE OF THESE CATEGORIES:
1. Your major is required or preferred and the job's primary responsibilities directly relate to your major
2. Your major is required or preferred but job's primary responsibilities aren't directly related to your major
3. Your major isn’t required or preferred but your other transferable skills make you highly qualified
Examples of entry-level positions open to all majors:
These are just general examples. The Career Center staff can help you find positions that meet your goal.
HUSKY EXPERIENCE
Read/interpret/synthesize complex material
See situations from multiple perspectives
Produce effective persuasive writing
Design and implement engaging presentations
Understand nuance and subtlety
Handle ambiguity adeptly
Apply mental agility to creative problem-solving
Understand the broader context
Gather, analyze, organize, interpret data
Link abstract concepts to practical applications
Understand human nature and its variations
Conduct quantitative and qualitative research
Identify and examine implications
Propose and support recommendations
Simultaneously see big picture and details
Engage intellectual curiosity
Bring motivation, imagination, enthusiasm, initiative
Work well individually and on teams
Understand and appreciate cultural diversity
Understand how data can be interpreted in multiple ways
Explore social, cultural, scientific implications
And many more!
- Investigative Advocate
- Policy and Advocacy Specialist
- Social Media Campaign Developer
- Associate Account Strategist
- Service Coordinator
- Grassroots Advocacy Coordinator
- Environmental Research Assistant
- Law Center Knowledge Assistant
- Recruitment & Admissions Assistant
- Assistant Community Outreach Coordinator
- Micro-funding Support Coordinator
- Assistant Organizing Director
- Financial Advisor
- Patient Services Representative
- Outreach Coordinator
- Junior Project Manager
- Internet Marketing Specialist
- Immigration Assistant
- Marketing Coordinator
- Account Coordinator
- Project Manager
- Employee Benefits Assistant Team Leader

6. 6 The Career Center | careers.washington.edu
1. What is the "good experience" that first comes to your
mind? De­scribe it briefly in the following space and list
your age at the time it took place.
2. What activities give you the most enjoyment when you
are not at work? These could include hobbies, volunteer
work, ven­tures, projects with the family, or anything
else. Give two or more ex­amples.
3. In your latest assignment, project, activity, or work,
which parts of it did you do best and enjoy most? Give
two or more examples.
4. In your formal schooling, which two or three sub­jects
did/will you continue to study and enjoy most?
Explore Your Strengths from Good Experiences in Your Life
Recognizing your strengths is the first step to discovering a career fit that maxi­mizes your oppor­tu­nities for success and sat­isfaction.
Significant strengths are mo­tivated skills that are used re­peatedly in ex­pe­riences you have done well and en­joyed doing. The more
you know about your strengths, the more you will un­der­stand how to adapt to the changing demands of the workforce. By using
your strengths you will be able to im­prove in­terper­sonal re­la­tionships, build your career, increase your job sat­is­faction, and re­duce
stress on the job.
Four Basic Steps…
1. Accept yourself as having a unique kind of excellence that is always growing within you.
2. Recognize that the elements of your ex­cellence have been demonstrated from time to time throughout your life. These el­ements
have most likely been demonstrated in experiences you identify as achievements: Good Experiences in which you did things well, you
enjoyed doing them, and you are proud of what you did.
3. Believe that by carefully iden­ti­fying and studying your Good Ex­pe­riences, you will find the pattern of skills and tal­ents you have
re­peatedly used to make those ex­pe­riences happen.
4. Focus on using this pattern of skills and talents or strengths. They are the re­liable elements of your spe­cial ex­cellence. This pattern
of strengths provides clues to the kinds of career activities that are likely to be part of your future achievements regardless of your
job titles or job descriptions.
Ways to Identify Good Experiences (something specific you...did well, enjoyed, are proud of):
IDENTIFY YOUR STRENGTHS

7. 7The Career Center | careers.washington.edu
3 EXAMPLE: Inventing a Study Abroad Ex­pe­rience
1 EXAMPLE: Business Management Group Project
5 EXAMPLE: Annual Backpacking Trip
2 EXAMPLE: Helped Plan Friend's Wedding
4 EXAMPLE: SAE Formula Competition
††
††
††
††
††
††
††
††
††
††
††
††
††
Which Good Experiences stand out as the best?
Prioritize your top ten ex­pe­riences above, and place the
ranking (1 for the top) in the boxes to the left.
IDENTIFY YOUR STRENGTHS
Example of Good Experience
Inventing a Study Abroad Experience
The problem I had to solve was that I couldn’t afford any of the
study abroad programs offered by my school, but I felt strongly
that experiencing another culture was necessary to the education
I wanted—so I decided to go find one I could afford. First, I went
to the registrar to find out what I would have to do to get credit
and discovered that the school had to be accredited and that the
credits could fulfill some of my general education requirements.
Then I asked professors and other students and checked all the
bulletin boards near all the language, culture and international
studies departments. I wrote to several schools in Mexico and
Spain for more information and signed up for work-study jobs
on campus. I also took a job during Winter break to save money
for my trip.
One of the accredited schools in Mexico seemed to have what I
wanted: language, culture and history courses in Spanish and a
home-stay experience. So I looked for transportation to Mexico
and discovered a cheap bus tour package that would get me
there and back (and it turned out to be a wonderful adventure,
too). While there, I worked and played hard and the whole
experience exceeded my expectations and raised my confidence.
My language skills improved enough that I also was able to travel
independently by bus to Mexico City, which led to several other
adventures, and I learned more than I ever anticipated about
life in another very different culture. Finally, when I returned to
school the following year, I had earned eight general education
credits toward my Bachelors in Latin American Studies.
List Your Prioritized Top 10 Good Experiences
List 10-15 or more of your good experiences, de­voting a few words to each. It doesn't matter when they occurred, but rather what you
did to make the good experiences happen and whether there were outcomes that you felt good about. These ex­pe­riences can come from
any part of your life: school, sports, employment, personal re­la­tionships, etc. Cover all parts of your life from childhood to the present.
Remember the definition of a Good Experience: 1) Something you did well; 2) Enjoyed doing and; 3) Are proud of.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
For 4 - 5 of your top 10 experiences write one or two
paragraphs describing the situation, the tasks you
completed, the actions you took and the outcomes you
felt good about. See STAR method on page 35 to help you
construct your "story."

8. 8 The Career Center | careers.washington.edu
Strengths Exploration Chart
This chart enables you to re-examine your Good Experiences and identify possible strengths. Significant strengths will be those skills
or talents that have shown themselves repeatedly in your top ten Good Ex­pe­riences. A significant strength is inner-mo­ti­vated—one
that you almost can't help using whenever the opportunity comes up.
Instructions for using the chart: The first column is for exploration of your top Good Experience. Go down the columns scanning each
of the skills, talents or strengths in the chart and put a check mark beside the ones that have been strongly applied in that experience.
Do the same with the other Top 10 Good Experiences you described. The blank spaces at the end of the chart are for skills, talents or
strengths you feel should be on the chart but are not there.
Implications: Items with the highest totals could be significant strengths. Examine those skills that have the highest totals and think about the
many situations in which you have used them. How could you use these skills in your ideal job? Are there ways you could combine some of the
skills to create opportunities? The completion of these activities begins a process of iden­ti­fying significant strengths and finding mean­ingful
work where you can be at your best and utilize more of your potential. You may want to consider meeting with a career counselor in The
Career Center to discuss the process of un­cov­ering your strengths and ways of creating new opportunities that provide career satisfaction.
Used with permission from Dr. Bernard Haldane, CENTER FOR DEPENDABLE STRENGTHS
info@dependablestrenths.org, www.dependablestrengths.org
IDENTIFY YOUR STRENGTHS
Organization Ability
Adventuresome
Accountable
Maintain Perspective
Persevering
Persuasive
Planning Ability
Policy Making
Practical
Problem Solving Skills
Productive
Program Development
Research Skills
Sales Ability
Service Oriented
Showmanship
Articulate
Technology Skills
Systems/Procedures
Teamwork
Manual Dexterity
Training/Teaching
Troubleshooting
Writing
Analysis/Analyzing
Artistic Ability
Budgeting
Communicating
Coordinating
Creativity
Critical Thinking
Design
Detail Oriented
Energy/Drive
Economical/Frugal
Mathematic Ability
Follow-Through
Foresight
Interpersonal Skills
Imagination
Independence
Initiative
Innovative
Leadership
Liaison/Collaborate
Managing
Mechanical Ability
Multi-Tasking
Negotiating
Observant
1 2 3 4 5 6 7 8 9 10 Total STRENGTH 1 2 3 4 5 6 7 8 9 10 Total STRENGTH
Marketing

9. 9The Career Center | careers.washington.edu
Strengths Reality Test
To identify your significant strengths, perform the following reality test (try to test 6-12 strengths):
Write the strengths you wish to test in the boxes below. For each strength, identify three distinct examples of experiences in which
you strongly applied that strength. First, review the Good Experiences used to complete the Exploration Chart on the previous page
for ideas. Next, think of other experiences that are good examples of using that strength. It should be relatively easy to come up
with three examples, if the strength you are testing is truly a significant strength.
Implications: When seeking employment the best opportunities will be those where there is a match between the skills needed to do
the job and your significant strengths. Feature the strengths you have tested above on your resume in a Back­ground Summary (see
the resume example on page 20). Incorporate examples of how you have dem­on­strated these strengths in your an­swers to interview
questions (see “How to Answer 'Tell Me About Yourself'” on page 36). Meet with a career counselor at The Career Center to explore
further how your strengths can be used in your job search.
IDENTIFY YOUR STRENGTHS
Strength:
Examples:
1.
2.
3.
Strength:
Examples:
1.
2.
3.
Strength:
Examples:
1.
2.
3.
Strength:
Examples:
1.
2.
3.
Strength:
Examples:
1.
2.
3.
Strength:
Examples:
1.
2.
3.
Used with permission from Dr. Bernard Haldane, CENTER FOR DEPENDABLE STRENGTHS
info@dependablestrengths.org, www.dependablestrengths.org

10. 10 The Career Center | careers.washington.edu
Careers/Occupations
onetonline.org
mynextmove.org
myskillsmyfuture.org
insidejobs.com
roadtripnation.com
bls.gov/oco
careeronestop.org
careercornerstone.org
careers.uw.edu/
Internships
cityyear.org/seattle/
idealist.org
inroads.org
internmatch.com
internships.com
internshipprograms.com
monstercollege.com
twc.edu
volunteermatch.org
Job Search
collegegrad.com
careerbuilder.com
quintcareers.com
job-interview.net
philanthropynw.org
jobhuntersbible.com
vault.com
wetfeet.com
craigslist.com
glassdoor.com
indeed.com
simplyhired.com
CAREER & OCCUPATIONAL INFORMATION
Web Resources
Washington Occupational Information System (ww.wois.org): WOIS has the most current info on jobs, sala­ries, and edu­ca­tional
pro­grams in Wash­ing­ton State and is accessible from com­puters at the UW and public libraries with site li­censes. (Note: Student access to
WOIS off campus - use sitekey —> ddg510)

11. 11The Career Center | careers.washington.edu
Informational Interview
What:
Informational Interviewing is a key strategy for both career
exploration and the job search process. Essentially it’s a brief
conversation (20-30 minutes) with a professional in a career
field you are considering so you can learn more about the
career and get some advice about how to prepare to enter
that field.
Why:
Four good reasons for doing informational interviews:
1. Can help confirm (or not) your interest in an occupation.
2. Learn about jobs/job titles you never knew existed.
3. Receive “insider” info that could help you get a job.
4. Develop networking skills and contacts!
Where:
At a mutually convenient place, preferably where you will
be able to observe a typical work setting for that occupation.
How:
Five basic steps in doing Informational Interviews:
1. Find and invite people to interviews
Ways to find individuals with whom to do informational
interviews:
■
Your existing network of family, friends, advisers, professors.
■
UW Alumni Association (washington.edu/alumni/careers)—
including the Husky Career Network and UW LinkedIn group.
■
LinkedIn (see page 14)—The whole purpose of this website is
professional networking!
■
The Seattle Networking Guide (iloveseattle.org)—groups
and organizations by category.
■
Various directories—such as The Environmental
Services Directory, Media Inc.’s Master Lists, Washington
Manufacturers Directory, and Community Resources Online.
Ask a counselor to help you locate an appropriate directory.
■
Professional Associations: Organizations whose primary
purpose is to support people in a particular field (i.e., the
American Marketing Association, Public Relations Society
of America...). Usually there are local chapters so you can
find local people to interview via the association websites.
To locate an association, check the occupational section
of WOIS.org, the Seattle Networking Guide, Weddle’s
Association Directory, or ask a career counselor or librarian!
2. Prepare for the interview
■
Do some preliminary research about the career field that
your interviewee represents (see page 10 for some great
Internet resources). WOIS.org is a great place to start.
■
To make the meeting more useful and leave a good impres-
sion, prepare a list of questions ahead of time.
3. Conduct the informational interview
■
Ask for information, advice and contacts only; never ask for
a job.
■
Take notes; you will use this info to follow up.
Suggested questions:
■
How did you get into this field? What is your work like?
■
How does your job fit into the company's overall operation?
■
Describe a typical day or week on your job. What do you like
most about this position?...least?
■
What typical educational credentials are required for entry?
■
What skills, abilities and personal qualities are most impor-
tant to succeed in your work?
■
What advice would you give to someone still in college,
aspiring to a career in your field (major, courses, work...)?
■
How would you advise someone seeking a job in this field?
■
Is any on-the-job training provided? What are the opportuni-
ties for continued learning and growth?
■
My strengths include the following: ____, ____, and _______.
How might they match with positions in this field? I have a
resume if you would like to see it (no objective on resume).
■
Can you suggest other people I might talk with regarding
this field? May I mention that you referred me to them?
4. Send a thank-you note
■
ALWAYS send a thank-you note to the interviewee (either a
handwritten note or email is good)!
5. Follow up
■
To maintain a “warm” connection, follow up on a monthly
basis with a brief email (see page 29) on how you’ve used
their advice and/or contacted their referrals.
■
You may also follow up in person with contacts at profes-
sional association meetings and networking events.
INFORMATIONAL INTERVIEW
Informational Interview Request Letter/Email
Dear Ms. Smith:
I am currently a junior at the University of Washington
and am very interested in the field of marketing. Having
discovered your name on the website for the Puget Sound
Chapter of the American Marketing Association, I thought
that you would be an excellent person to assist me with
career information.
As a Communication major, I am exploring career paths. The
field of marketing sounds appealing to me, but I want to get
a clearer sense of direction. I would like to get your advice
on the long-term career possibilities in marketing as well as a
better handle on the day-to-day activities of what people do
in this field.
I will call you next week to see if we can arrange a brief
meeting (20 - 30 minutes) at your convenience. Thank you
for considering my request.
Sincerely,
Chris M. Fine

12. 12 The Career Center | careers.washington.edu
Internships, Co-ops, and Summer Jobs
Expand your potential and increase your marketability.
By participating in an internship, co-op, volunteer role,
or working a summer job you gain the related experience
employers seek in prospective candidates.
First, decide what kind of experience you want:
■
Think about the work you want to learn more about.
■
What skills would you like to gain more experience using?
■
Which organizations, companies, and industries interest you?
■
Does the experience have to be paid or can it be unpaid?
Consider paid, unpaid, volunteer, and academic credit oppor-
tunities as equally beneficial.
■
Would you like to earn academic credit? Check with the
Carlson Leadership and Public Service Center and/or your
department for information about earning credit.
Consider creating your own internship.
■
What are your learning goals and objectives?
■
Meet with an adviser, professor, mentor or a career counselor
at The Career Center for ideas.
Look for opportunities using a variety of resources:
■
Visit The Career Center website for internship info and links:
careers.washington.edu/Students/Internships
■
Use the HuskyJobs database to identify open positions and
employers: huskyjobs.washington.edu
■
Attend career fairs and ask about internships, co-ops and
student employment.
■
Visit the Experiential Learning Center website:
expd.uw.edu
■
Visit the Engineering Co-op Program website:
engr.washington.edu/coop/
■
Go to academic departments and visit their websites.
■
Visit company and organization websites for current
internship opportunities.
Prepare yourself. Steps in the process:
■
Determine which opportunities match your interests and
goals.
■
Check departmental eligibility qualifications for earning
academic credit.
■
Review job descriptions and learning objectives.
■
Attend and participate in workshops and events at The
Career Center:
- Internships: What, Why, and Where workshop
- Resume workshop, lab or Same-Day Session
- Successful Interviews workshop
- Mock Interviews with a career counselor or peer advisor
- Career Fairs, Internship Fair
- Careers in... Panels, Employer Info Sessions
■
Keep track of what you are learning and communicate with
your supervisors so that you can get the most out of the
experience.
INTERNSHIPS, CO-OPS SUMMER JOBS

13. 13The Career Center | careers.washington.edu
Grad School Exam Preparation
What Are Grad School Exams?
Most grad schools require applicants to complete graduate
entrance exams. They are used by admissions staff to help
determine who to admit. The most common exam is the
Graduate Record Examinations (GRE). These exams contain
verbal, math and subject matter sections.
For test dates and more information on the GRE:
Graduate Record Examinations - http://gre.org
Most professional grad schools including law schools, medical
schools and MBA programs have specialized exams which are
required for entry. For more information, please visit:
■
LSAT — Law School - www.lsac.org
■
MCAT — Medical School - www.aamc.org
■
PCAT — Pharmacy School - www.pcatweb.info
■
DAT — Dental School - www.ada.org
■
GMAT — Business Administration Schools - www.mba.com
■
OAT — Optometry School - www.opted.org
Letters of Recommendation
Start early to develop relationships with professors and others who
you wish to ask for letters of recommendations. Plan to have at least
three strong letters. Letter writers should know you well and speak
to your ability to succeed in a graduate program. Give recommenders
supporting materials (resume, coursework completed, etc.) and plenty
of lead time. You may set up a confidential letter of recommen-
dation file with Interfolio online (www.interfolio.com) to have letters
and application materials sent to graduate and professional schools.
Interfolio charges a fee for this service.
Personal Statement Preparation
Personal statements are often required by grad schools to assist in
the admissions process. They usually are a 1-2 page narrative about
your academic interests, the characteristics and accomplishments
that make you a good fit for each particular program, and how you
might contribute to a graduate program. Some grad schools ask
you to address specific questions in your personal statement.
How Can I Write a Winning Personal Statement?
Writing an effective personal statement means knowing yourself
and your goals well and the ability to tell a good story. Attend
Personal Statement Writing workshops at the Office of Merit
Scholarships, Fellowships Awards. Also, there are Writing Centers
on campus where you may get assistance in writing a personal
statement. Please visit UW Libraries - Writing Centers online for a
complete list and locations. You can have your personal statement
reviewed by a career counselor by scheduling a counseling session
or attending Same­Day Sessions. Your professors and personal
contacts may be helpful as well. Helpful books: Graduate Admission
Essays: Write Your Way Into the Graduate School of Your Choice, by
Donald Asher, and How to Write a Winning Personal Statement for
Graduate and Professional School, by Richard J. Stelzer.
Professional School Interview Preparation
Most graduate programs in the health professions such as
Medical, Dental, and Pharmacy Schools require an interview.
How Can I Prepare for a Professional School Interview?
1. Research the professional schools you have applied to in order
to determine their academic emphasis, faculty projects, and how
you match.
2. Develop your personal statement so you have clarity about your
background, goals, philosophy and ways you can contribute to
a graduate program.
3. Make an appointment for a Mock Interview with a career
counselor.
Important: Be sure to deliver your personal statement and the
school name to the counselor two days in advance of your
appointment so they can better arrive at questions to ask you.
The following is a helpful website in preparing for grad school
interviews: Student Doctor Network www.studentdoctor.net.
APPLYING TO GRADUATE SCHOOL
Be aware of deadlines, not only admission application deadlines, but also financial aid deadlines, and be sure to give yourself enough
time to complete all parts of the application. Consider the following possible steps and requirements:
• Research grad schools
• Graduate school exam (e.g., GRE, LSAT, MCAT, GMAT)
• Application forms
• Recommendation letters
• Personal Statement or Statement of Purpose
• Financial aid applications
Why Should I Research Grad Schools?
It is important to know which graduate programs would be the best fit for you. Graduate programs vary tremendously, depending on
their philosophy, emphases, requirements, and faculty research interests. Additional factors to consider include size of cohort, level
of competitiveness, and the general culture of the program. Identifying graduate programs where you will feel comfortable and
be able to meet your goals is critical.
How Do I Research Graduate and Professional Schools?
To locate relevant graduate programs, check resources such as www.petersons.com/graduate-schools.aspx or www.gradschools.com
and talk with your professors and academic advisers. Some fields, such as psychology, even have specific publications that list and
describe graduate programs (e.g., Graduate Study in Psychology). Visit the website of each graduate program you are considering.
Review the faculty members and their research interests to determine if there are professors with whom you would like to study.
Determine whether the program provides adequate financial aid. Consider contacting some graduate students who are currently
enrolled in the programs you are considering.
If interested in attending a University of Washington graduate program, be sure to visit the UW Graduate Admissions website
(grad.washington.edu/admissions) for admissions details.
General Steps and Timeline for Applying to Graduate Schools

14. 14 The Career Center | careers.washington.edu
*NOTE: It is important to use
multiple strategies; spend most of
your time using pro-active ones.
JOB SEARCH STRATEGIES
Career Fair Tips (Details at careers.uw.edu/Workshops)
• Decide what you want from a career fair—internship, summer job, career position, company contacts, career information
• Research employers attending the fair at careers.uw.edu/Resources/Web­Resources (Company/Industry Research)
• Develop a concise resume—target to top priority employers; bring more general resumes for other companies (see pp. 19-27)
• Dress business casual or better; bring a professional notebook and 30 or more copies of your resume
• Plan a strategy—review the fair map of employers; speak with lower priority companies first, then top priority companies
• Prepare and practice a 30-second introduction—describe how your studies, projects, strengths and interests fit their positions
• Follow up—ask for a business card, send a thank-you note, follow up monthly to say how you are becoming a better candidate
Employers’ Recruitment Methods
Promote qualified internal candidates, employee referrals
Identify candidates via personal con­tacts, colleagues,
pro­fessional associations, social media, etc.
Recruit candidates from tar­geted schools
Consider unso­lic­ited appli­cants
Contract/Temp
Services
Ads
Contacts/
Net­working
Career Centers, Career Fairs
Stu­dent Organizations
Targeted Job Search: applying to
em­ployers of interest
Staffing Temp Agencies
Job Listings Job Boards
Job Seekers’ Strategies*
PRO
-ACTIVE
PASSIVE
LinkedIn
LinkedIn.com operates the world’s largest professional network
on the Internet with more than 250 million members in over
200 countries. 200,000+ Huskies (alumni, students, staff) are on
LinkedIn! LinkedIn is a great resource for anyone, whether you are
an undecided student exploring options, or a strategic job seeker.
See pgs 15-16 in the Career Guide for excellent LinkedIn profile
building tips, as one key aspect of using LinkedIn effectively is
having a complete profile. Users with complete profiles are 40 times
more likely to receive opportunities through LinkedIn.
Consider “following” employers (like Nike, Teach for America,
Tesla, City of Seattle, REI, Sony, Disney, Yelp, NPR, Amazon, Gates
Foundation, Seattle Genetics, UW, Microsoft, K2 Sports, King County)
and “following” industries (like Health Care, Sports Marketing,
Non Profits, Social Media, Environment, IT) of interest on LinkedIn.
Find employers to follow by searching the “companies” tab. Learn
about industries and employers to follow by viewing other people’s
profiles. This will help you become a magnet for useful infor-
mation and become quite knowledgeable and more connected to
employers and industries you might like.
Networking on LinkedIn:
• Always customize messages and connection-requests you send
through LinkedIn. Simple reminders of where you met or what
organization you have in common is appreciated. If you are
being referred by a mutual contact, write a brief intro of who
you are and why you would like to connect.
• Many LinkedIn experts believe you need at least 30-50 connec-
tions for your LinkedIn network to be strong. Think quality of
connections, not quantity. Connect first with people you know
and trust, then build your network from there – a) family
friends, b) university affiliations, c) work/internship affiliations
d) volunteer affiliations.
• Be sure to support your online networking with real human
contact. Set up phone calls, attend live events and send
“snail mail” notes to people you interact with on LinkedIn.
Online methods should supplement, not replace, in-person
relationship-building.
Useful LinkedIn Features:
• linkedin.com/college/alumni - search through 190K profiles
of UW alumni and students and find out “where they work”,
“what they do”, “what states and cities they live in”, “what
they studied”, “what they’re skilled at” and “how you are
connected”
• students.linkedin.com/ - useful tips, videos and advice for
maximizing your time and strategy in using LinkedIn

15. 15The Career Center | careers.washington.edu
LinkedIn Profile Checklist
PHOTO: It doesn't have to be fancy - just
use your cellphone camera in front of a plain
background. Wear a nice shirt and don't
forget to smile!
HEADLINE: Tell people what you're
excited about now and the cool things you
want to do in the future.
SUMMARY: Describe what motivates
you, what you're skilled at, and what's next.
EXPERIENCE: List the jobs you held,
even if they were part-time, along with what
you accomplished at each. Even include
photos and videos from your work.
ORGANIZATIONS: Have you joined
any clubs at school or outside? Be sure to
describe what you did with each organization.
Continued

16. 16 The Career Center | careers.washington.edu
VOLUNTEER EXPERIENCE CAUSES:
Even if you weren't paid for a job, be sure to
list it. Admissions officers and employers
often see volunteer experience as just as
valuable as paid work.
SKILLS EXPERTISE: Add at least 5
key skills - and then your connections can
endorse you for the things you're best at.
HONORS AWARDS: If you earned a
prize in or out of school, don't be shy. Let the
world know about it!
COURSES: List the classes that show
off the skills and interests you're most
excited about.
RECOMMENDATIONS: Ask managers,
professors, or classmates who've worked with you
closely to write a recommendation. This gives
extra credibility to your strengths and skills.
Want more LinkedIn tips for students? Check out students.linkedin.com
PROJECTS: Whether you led a team
assignment in school or built an app on your
own, talk about what you did and how you did it.
EDUCATION: Starting with college, list
all the educational experiences you've had -
including summer programs.
VOLUNTEER EXPERIENCE CAUSES:
Even if you weren't paid for a job, be sure to
list it. Admissions officers and employers
often see volunteer experience as just as
valuable as paid work.
SKILLS EXPERTISE: Add at least 5
key skills - and then your connections can
endorse you for the things you're best at.
HONORS AWARDS: If you earned a
prize in or out of school, don't be shy. Let the
world know about it!
COURSES: List the classes that show
off the skills and interests you're most
excited about.
RECOMMENDATIONS: Ask managers,
professors, or classmates who've worked with you
closely to write a recommendation. This gives
extra credibility to your strengths and skills.
Want more LinkedIn tips for students? Check out students.linkedin.com
PROJECTS: Whether you led a team
assignment in school or built an app on your
own, talk about what you did and how you did it.
EDUCATION: Starting with college, list
all the educational experiences you've had -
including summer programs.

17. 17The Career Center | careers.washington.edu
Formatting. Shoot for 11- 12 point font size (no smaller than
10 point), an easy to read font style (Calibri is good), margins
a minimum of .8 inches on all sides.
Identifying Information. Provide your name, address,
phone number and email address. Consider adding your
LinkedIn website URL.
Objective. The objective is a concise statement (generally 1-2
lines) that specifies a position, field of work or skills to be
used on the job.
Summary of Qualifications. Content for this section is
determined by the job/internship description. List the skills
and the strengths you have that are directly relevant to the
position description.
Education. This entry should include the name of your college,
the city and state, the degree you received or expect to
receive, and the date of the degree. You may want to include
information on relevant projects, courses or honors. Study
abroad experience could also be included in this section.
Work and Experience. List your position title, place of
employment, city, state and dates. Write bulleted statements
that give evidence that you have the skills the employer
needs and wants. Avoid “responsibilities included.” Make
your descriptions powerful by starting each one with a verb.
See list of action words on page 18.
Leadership Activities. List the name of the group you were
affiliated with and the position you held, describe what you
accomplished and the purpose of the group (if not evident
from the group’s name). If space is at a premium, you may
simply list the organization and your position.
Headings. You may wish to create additional headings that
highlight relevant experiences that aren’t listed elsewhere
on your resume. Some examples: Related Projects, Research
Experience, Computer Skills.
RESUME PREPARATION
Resume Key Points
■
The pur­pose of a re­sume is to get you an in­ter­view. Your
in­ter­view should get you a job. If you’re getting in­ter­views
from your re­sume, it’s doing its job.
■
A resume is a mar­keting piece, not a history piece. De­cide
carefully what to in­clude and leave out. It’s not your life
story; it’s your per­sonal sales piece.
■
Your resume should be tar­geted to the job for which you are
applying. Be spe­cific and par­ticu­lar in showing your in­terest
and suitabil­ity.
■
If possible, keep your re­sume to one page. Defi­nitely use
a clean, con­cise style. Your re­sume may be judged in 10-30
seconds. Grad students and alumni with experience can
usually go to two pages.
■
More employers are using algorhythms to search resume
databases for word matches so it’s even more important to
use key words from job descriptions on your resumes (see
example page 22).
■
Content. When describing a project, work or volunteer
experience: what did you do? Use numbers to describe what
results/outcomes were achieved.
■
Have someone proofread your resume carefully. Typos and
errors will get you eliminated.
Here are 5 tips that will turn you into a professional dawg. After all, jobs don’t just magically appear!

18. 18 The Career Center | careers.washington.edu
Analytical
Financial
Accelerated
Adjusted
Administered
Allocated
Analyzed
Appraised
Assessed
Audited
Balanced
Budgeted
Calculated
Clarified
Collected
Compared
Computed
Conserved
Controlled
Decreased
Determined
Developed
Estimated
Evaluated
Examined
Experimented
Explored
Extracted
Forecast
Formulated
Gathered
Identified
Interpreted
Interviewed
Investigated
Managed
Marketed
Maximized
Measured
Minimized
Organized
Planned
Prepared
Programmed
Projected
Proved
Purchased
Reconciled
Reduced
Researched
Retrieved
Screened
Searched
Solved
Specified
Studied
Summarized
Surveyed
Systematized
Tested
Validated
Creative
Combined
Composed
Conceptualized
Condensed
Constructed
Created
Designed
Developed
Devised
Edited
Entertained
Established
Formulated
Illustrated
Initiated
Integrated
Introduced
Modeled
Originated
Performed
Photographed
Revised
Revitalized
Shaped
Interpersonal
Adapted
Advised
Advocated
Answered
Assessed
Coached
Collaborated
Contributed
Cooperated
Counseled
Demonstrated
Enabled
Encouraged
Ensured
Expedited
Facilitated
Focused
Furthered
Guided
Initiated
Interacted
Intervened
Listened
Mediated
Mobilized
Moderated
Motivated
Negotiated
Provided
Referred
Rehabilitated
Represented
Resolved
Simplified
Supplied
Supported
Volunteered
Leadership
Accomplished
Advanced
Administered
Appointed
Approved
Assigned
Attained
Authorized
Chaired
Completed
Coordinated
Decided
Delegated
Developed
Directed
Diversified
Enforced
Enhanced
Established
Founded
Generated
Headed
Implemented
Improved
Incorporated
Increased
Initiated
Inspected
Instituted
Integrated
Introduced
Led
Managed
Mobilized
Motivated
Organized
Oversaw
Planned
Presided
Prioritized
Produced
Recommended
Recruited
Reorganized
Replaced
Represented
Reviewed
Revitalized
Secured
Selected
Solidified
Stimulated
Streamlined
Strengthened
Supervised
Sustained
Unified
Communication
Addressed
Advertised
Arbitrated
Articulated
Authored
Clarified
Collaborated
Communicated
Composed
Consulted
Contacted
Conveyed
Convinced
Corresponded
Debated
Defined
Demonstrated
Described
Developed
Directed
Discussed
Drafted
Edited
Explained
Expressed
Familiarized
Formulated
Illustrated
Incorporated
Informed
Interpreted
Interviewed
Marketed
Mediated
Moderated
Outlined
Participated
Persuaded
Presented
Promoted
Proposed
Publicized
Published
Reconciled
Recruited
Referred
Reinforced
Reported
Responded
Solicited
Specified
Spoke
Summarized
Synthesized
Translated
Wrote
Organization
Approved
Arranged
Catalogued
Centralized
Charted
Classified
Collected
Compiled
Coordinated
Corrected
Corresponded
Distributed
Edited
Expedited
Executed
Filed
Generated
Implemented
Incorporated
Logged
Maintained
Monitored
Obtained
Operated
Ordered
Organized
Planned
Prepared
Processed
Provided
Recorded
Registered
Reserved
Responded
Restructured
Reviewed
Scheduled
Screened
Set up
Submitted
Supplied
Standardized
Synthesized
Systematized
Updated
Unified
Validated
Verified
Marketing
Accelerated
Achieved
Attained
Completed
Conceived
Delivered
Earned
Exceeded
Expanded
Generated
Increased
Improved
Launched
Led
Marketed
Maximized
Minimized
Promoted
Resolved
Restored
Saved
Shaped
Succeeded
Surpassed
Transformed
Won
Teaching
Adapted
Advised
Appraised
Coached
Communicated
Conducted
Coordinated
Critiqued
Developed
Educated
Enabled
Encouraged
Evaluated
Facilitated
Focused
Guided
Individualized
Informed
Instructed
Motivated
Simulated
Stimulated
Taught
Tested
Trained
Tutored
Technical
Adapted
Applied
Assembled
Automated
Built
Calculated
Computed
Conserved
Constructed
Controlled
Converted
Designed
Developed
Diagnosed
Drafted
Engineered
Inspected
Installed
Maintained
Manufactured
Measured
Monitored
Operated
Overhauled
Programmed
Regulated
Remodeled
Repaired
Restored
Specialized
Standardized
Upgraded
Utilized
Action verbs are a great way to start bullet points on your resume, particularly in your descriptions of jobs, internships, projects and
similar experiences. We have provided a list of verbs to get you started. Select the action words that most accurately reflect your skills
and experience to craft precise and powerful bullet point phrases.
Note: the action verbs below are not a complete list. You may want to use a thesaurus and dictionary to identify additional action
words to use.
ACTION VERBS FOR RESUME WRITING

19. 19The Career Center | careers.washington.edu
ReverseChronologicalResume
Mostrecenteducation/experiencefirstbyheading.Mostcommonformatpreferredbyemployers.
THOMASDAVIDSON
tds@uw.edu-206-543-1212
linkedin.com/in/tomdavidson
401HaggettHall
UniversityofWashington
Seattle,WA98195
OBJECTIVE
Internshipinpublicrelationscontributingmystronginterpersonalskills
EDUCATION
UniversityofWashington,Seattle,WA
SecondYearStudent-intendedCommunicationsmajor,GPA:3.4,Dean'sList-3quarters
CourseworktobecompletedbyJune2015:SpeechCommunication,PublicSpeaking,
PublicDebate,InterpersonalCommunication,CreativeWriting
Diploma,RooseveltHighSchool,Seattle,WA,June2013
EXPERIENCE
CustomerServiceRepresentative,September2014-present
KeyBank,HomeLoanCenter,Seattle,WA
Leadeducationalseminarsforfirst-timehomebuyers.Trainnewstaffmembers.to
processhomeequityloans.Assistmanagersinorganizingemployeeorientation.
Mentor/Tutor,December2012-June2014
EarlyScholarsOutreachProgram,Seattle,WA
Monitoredschoolperformanceofstudentsfrominner-cityschools.
Plannedmotivationalactivitiesforstudents.
Designedandledworkshopsforparentsofstudents.
Member,HallGovernmentCommittee,September2013-April2014
UniversityofWashington,Seattle,WA
Plannedactivitiesdesignedtoenhancestudents’universityexperience.Collaborated
withad­min­is­trationtoensurequalityofservices.Trainedandsupervisedstudentstaff.
CourtesyClerk,June2010–September2012
SafewayStores,Seattle,WA
ACTIVITIES
ActiveMember,DistributiveEducationClubsofAmerica(DECA),
RooseveltHighSchool,9/11-6/13
Member,SpeechandDebateTeam,RooseveltHighSchool,9/10-7/12
HONORS/AWARDS
UWAlumniStudentLeadershipAward,2014
GoldenAcorn/Award(foroutstandingcommunityservice),RooseveltHS,2012
JohnTran
555NorthPineStreet 206-555-5555
Seattle,WA98105 jtran@uw.edu
linkedin.com/in/johntran
EDUCATION
UniversityofWashington Se­attle,WA
BachelorofScienceinMechanicalEngineering Ex­pectedMarch2016
• GPAinmajor:3.3
• Worked20-40hoursaweekwhileattendingcollegefull-time
• Supported75%ofcollegecosts
SpecialProjects:
AutomatedSwing-AwayBattingTee,Electro-MechanicalDesign(ME302),Fall2014
• Designedmotioncontrolsystemusingsteppermotor,Motorola68HC11
microcontroller,andLCDscreen
• WrotecomputercodeusingAssemblycomputerlanguage
• Researchedhumanfactorsforrequiredtorqueloadofsteppermotor
RELATEDEXPERIENCE
TestEngineeringIntern June2014–present
MicroEncoder,Inc. Kirkland,WA
• Designedtestsystemusingservo-mechanicalcomponents.
• Conductedresearchandtestsonnextgenerationlinearencoderscales
• DocumentedtestsystemincludingdetailsandschematicsusingAutoCAD
• Fabricatedmechanicalandelectricalcomponentsforrepairandcreation
oftestequipment
ComputerAidedDrafter Summer2013
CharlesA.GoveandAssociates,Inc. Seattle,WA
• DraftedplansanddetailsusingAutoCADformechanical,electrical,and
environmentalengineers
• UpdatedSpillPreventionandContainmentCountermeasureplansasspecified
byfederallaw
OTHEREXPERIENCE
PeerAdvisor Sept2012–June2013
UniversityofWashingtonCareerCenter Se­attle,WA
• Providedcareerservicesinformationtostudentgroupsupto135
• Assistedwithwebsiteupgrade
Supplement
ex­pe­rienceby
including
de­scriptions
ofrelated
classprojects.
Indicatinghoursworked
duringschoolshowsqualities
employerslookfor:energy
level,timemanagement,multi-
tasking,andre­spon­si­bility.
Writeinaconcise
style.Omitper-
sonalpro­nouns
andarticles(a,an,
the).
Vol­un­teerpo­
sitionscanbe
listedunder
ex­pe­rience.
Theycouldalso
belistedunder
aseparate
Volunteer
Experience
heading.
Forearly
undergradsokay
toincludehigh
schooleducation,
clubs,projectsand
experience(DECA,
RoboticsClub,
Newsletter/
YearbookEditor...)
Include
namesof
specific
computer
programs
used.
Don'tincludepersonal
in­for­mation(marital
status,health,weight)
orphoto.
Describe
associations
andawardsif
notcommonly
known.

20. 20 The Career Center | careers.washington.edu
RUMITSUCHIHASHI
3240WestBostonStreet
Seattle,WA98195
206-233-0000
rumit@uw.edu
linkedin.com/in/rumitsuchihashi
BackgroundSummary
Teamplayerwith3years'experienceincross-culturaltraining,programco­or­di­nation,andcustomerservice.
Outstandingwriting,interpersonal,problemsolvingandorganizationalskills.NativefluencyinJapanese.
ComputerskillsincludeMicrosoft(Word,Excel)andbasicdatabasemanagement(SPSS,Access).
Education
B.A.,InterculturalCommu­ni­cations,CumLaude.UniversityofWashington–Seattle,WA,June2015.
Courseworkinor­ga­ni­za­tionalandinterpersonalcommunication,writing,andpsychology.
Experience
Cross-CulturalTraining
• DesignedandconductedworkshopsonJapanesepatternsofcommu­ni­cation
• Researchedandassembledculturaldiversityinformationpacket,usedintrainingeducators
• Conceivedandconductedstudyabroadworkshopandindividualcounselingtoprepareparticipantsfor
logisticalarrangementsandculturaladjustmentsoverseas
ProgramCoordination
• Effectivelymanagedprogramparticipantsofdiverseethnicandculturalback­grounds
• Designedandeditedmonthlyprogramnewsletter;improvedinternalcommu­ni­cation
• Acceleratedprogramapplicationprocessbymorethan50%aftercompleterevisionofprograminformation
packetandforms
CustomerService
• Servedasliaisonbetweenvolunteersandclientsbyexercisingactivelisteningskills
• Successfullymediatedinterpersonalconflictsandproblemsofmis­commu­ni­cation
• Maintainedregularphoneandwrittencontactswithclients;keptdetailedwrittendocumentswhichpromoted
continuityandcohesionintheservice
WorkHistory
Caseworker BigSistersofKingCounty,Seattle,WA 9/12-Present
ProgramCoordinator Japan-AmericaSociety,Seattle,WA 1/12-8/12
ProgramCoordinator/Interpreter AmericanRedCross,Seattle,WA 9/11-12/11
ESLTeacher’sAssistant BellevueCherryCrestSchool,Bellevue,WA 1/08-6/10
Counselor/AdministrativeAsst. ECCForeignLanguageInstitute,Everett,WA 6/08-9/08
OtherFacts
Permanentresidentstatus.Member:SIETARInternational,Japan-AmericaSociety,AmericanSocietyforTrainingand
DevelopmentandWorldAffairsCouncil.
QualificationsSummary—ReverseChronologicalResume
Usedwhentargetingajobdescription—highlightsmatchbetweenjobrequirements
andapplicant’squalifications.
GaryGutenburg (206)555-1212
2733NE95th
Street ggute@uw.edu
Seattle,WA98105 linkedin.com/in/garygutenburg
OBJECTIVE:Informationtechnologyinternshipcontributingmycomputersystemsand
criticalthinkingskills
SUMMARYOFQUALIFICATIONS:
•2years’experienceinapplicationdevelopmentandoperatingsystems
•ProficientinJava,C++,SQL,HTML,XML,MAC,LAN,WAN,MSOffice
•Webdesign(http://students.washington.edu/ggute)
•Demonstratedcustomerserviceexperienceintechnicalsettings
•Workwellindependentlyandonteamprojectswithdiversepopulations
•Highlyadaptableandflexibleinchangingenvironments
•Japanese:fluentreadingandlistening;basicconversationalskills
EDUCATION:
UniversityofWashington,Seattle,WA
BSinInformatics,GPA:3.5/4.0,expectedJune2016
• Studyofinformationsystemsandtechnologywithahuman-centeredapproach
RelatedCoursework:InformaticsFundamentals,DatabaseManagement,
InformationRetrieval,In­for­mationSystemsAnalysisandDesign,ResearchinInformatics,
Com­puterNetworks,DistributedApplications
StudyAbroad:KeioUniversity,Tokyo,Japan,Spring2011–Winter2012
• ConductedresearchonFukushimaearthquake,analyzeddata,wrotereportinJapanese
RELATEDEXPERIENCE:
ComputerLabAssistant,UWOdegaardLibrary,January2012topresent
• Provideinstructionalassistanceinanultra-moderncomputerlab
• LANinstallationandmaintenanceusingMicrosoftNT
ComputerNetworkVolunteer,CrescentHighSchool,Crescent,WA,January2006-June2008
• Workedwithadministrationtohelpdesignandmaintainschool’scomputernetwork
• Aidedteachersandstudentsonproperuseofcomputers
• Savedschool$10,000andincreasedteacher/studentusebyover50%
OTHEREXPERIENCE:
CustomerServiceSpecialist,CompUSA,Seattle,WA,Summer2012
ShiftLeader,VideoUpdate,Seattle,WA,May2009-June20010
Waiter,FamilyKitchen,Bothell,WA,Summer2008
ACTIVITIESANDAWARDS:
Member,NationalSocietyofCollegiateScholars,UniversityofWashington,2012–present
ASUWCrimePreventionCommittee,UW,2009–2011
VarsityFootballTeam,EastJapanConferenceChampions,KeioUniversity,2011
Valedictorian,CrescentHighSchool,2009
Itispossibletoshow
thatyouhaveheld
multiplejobswithout
havingtodescribe
eachofthem.
Functional/SkillsResume
Goodformatforcareerchangersandwheninformationalinterviewing.
Emphasisonskills.Lesspreferredbyemployers.
Listworkex­pe­riencein
reversechro­no­logical
order.Mostrecentfirst.
Highlight
strengths
relatedto
yourtarget.
Includeex­pe­riences
fromschoolandwork
thatdem­on­strateskills.
Withorwithoutan
“Objective,”theskills
andexperiencesyoulist
hereshouldberelated
toyourjobtarget.
Usequantities,
amounts,and
dollarvalues
wherethey
enhancethe
de­scription.
Managedbudget
of$10,000.
Headingsarestrengths
desiredinyourindustry.

21. 21The Career Center | careers.washington.edu
Amber’sFRESHMANResume:Amber’sSENIORResume:
AmberEdmundson
1315NECampusParkway (206)555-5555
Seattle,WA98105 ambere123@uw.edu
Objective:Part-timejobasaMemberServicesAssistantwiththeIMA
SummaryofQualifications:
• 5monthsexperiencewithcash-handlingandcustomerservice
• Attentivelistener,abletofollowdirectionsandworkindependently
• Enthusiasticandeagertolearn
• Hardworkingandresponsible
Education:
UniversityofWashington,Seattle,WA
Intendedmajor:Psychology Anticipatedgraduation6/2015
Graduate,BallardHighSchool,Seattle,WA 6/2011
WorkVolunteerExperience:
Volunteer,BallardFoodBank,Seattle,WA (Summers)2009-2011
• Distributeddonatedfoodandhygieneitemstopersonsinneed
• Assisteddriverswithunloadingdonateditemsandsorting
Babysitter,Russellfamily,Seattle,WA 9/2009-6/2011
• Pickedup2children(ages8and10)fromelementaryschool
• Preparedsnacks,completedlighthouseholdchores,andassistedchildrenwithhomework
VolunteerGiftShopCashier,NordicHeritageMuseum,Seattle,WA 5/2009–9/2009
• Assistedvisitorswithgiftstoreitems,providedinformationaboutmuseumprogramsandevents
• Operatedcashregister;processedcash,checkandcreditcardtransactions
CommunityService:
ActivityCoordinator,BallardHSEarthServiceCorpsClub,Seattle,WA 9/2009–6/2011
• Coordinatedmonthlyservice-learningactivitiesforclubof20students
AdditionalSkills:
• CurrentCPRandFirstAidCertification
• MicrosoftOfficeprograms:Word,Excel,andPowerPoint;Macproficient
• Familiarwithvarioussocialmediasites,including:Facebook,Twitter,andInstagram
• Spanish–conversationalspeakingandwritingability
AmberEdmundson (206)555-5555
1315NECampusParkway ambere123@uw.edu
Seattle,WA98105 linkedin.com/in/amberedmundson
OBJECTIVE:MarketingSpecialistpositionwithLiveBuzzMediaandMarketing,Inc.
SUMMARYOFQUALIFICATIONS
• StrongmarketingandPRskills,experience,andeducation
• Organizedanddetail-orientedwithexcellentfollow-through
• Abilitytocommunicatewellwithwidediversityofstakeholders
• Stronganalytical,quantitative,andproblem-solvingskills
• Enthusiastic,media-savvy,self-motivated,results-oriented
• Experienceworkinginmulticultural,fast-pacedenvironment
• Bilingual:SpanishandEnglish
EDUCATION
UniversityofWashington,Seattle
B.S.inPsychology(MinorinInternationalStudiesandSpanish) ExpectedJune2015
RelatedCoursework:Marketing,BusinessCommunication,ResearchMethods,Microeconomics,
Statistics,CulturalInfluencesinEconomicPoliticalPolicy,MulticulturalIssuesinEducationSociety
RELEVANTEXPERIENCE
MarketingIntern,AbercrombieFitch,NewYork,NY,Summer2014
• Supportedonlinemarketingactivitiesincludingcreationofaproductwebsite
• CreatedsocialmediamarketingplanutilizingTwitter,Facebook,LinkedIn,andMarketApp
• Conductedcompetitiveintelligenceresearchbyreviewingmarketingmaterialsofcompetitors
• Supportedbrandingofproductsbygeneratingadvertisingandpublicrelationsmaterials
MARKETINGPUBLICRELATIONSPROJECTS
MarketingandBusinessPlanforJump-In-Now.BUS355:BusinessCommunications,UW,Spring2014
Finalgroupprojectandpresentationprovidingsupportforareal,newstart-upcompany.
• Gathereddataandstudiedanalyticsregardingcurrentmarket
• Completedqualitativeandquantitativemarketanalyses
• Wrotebusinessplanandrecommendedtime-lineforrolloutofnewproduct
PublicRelationsMediaPacketforStudentsWhoCareDance-Athon,UWSpringFundraiser,Spring2013
• CreatedPR/AdvertisingcampaignforUWfundraiser
• Designedpromotionalmaterialsforvariousmediaincludingradio,Facebook,Twitter,LinkedIn
• Raisedover$5000inscholarshipmoneyforOfficeofDisabilityServices
ADDITIONALEXPERIENCE
Barista,UWHousingandFoodServices,Seattle,WA,Sept2013-Present
MemberServicesAssistant,UWIntramuralActivities,Seattle,WA,September2011-August2013
CustomerServiceRepresentative,SeattleMediaWorks,Seattle,WA,June2010-August2011
LEADERSHIPANDCOMMUNITYSERVICEEXPERIENCE
• President(2013-Present)/OutreachChair(2012-2013),StudentsforSocialResponsibility,UW,Seattle
• PublicityChair(2012-2013),PsychologyinBusinessInterestGroup,UniversityofWashington,Seattle
• PeerTelephoneCounselor(volunteer),(2011-2012),KentCrisisClinic,Kent,WA
• CommunityVolunteer,(Seasonal2010-2012),BallardFoodBank,Seattle,

22. 22 The Career Center | careers.washington.edu
4523 Brooklyn Ave. NE
Seattle, WA 98105
November 1, 2014
Mr. Richard E. Parsons
Community Director
Association for Environmental Justice
16259 Quentin Blvd.
Washington, D.C. 20202
Dear Mr. Parsons:
I would like to apply for the Environmental Advocate position with the Association for Environmental
Justice. I was thrilled to see on your website that you are currently seeking applicants for this position.
Advocacy regarding the environment is exactly the type of career that I am seeking. I will be graduating
from the University of Washington in June and I believe I am an excellent candidate because I have: 1)
a lifelong interest in and commitment to environmental justice issues, 2) leadership, organization and
communication skills, and, 3) passion for your mission.
Last year I worked as the Community Outreach Intern specializing in environmental issues for the
Northwest Non-Profit Foundation (NNPF). In this position, I engaged in outreach, fundraising, and
policy development. NNPF membership grew by 27% during my internship there, and our fundraising
efforts exceeded our goals by over $30,000. In addition to my membership-building and fundraising
activities as a leader in the Students for Social and Environmental Justice organization, I engaged
in extensive coalition-building, coordinated our events for two years, wrote petitions, and led
letter-writing drives. Please see my enclosed resume for more details.
I am very interested in the Environmental Advocate position because I believe that my skills and
experience provide an excellent match for this position, and I passionately believe in the Association's
mission and values. Your commitment to sustaining justice and environmental balance for the welfare
of all represents the values to which I am personally and professionally committed. I look forward to
talking with you soon. I can be reached by phone at 206-555-5555 and email at chris.wong@aol.com.
Thank you for considering my application.
Sincerely,
Chris Wong
Chris Wong
Enclosure
Liberal Arts Cover Letter and Resume Targeted to Job Description
Chris Wong
4523 Brooklyn Avenue NE linkedin.com/in/chriswong 206-555-5555
Seattle, WA 98105 chris.wong@aol.com
OBJECTIVE: Environmental Justice position contributing my outreach and coordination skills.
SUMMARY OF QUALIFICATIONS
• 15 months experience in leadership and training of environmental volunteers
• Commitment to and enthusiasm for environmental politics and activism
• Strong background in fundraising and event planning with non-profit and student groups
• Highly organized, resourceful and creative in optimizing available resources; manages steep learning curves
• Effective manager and communicator with ability to work well under pressure and within deadlines
• Excellent computer and web design skills: MS Office, Drupal, WordPress, online social media
EDUCATION
University of Washington Seattle, WA
Bachelor of Arts, Anthropology Anticipated – June 2016
Minor: Law, Society, and Justice
Coursework: Ecological Anthropology; Environmental Economics; Culture, Ecology, and Politics; Environmental
Anthropology; Research Methods; Politics and Law of International Human Rights
Relevant Projects: Reductions of Pesticide Use in Washington Municipalities, 2011 – 2013
Final paper for ANTH 499: Culture, Ecology, and Politics, Spring 2014
• Examined policies and practices for 5 major metropolitan areas
• Conducted interviews with 3 city planners and 20 concerned citizens
• Performed qualitative and quantitative analyses regarding citizen reactions
• Wrote 10-page report; presented findings at UW Undergrad Research Symposium (May 2014)
RELATED EXPERIENCE
Vice-President, Students for Social and Environmental Justice, UW, 9/13 – Present
Membership Chair, 9/12 – 8/13
• Co-founded campus environmental and human rights group
• Contributed to creating and revising organization's constitution and policies
• Developed and implemented marketing and fundraising plans; raised $10,000
• Coordinated development of environmental justice internship program
Community Outreach Intern, Northwest Non-Profit Foundation, Seattle, WA, 6/12 – 8/13
• Assisted in organizing major annual fundraising events; raised $50,000
• Organized and coordinated volunteers for 6 Seattle community events
• Gathered data, interviewed stakeholders, and wrote reports regarding events
• Participated as member of Foundation's policy development committee
• Revised and maintained organization's web pages (www.nwnpf.org) using Drupal
ADDITIONAL EXPERIENCE
Administrative Assistant, Financial Aid Office, University of Washington, 9/12 – Present
Server/Cashier, Columbia Bread and Bakery Shop, Seattle, WA, 5/10 – 6/12
AWARDS AND ACTIVITIES
Rotary Club Scholarship for merit and academic achievement (2012)
Employee-of-the-Year Award (Columbia Bread/Bakery, 2011)
PROFESSIONAL AFFILIATIONS
American Anthropology Association (Anthropology and the Environment Section), Student Member
Society for Applied Anthropology (Environmental Anthropology Division), Student Member
Environmental Advocacy Coordinator, Association
for Environmental Justice (AEJ)
The Association for Environmental Justice is a leading
green group with programs around the world focusing on
strong science, uncommon partnerships and market-based
approaches. The AEJ team provides college students with
the knowledge and guidance to help them build support
for green issues on their campuses.
Key Responsibilities
■
Leading the Regional Advocates Team
■
Gathering media summaries/analyses
■
Organizing news clippings and other printed media
■
Political media research; writing “Letters to Editor”
■
Online messaging and social networking
■
Updating the AEJ website
■
Attending planning sessions, student meetings
Qualifications
■
An undergraduate or graduate student
■
Passionate about the environment, politics and media
■
Intelligent, adaptable; willing to learn
■
Performs well under pressure and deadlines
■
Able to work independently in changing situations
■
Very organized with an eye for detail
■
Excellent at written and oral communication
Relevant Projects
may be a major
heading if you
have two or more
projects.
Definitely include
student organization
experience; may be
listed in a Leadership
section instead.
Your Summary
of Qualifications
should include skills
and strengths that
are listed in the job
description.

23. 23The Career Center | careers.washington.edu
From: Matt Suzuki
To: Jeff Sasaki
Sent: Thursday, October 13, 2014 4:15 PM
Subject: Matt Suzuki - Resume: Financial Systems Spe­cialist
Attachment: Matt Suzuki Resume and Cover Letter.doc (19.5KB)
Dear Mr. Sasaki,
I learned of the Financial Systems Specialist position with Fisher Investments through the UW
HuskyJobs and I am very interested in applying for this position. I have ex­pe­rience as a financial
systems intern and as a computer lab consultant. I have performed well in leadership po­sitions
through­out my college studies. I am very excited about uti­lizing this background and my
knowl­edge of information sys­tems and accounting at Fisher Investments. My resume is in­cluded
below and attached in Word for your review. I look forward to dis­cussing further with you how my
quali­fi­cations might fit with your company.
Sincerely,
Matt Suzuki
MATT SUZUKI
3619 NE 88th Street
Seattle, WA 98125
(206) 525-8330
msuzuki@uw.edu
linkedin.com/in/mattsuzuki
OBJECTIVE: Financial Systems Specialist position with Fisher Investments
EDUCATION:
University of Washington, Seattle, WA
BA - Economics, March 2015
GPA: Overall 3.34
North Seattle Community College, Seattle, WA, 9/11-8/13
Pre-Business Emphasis, 90 credits, GPA: Overall 3.45
COMPUTER SKILLS:
Operating Systems: Windows, Macintosh, Unix (Working knowledge)
Applications: AutoCAD, MS-Access, Excel, Word, Pub­lisher
Languages: Visual Basic, Access Basic, HTML5
EXPERIENCE:
FINANCIAL SYSTEMS INTERN — Century Link, Seattle, WA (9/11-6/12)
* Developed document locator application for Corporate Tax Office
* Designed and coded application using MS-Visual Basic and Access
* Trained 30 staff in use of pro­gram and maintaining database
COMPUTER LAB CONSULTANT — University of Wash­ing­ton (9/11-3/12)
* Assisted students and faculty in use of personal computers
* Responded to questions regarding use of com­puter appli­cations
* Performed basic hardware and software re­pairs
LEADERSHIP EXPERIENCE:
Vice President, UW Business Information Tech­nology Society, 1/14-present
Researcher, WWW De­vel­opment Team, UW Economics Dept., 9/13-6/14
Organizer, Student Orientation Committee, UW Economics Dept., 9/13-12/13
Mentor and Volunteer, UW DO-IT Program, 9/13-12/13
AWARDS:
Outstanding Student Award, Dept. of Accounting, UW (2013-2014)
“I Make a Difference” Award, Century Link (June 2012)
Use
full left
margin.
No tabs.
Test your
resume format
by sending it to
yourself first,
and to a friend
in another
email system.
A cover letter
shows your
writing ability
and allows you
to make a case
for why you
are a match for
the job. Keep
it brief—one
computer screen
in length.
Email Cover Letter and Resume
To create an email resume,
save it as a text file or use a
text editor such as MS Note-
pad/Apple's Simple Text and
copy it into the body of your
email message, or save it as a
PDF file.
Limit each line
to 64 - 70
characters. Most
email programs
wrap text around
at about 72
characters. Any
line longer than
that will be cut
off and dropped
down to the next
line.
Submit your resume
and cover letter as an
attachment. And include
your resume in the email
message.
OK to
use
asterisks
instead
of
bullets.

24. 24 The Career Center | careers.washington.edu
CombinationResume
Versatileformatthatcombinesadvantagesoffunctionalandchronologicalresumes.
Goodforhighlightingprojectsandtransferableexperiences.
ScienceResume
ResearchAssistant/LabTechnicianpositionusingmystrongunderstandingofthe
scientificmethodandgreatattentiontodetail.
UniversityofWashington,Seattle,WA
BachelorofScienceinBiochemistry,August2015
BachelorofScienceinChemistry,August2015
Proficientwith:DNAcloning,PCR,Southernblot,Westernblot,Cellcultivationand
counting,Proteinsynthesis-purification
Familiarwith:Enzymeassaying,Reagentpreparation,Spectrophotometricand
potentiometricanaly­ses,NMR,MS,IR,Acid-basetitration
ResearchAssistant,DepartmentofChemistry,UniversityofWashington
January2013-March2014
• Entereddataincomputerfromphotoelectricexperiment
• Relateddatatoexcitationofelectronsofdifferentmetals
ChemistryTutor,InstructionalCenter,UniversityofWashington
January2012-December2013
• TutorEducationalOpportunityProgramstudents
• Trainnewtutorsinteachingconceptsofchemistry
• Developskillsinworkingwithadiversepopulationofstudents
MedicalResearchAssistant,UniversityofWashingtonMedicalCenter
January2010-June2012
• Assistedneurosurgeryresidentinclinicalneurosurgicalresearch
• Con­ductedliteratureresearch,reviewedangiograms,MRIs,andCTscans
todeterminepresenceofaneurysmsinepilepticpatients
VietnameseStudentAssociation,UniversityofWashington
President,September2013-present
Vice-President,September2012-June2013
Treasurer,September2011-June2012
EnglishTeacher,RefugeeWomen’sAlliance(ReWA),Seattle,WA
January2012-present
• TeachEnglishtoSoutheastAsianrefugeewomen
ElectronicsAssembler,JohnFlukeCompany,Everett,WA
Summers2009,2010
• Operatedarobotonpartsassemblyline
• Testedvoltmeterforqualitycontrol
Ngoc-AnhNguyen 206-670-1000
4000888thStreetSW nanguyen@uw.edu
Lynnwood,WA98037 linkedin.com/in/ngoc-anhnguyen
Objective
Education
LabSkills
Related
Experience
Leadership
Experience
Other
Experience
SALOMEGREEN206-555-1212 sgreen@uw.edu
5342WoodlawnAvenue,Seattle,WA98103 linkedin.com/in/salomegreen
SKILLS
WaterQualityMonitoring:Manualandautomaticflowmonitoring,waterqualitymonitoring
usingConductivity-Temperature-Depth(CTD)instrument;samplecollectionQAQCprocedures.
EnvironmentalLegislation:Localandfederalenvironmentalregulationsincluding
KingCountySensitiveAreasOrdinanceandNPDESpermittingprocedures.
ComputerExperience:SPSSprogramming,MODFLOWgroundwaterflowandsolute
transportmodelandothermodelingapplications;MSOffice.
WritingSkills:Projectproposals,technicalreports,andspecifications.
FrenchFluency:Lyon,France,completedcivilengineeringclassesinFrench,9/09­-6/10
REPRESENTATIVEPROJECTS
UrbanStormwaterRunoffMonitoringandPolicyAnalysis,ResearchandThesisFocus,
CityofBellevueandtheUniversityofWashington-Seattle,Winter-Spring2012
• WaterqualityoversightforLakemontBoulevardconstructionprojectinBellevue.
• Extensiveanalysisofwaterqualityregulationsandpermitrequirements.
• Developedstorm-watermonitoringplanandcompilationandanalysisofbaselinedata.
WaterQualityMonitoring,SitcumWaterwayRemediationProject,
CommencementBay,Tacoma,WA,Spring2013
• Performedwaterqualitymonitoring,interpretedspecifications,completeddailyreports
recordinganyexceedances.
• CoordinatedwithEPAandPortofTacomaandanalyzedacquireddata.
BridgeInspectionandDesign,USDAForestService,Summer2010
• Inspectedbridges,assistedwithdesignofconcretebridgeandinspectedContractor’swork
onconstructionofconcretebridgeinPackwood,WA.
DrainageStudies;Moffatt,NicholandBonney,Inc.;PortlandOR;Spring-Summer2009
• AssisteddesignteamwithtaxiwayimprovementsatPortlandAirport.
• Conducteddrainagestudies.
EXPERIENCE
ResearchAssistant;CityofBellevueDept.ofTransportation;October2012topresent.
EnvironmentalEngineer;SandersandAssociates,Inc.;June2012toOctober2012.
CivilEngineeringTechnician,NationalForestService,Summer2009.
CivilEngineeringIntern;Moffatt,NicholandBonneyConsultants,Inc.;Summer2009.
EDUCATION
MastersofScience,EnvironmentalEngineering,UniversityofWashington,December2013
BachelorofScience,CivilEngineering,WashingtonUniversity,St.Louis,MO,May2011
l’InstitutNationaldesSciencesAppliqués,Lyon,France,2007-2010
HONORSANDAWARDS
HenryL.GrayFellowship,UniversityofWashington,2012-2013
SocietyofWomenEngineersScholar,WashingtonUniversity,2007-2010
DeanofEngineeringHonoraryScholar,WashingtonUniversity,2007-2010
AFFILIATIONS
AmericanAcademyofEnvironmentalEngineers
AmericanSocietyofProfessionalWetlandEngineers
Okaytouse
acronymsand
abbreviationsif
commonlyused
inthefield.

25. 25The Career Center | careers.washington.edu
InternationalStudentSampleResumeMilitaryVeteranSampleResume
QUANLEIHUANG
459345th
Ave.NSeattleWA98245
qhuang@uw.edu-206.345.6767
linkedin.com/in/quanleihuang
OBJECTIVE
ProjectManagementInternshipcontributingmyproblemsolvingskillsandaptitudeforinnovation
SKILLSANDACHIEVEMENTS­­­­­­­­­­­­­­­­­
• 3+yearsexecutiveexperienceinprojectmanagementandoperationaldevelopmentof72-membernonprofit
• Excellentpresentation,coaching,andpublicspeakingskills
• Exceptionallyculturallycompetentfromliving,working,andtravelingto7countriesin2years
• Avidnetworker,teamplayer,andproblem-solverwithpassionforadventure
• Languages:Mandarin(native),Fujian(conversational),Cantonese(basic)
• ProficientwithMSOfficeSuitesuchasWord,Excel,PowerPoint,Publisher
EDUCATION
UniversityofWashington,Seattle,WA
BachelorofArts-Economics(GPA:3.4,DeansList-3quarters) December2014
Awarded$4,000MaryGatesLeadershipScholarship(over800applicants)
RELATEDEXPERIENCE­­­­­­­
AIESECUnitedStatesInc.,Seattle,WA January
2011-Present
President,UWLocalCommittee(Jan-Dec2014)
VicePresidentofMarketingandSales,UWLocalCommittee(Jan-Dec2012)
• AIESEC-world’slargeststudent-ledtalentsourcingprogramprovidinginternationaltalenttoorganizationsand
leadershipdevelopmentprogramsfor80,000membersin124countriesandterritories
• Ledchapterto4awardsincludingNationalExcellenceAward(topchapter),DHL‘Can-Do’AttitudeAward
• Coach6VicePresidentstoprogressmanagementstrategiesandmarketinginitiatives,resultingin300%net
salesgain,100%netmarketreach,and90%talentretention
• Oversee50+eventsandprojectswithinbudget;increasingaudienceby10%
• Developsocialmediaanddirectmarketinginitiativesto30,000students
StudentConsultant,AtlanticStreetCenter,Seattle,WA Jan-Mar2013
• Collaboratedwithteamof4toanalyzecurrent,financial,andSEOperformancelevelsofsocialservice
non-profitorganization
• Delivered10strategic/tacticalrecommendationstoHRdepartmenttoincreaseoperationalefficiencyand
improveinternalcommunications;4recommendationsimplementedbyExecutiveDirector
ADDITIONALEXPERIENCE­­­
LeadOrganizer,GirlsRisingatUW,Seattle,WA April-Jun2012
• Ledteamof3toorganizeallmarketing,logistical,andfundraisingaspectsofpublicmoviescreeningresultingin
eventattendanceof200
InternationalOrganizingCommitteeTeamLeader,AIESECRussia,Moscow,Russia
Jun-Aug2011
• Collaboratedwithteamof62toexecuteplanning,organizationandlogisticalsupportofconferencefor1000
delegateswithbudgetof$3,000,000forAIESECInternationalCongress
ACTIVITIESINTERESTS___________________________________________________________________________
Travel(Indonesia,Fuji,NewZealand,Philippines,Russia,China,India);proficientpianoplayerandfolkdancer
SAMUELREED
4368NAdmiralWaySeattle,WA98118
(206)764-1234-samreed@uw.edu
linkedin.com/in/samreed
SUMMARYOFQUALIFICATIONS:
• Analyticallymindedwithacuteobservationalskillsandaneyefordetail
• Recognizedasleaderwhobuildseffectiveteamswithclear,straightforwardcommunication
• Calmandfocusedinhighstresssituationsofferingmultipleperspectivestosolveproblems
• Countedontomeetdeadlines;oftenoperateaheadofschedule
• CompletedASAExamP(Probability)-October2014
EDUCATION:
UniversityofWashington,Seattle,WA
B.AinAppliedComputationalMathScience-EconomicsOption,GPA3.4 ExpectedJune2015
RELATEDEXPERIENCE:
CorporateTaxIntern,LibertyMutualInsurance,Seattle,WA Jan2014–March2014
• Accuratelyprepared,filed,andpaidstatepremiumtaxliabilities
• CoordinatedwithBostonofficemanagementtocompletepremiumreturnsaheadofschedule
• UsedAdobeAcrobat,MicrosoftExcel,andpremiumtaxcompliancesoftwaretocreateandcompilere-
turnsandsupportdocuments;submittedreturnsforreviewandsignature
ControllerIntern,SASMITrustFund,Fairfax,VA Aug2012-Sept2012
• Assistedcontrollerinpreparationofmonthendprocedures
• Processedcontributionstocompanytrustfundtoensuretimelyupdatesoffundaccounts
OTHEREXPERIENCE:
TeamLeader,UnitedStatesArmyInfantry,FortLewis,WA June2004-Sept2008
OperationIraqiFreedom,June2006–March2007
• Managedteamof20peopleproviding30%ofplatoon’sfirepowerandsecurity
• Accountedforhighlysensitiveequipmentinexcessof$50,000
• Utilizedfinelytunedobservationskillstoprovidesecurityforcoalitionforces
InfantryTrainingJune2004–June2006
• Operatedandmaintainedupto15weaponssystemsandcommunicationsequipment
• Increasedknowledgeinadvancedfirstaidandlandnavigationskills
• Organizedandledteamsofupto8personnelthroughvarietyofcombattrainingexercises
AWARDS:
ArmyCommendationMedal(AwardedMay5,2007)
• Thwartedattackoncoalitionforcesallowingteamtorepositionandengageopponent
• Managedeffortsinsuccessfulevacuationofdisabledvehiclefromdangerouszone
ArmyAchievementMedal(AwardedNovember15,2007)
• Fordedicationtoduty,excellence,andexpansiveknowledgeinfield
PurpleHeartMedal(AwardedMarch24,2007)
• Awardedforinjuriessustainedduringcombatoperations
ADDITIONALSKILLS:
• ProficientinMicrosoftOffice;conversationalSpanish

26. 26 The Career Center | careers.washington.edu
JaneDoe,pg2of2
AmeriCorps*VISTA(sitedatTheGivingTree),Seattle,WA
ProgramDeveloper,11/2005-11/2006
• Supervisedvolunteersfornon-profitwoodshopproducingtoysforchildreninneed.
• Managedretailsalesrevenue,organizedboardmeetingsandcoordinated
communityeventtoteachchildrenabouthomelessness.
• Raisedmorethan$46,000throughfoundationandcorporationgrants.
• PromotedprogramwithnationalmediacoverageonCBSEveningNews.
COORDINATIONEXPERIENCE:
RooseveltTeenHealthCenter,Seattle,WA
PatientCareCoordinator,6/2013-6/2014.
• Supervisedstudentassistants.
• Providedreferralsandinformalcounselingtoparticipatinghighschoolstudents.
• Answeredphonesandscheduledappointments.
• Preparedchartsandcompleteddataentry.
45thSt.Clinic,Seattle,WA
VolunteerCoordinator/OutreachWorker,5/2011-5/2012
• Scheduledover60volunteerseachmonth.
• Interviewed,trainedandsupervisedfrontdeskvolunteers.
• Participatedinoutreachtolocalcommunitiesofhomelessyouth.
• Createdrelationshipsandprovidedreferralsandbasicnecessities.
SouthernTierAIDSProgram,Ithaca,NY
HarmReductionCoordinator,6/2010-8/2011
• Providedharmreductioninformation,saferinjectionsuppliesandcommunity
referralstoparticipantsinruralsyringeexchangeprogram.
• Supervisedandtrainedvolunteersandstaffonconfidentiality,safety,andoperatingprocedures.
• Coordinatedandconductedcommunityoutreachandeducationpresentations.
• Securedfundingbywritinggrantproposals;managedgrants;reportedtofunders.
• Developedandconductedprogramevaluation.
RESEARCHEXPERIENCE:
UniversityofWashington,AlcoholandDrugAbuseInstitute,Seattle,WA
ResearchAssistant,MeasurementandAssessmentofRiskontheStreet(MARS),9/2014-Present
• InterviewhomelessyouthandyoungadultsinthreeSeattledrop-incenters.
• Co-managedatacollectioncoordination.
• ProvideconsultationtoHousingFirstproject—acollaborationbetweenthe
DowntownEmergencyServiceCenterandtheUniversityofWashingtonAddictive
BehaviorsResearchCentertomeasureimpactofprovidinghousingtochronicpublicinebriates.
OTHEREXPERIENCEACTIVITIES:
Member,NationalCommunityPublicHealthAssociation,1/2010-Present
BoardMember,KingCountyOralHealthCoalition,Seattle,WA,10/2012-7/2013
SpanishLanguageAssistant,CarletonCollege,Northfield,MN,9/2009-5/2010
JaneDoe
1234MainStreet jdoe@uw.edu
Seattle,WA98103 linkedin.com/in/janedoe206-555-5555
OBJECTIVE:ProgramdevelopmentpositionincommunityhealthagencyservingSpanish-speakingfamilies.
SUMMARYOFQUALIFICATIONS:
• Overtwoyearsprogramdevelopmentexperienceindiversecommunityorganizations
• Skilledincoordinatingpatients,volunteers,events,andinterventions
• Provenresearcher–infield,lab,library,andonInternet
• FluentSpanish;servedasinterpreterandeducatorforSpanish-speakingindividuals
• Critical-thinking,persistent,passionate,team-memberandindividualcontributor
EDUCATION:
UniversityofWashington,Seattle,WA
MPHinCommunityHealthPractice,expected6/2015
• CapstoneFinalProject-Managedanddevelopedparticipatorytheaterprojectto
educateLatinosaboutdiabetes.Wrotegrants,constructedbudget;facilitatedstaffandcommunity
meetings;ensuredparticipatorycommunicationprocess.
• Practicum-ConductedquantitativeandcontentanalysisofREACHdiabetesinterventionprogram
activities.ImplementedREACHcoalitionkeyinformantinterviews.
CarletonCollege,Northfield,MN
BAinLatinAmericanStudies,5/2010
• AdvancedStudyCertificateofForeignLanguageandLiteratureinSpanish
• IndependentResearchFellowshiptoChile,summer2009
• TechnosJapanExchangeProgramScholarship,summer2008
CenterforInter-AmericanStudies(CEDEI),Cuenca,Ecuador
AugustanaCollegeSummerSpanishProgramintheAndes,6/2009-8/2009
• Took9creditsofclassestaughtinSpanish
PROGRAMDEVELOPMENTEXPERIENCE:
PublicHealthSeattleKingCounty,Seattle,WA
Intern–WIC/MaternitySupportServicesPrograms,1/2014-8/2014.
• Developedandtaughtphysicalactivitygroupcurriculumforpregnantwomen.
• Implementedevaluationcomponentforpilotprogram.
• Createdmarketingmaterialsforparticipantrecruitment.
• CompletedsurveyofWIC/MSSclientele’sneedsandinterestsinphysicalactivity.
FriendsofAlmanjayar,Granada,Spain
VolunteerProgramDeveloper,11/2011-3/2012
• AssistedindevelopinghealtheducationmaterialsforuseinthismentoringprogramforGypsy
youthintheneighborhoodofAlmanjayar.
• Designedplanfordistributionofmaterials.
GradStudentPublicHealthResume

27. 27The Career Center | careers.washington.edu
GradStudentScienceResume
ElmiraHernandez (206)000-0000
1450NWPlace elmira.hernandez@email.com
Seattle,WA98195 linkedin.com/in/elmirahernandez
SUMMARYOFQUALIFICATIONS
• Over5yearsofexperiencedevelopingsciencecurriculumandlabs
• Expertiseincoordinatingandleadinghigh-quality,age-specificfieldtrips
• Passionateaboutpromotingaccesstoinformalandformalscienceeducation
• ExperienceteachinginbothSpanishandEnglishtoawiderangeofaudiences
EDUCATION
UniversityofWashington,Seattle,WA expectedJune2015
M.S.EarthandSpaceSciences
Thesis:SlopeStabilityAnalysisofSeattleNeighborhoods
UniversityofOregon,Eugene,OR June2010
B.S.GeologicalSciences
SeniorProject:GroundwaterFluctuationsinEasternOregonandImplicationsforWaterUse
UniversityofOslo,Oslo,Norway Spring2008
IndependentProject:GeologicalAnalysisofNorwegianFjords
RELATEDEXPERIENCE
ProgramCoordinator,ScienceDivision Oct.2012-July2013
OregonValleyCommunityCollege,Bend,OR
• Plannedquarterlyfieldtripsforgeology,ecologyandbiologyclasses
• Collaboratedwithsciencefacultytodevelop3newgeologylabsforGeology101classinSpring2013for35
studentsandwrotecompanioninstructorguides
• OrganizedScienceDivisionStudentResearchSymposiumforover150students
• Presentedto9localhighschoolphysicalscienceclassesonbasicgeologyconcepts
• WorkedwithsciencelabtechniciantowritenewstandardoperatingprocedureforanSEM(ScanningElectron
Microscope)andtrained2newscienceinstructorsonit
• EstablishedScienceDivisionFacebookpageandmadefrequentposts
• AssistedScienceDivisionofficestaffonmarketingandcommunicationsprojects
ScienceEducator June2010-Sept.2012
OregonValleyCommunityCollege,Bend,OR
• Developedsciencelessonplanswithlearningoutcomestailoredtoagegroups
• TranslatedlabhandoutsandlessonmaterialsintoSpanishfor50Spanish-speakingfourthgradecampersattending
twocampsessions
• Trained8undergraduatecampcounselorsinkeyscienceconceptsandlabexperiments
• Coordinated7fieldtripsforover300studentsineasternOregoneachyearincollaborationwiththeNational
ForestServiceandlocalmunicipalities
• Providedon-callassistancetocampcounselorsduringscienceactivities
• Ordered,inventoriedandmanagedsuppliesforallexperimentsandactivities
GeologyTutor Oct.2009-May2010
UniversityofOregon,Eugene,OR
• Tutoredanaverageof5undergraduatestudentsperweekingeologyconcepts
• Adaptedgeologicalsciencecourseworktocreateadditionalpracticequestionsandsampleexam
problemsforstudentsinintroductorygeologyclasses
OutreachAssistant Oct.2007-Aug.2008
UniversityofOregon,Eugene,OR
• Supported2facultymembersinteachinggeologyconceptstolocalpublicschools
• Demonstratedbasicgeologyprinciplesusingprops,drawingsandgames
• Volunteeredatfaculty-ledtalksopentothegeneralpublic
• StaffedboothatExploreUOdaysforover800highschoolstudents
OTHEREXPERIENCE
ResearchAssistant,LucyWalkerLab Nov.2013-present
UniversityofWashington,Seattle,WA
PrepareandanalyzegeologicalsamplesusinganSEM
• Writedetailedlabreportsandpresentfindingsatweeklylabmeetings
• Guide3undergraduatestudentresearchersinlabprotocolsandprocedures
UndergraduateResearcher,PhilipsLab Sept.2008-June2009
UniversityofOregon
• Assistedgraduateandresearchscientistsindatacollection
• WorkedwithlabtechniciantotracklabsamplesandsuppliesusingExcel
• TrainedinusinganSEMandprovidedtrainingtofellowundergraduateresearchers
VOLUNTEEREXPERIENCE
CurriculumAssistantVolunteer Nov.2013-present
PacificScienceCenter,Seattle,WA
• WorkwiththeYouthFamilyProgramsstafftocreatecurriculumforanewsummer
campopeningJune2015forelementaryandmiddleschoolstudents
• Developlabandlessonplanideasandwritelearningoutcomes
Volunteer Nov.2012-July2013
OregonValleyAnimalShelter,Bend,OR
• Exercisedlargebreeddogsonthreemiletrailnearfacility
• Representedtheshelterinannualcommunityparadewithothersheltervolunteers
AWARDS
• UndergraduateTutoroftheYearAward,May2010
• GeologicalSciencesMyrnaK.SmithUndergraduateAward,June2008

28. 28 The Career Center | careers.washington.edu
COVER LETTERS
Cover Letter Format, Content Samples
The cover letter should be mailed or emailed to an employer with your resume. The purpose of the letter is to present your skills and
experience in future-oriented terms which highlight what you offer to the employer. The letter is an opportunity to sell yourself for
the particular job you are seeking. Identify your experience and education that is most directly related to that job.
A carefully constructed and concisely written letter will convey your ability to communicate effectively in writing. It will also demon-
strate your interest in and qualifications for the position. See samples below and on pages 22 and 23.
Important: If salary history or expectations are requested by the employer, it is best not to give specific figures. Instead, indicate your
willingness to negotiate within the going rate (or give a range) for someone with your background and experience.
Your Present Address
City, State Zip Code
Date
Name of Individual
Job Title of Individual
Company or Organization Name
Street Address or P.O. Box Number
City, State, Zip Code
Dear Mr./Ms./Dr.________________:
The first paragraph should state the position you are seeking, indicate why you are
writing, and tell how you learned of the position. State your top 2 - 4 selling points/
provide proof of your top selling points (education, experience, skills). Write in
conversational short sentences.
The middle paragraphs should present additional information about your experience or
personal characteristics in some detail. In other words, it contains stories or examples
from your education, experiences and activities.
Emphasize what you offer to the employer (not what the employer can do for you),
related to the position you are seeking. You might provide specific examples of
demonstrated skills and related experience. Highlight your job related skills, specialized
training, course work, class projects, and significant accomplishments. Indicate resume
is attached/enclosed.
The last paragraph should have a summary statement of your qualifications and interest
and why you want to work for the particular employer. Include information such as
your telephone number and email. Always thank the employer for consideration of
your application.
Sincerely,
(your signature in blue or black ink - not necessary
if sending by email or uploading on company
website)
Full name typed
Enclosure: Resume
Cover letters should be:
■
Individually tailored (never
a form letter).
■
Addressed to an individual
by name, including correct
title, company name and
address.
■
Written in your own words
in a conversational style
with short sentences.
Centered on the page with
one inch margins.
■
Closed with a request for
action and “Thank You”
for consideration. Signed
in ink if sent through the
postal service.
4561 11th Ave., Apt. #1
Seattle, WA 98105
October 6, 2014
Mr. Peter G. Reynolds
General Manager
Four Seasons Olympic Hotel
411 University St.
Seattle, WA 98101
Dear Mr. Reynolds:
While researching the hospitality industry in the Puget Sound region, I learned of the Four Seasons Olympic Hotel. I
am currently a student at the University of Washington majoring in English. I am very interested in exploring intern-
ship opportunities in international business where my bilingual Japanese and English skills will be an asset in a full
service hotel with an international clientele and staff.
I have experience as a bilingual receptionist assisting clients from Japan and many other countries. I am very
comfortable interacting with people and have strong oral communication skills. Because of my earlier work
experiences and extensive travel to Japan and English speaking countries, I am familiar with a wide range of cultures
and adapt quickly to new environments. As a bilingual receptionist at the Tokyo International Airport, I assumed
multiple responsibilities.
I look forward to talking with you. Please feel free to contact me by the phone number or email listed on my
resume. Thank you for considering my application.
Sincerely,
Ryan Anderson
Ryan Anderson
Enclosure: Resume
Use Hiring
Manager or
Recruiter
if no name is
given.
5006 Wallingford Ave. NE
Seattle, WA 98105
October 2, 2014
Ms. Jessica Stevens
Director of Talent Sourcing
The Asia Pacific Group
67 Benton Street, #03-01
Singapore 189655
Dear Ms. Stevens:
I saw the executive track position in The Asia Pacific Group’s Emerging Leaders Program
while viewing the University of Washington’s HuskyJobs online system. The training
and support your organization provides to its employees is impressive and the mission
of supporting business development in the Pacific Rim is exciting to me. As a senior in
Business Administration, I believe the executive track position is a very good match for my
skills in leadership, cross cultural communication, and project management.
My leadership skills would be an asset to your organization. As vice-president of an
international student organization, I helped increase membership by 25% and planned
six events that reached a total of 850 students. During my internship with Singapore
Airlines, I used my Mandarin Chinese and English skills to help foster partnerships among
employees in the United States and Singapore. Working together, employees from both
locations developed three new strategies for increasing and enhancing air traffic between
the two countries.
Finally, in a marketing class during spring quarter, I served as the manager of a project
for an assignment that called for groups of four students to spend five weeks analyzing
the marketing needs of a local business. I created goals and timelines, collected status
reports, researched and gave the final presentation of our project. We finished our
assignment several days prior to the deadline, our professor gave us high marks, and the
business owner is currently implementing two of our three recommendations.
I am eager to apply my strengths and background to team projects at The Asia Pacific
Group. I welcome the opportunity to meet with you to further discuss how my
qualifications might match with the Emerging Leaders Program. Please feel free to
contact me by phone at 206-555-5555 or by email at kerikatanabe@uw.edu.
Thank you for considering my application.
Sincerely,
Keri Katanabe
Cover letter sample
Cover letter content format Cover letter sample