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Graduate Peers' Schedules

Summer 2014
(Email for availability)

Professional Development Peer:
Shawn Warner-Garcia

Diversity & Outreach Peer:
Hala Sun

Funding Peer:
Kyle Crocco

Writing Peer:
Ryan Dippre

The peers sometimes hold events or attend meetings during their regular office hours. To assure you connect with your Graduate Peer Advisor, we encourage you to contact them by email and make an appointment.

Career

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Entries in career (22)

Wednesday
Jul302014

UCSB’s Graduate Division Seeks Student Input on Schedule for Fall Dissertation Writer’s Room

Credit: www.keepcalm-o-matic.co.uk

This summer, the Graduate Division has hosted a Dissertation Writer’s Room, a quiet workspace for UCSB’s graduate students to work on their dissertations. Strong student turnout thus far indicates the need and value of this resource, so we plan to continue it during the fall quarter.

If you are a UCSB graduate student, please take a moment and complete this brief survey. Your responses will help us to plan a schedule that works best for you.

For more details on the Dissertation Writer's Room, visit this announcement. For a look at this space, visit this link.

If you have any questions about the Dissertation Writer's Room, or other career and professional development resources, please email Robert Hamm.

Thursday
Apr242014

One-Year Lecturer Position Opening at Teachers College, Columbia University

The programs in TESOL and Applied Linguistics at Teachers College, Columbia University, are seeking a Lecturer with demonstrated teaching experience and research interests in one or more of the following areas: second language acquisition (SLA), second language pedagogy, and pedagogical grammar. This one-year position is renewable, subject to performance review and program needs, but does not lead to tenure.

Responsibilities:

  • Teach courses in the following areas: SLA, teaching practicum, or pedagogical English grammar
  • Teach five courses per academic year
  • May need to teach one course during a summer session for extra pay
  • Advise M.A. students
  • Serve on dissertation committees
  • Participate in routine program administrative activities
  • Build or maintain an active research and professional profile in TESOL and Applied Linguistics

Qualifications:

  • Earned doctorate in TESOL, Applied Linguistics, SLA, or a closely related field
  • Evidence of scholarship potential in one of these three areas: TESOL, Applied Linguistics, or SLA
  • A record of successful ESL and/or EFL teaching experience
  • A record of graduate level teaching
  • Emerging evidence of service to the field of TESOL or Applied Linguistics
  • Ability to perform administrative duties and to work collaboratively

To apply:

  1. Cover letter (detailing how you meet the qualifications for the position)
  2. A teaching philosophy
  3. CV
  4. Three letters of reference e-mailed directly by the referees to Dr. Han at:  tesolsearch@tc.columbia.edu (subject line: "TESOL/AL Lecturer Position 2014”)

Submit application materials at the following link on the TC Employment website:

https://careers.tc.columbia.edu/applicants/Central?quickFind=54657

Correspondence should be addressed to:

Professor ZhaoHong Han
Search Committee Chair
The Applied Linguistics and TESOL Program, Box 66
Teachers College, Columbia University
525 West 120th Street
New York, NY 10027-6061 USA

Wednesday
Apr162014

Two Great Teaching Job Opportunities in Northern California

credit: international rescue committee

Looking to teach in Northern California? Consider these job opportunities:

English as a Second Language (ESL) Instructor position: International Rescue Committee (IRC), San Jose, CA office

International Rescue Committee (IRC)
is looking for someone with experience to teach ESL classes to adult refugees who are preparing for employment in the United States. The ESL Instructor will teach and create lessons focusing on vocational English. This is a full-time position in San Jose, CA.

Here are some basic requirements:

  • Bachelor’s Degree in Adult Education or related field
  • ESL certification, such as TOSEL, TEFL or CELTA required
  • At least two years experience in ESL instruction or Adult Education
  • Must have a valid driver’s license, active insurance policy, and access to reliable transportation

For more information, visit http://ch.tbe.taleo.net/CH02/ats/careers/requisition.jsp?org=IRC&cws=1&rid=10442

 

credit: York schoolSpanish Language Teaching Position: York School, Monterey, CA

York School, a college preparatory, co-educational independent day school for grades 8-12, is currently looking for a full-time Spanish language teacher. Successful candidates will demonstrate the following:

  • Minimum of Bachelor’s Degree in Spanish
  • Ability to engage students to converse in Spanish in and out of class
  • Excellent writing skills both in English and Spanish.
  • Ability to communicate effectively with students and parents
  • Ability to collaborate with colleagues
  • Ability to sponsor a significant activity
  • Comfort with the independent school setting and involvement
  • Understand and exhibit high standards of professional conduct
  • Warmth, sense of humor, and tact
  • Experience and willingness to use technology in the classroom preferred

For more information, visit http://www.york.org/storage/Spanish%2014-15.pdf

Feel free to email me if you have any questions or need mentoring in applying to these jobs (Hala Sun, Diversity and Outreach Peer Advisor, hsun@graddiv.ucsb.edu)

Monday
Mar312014

How to Tell Your Advisor that Faculty Life Is Not for You

AdvisorCredit: Funding PeerMany graduate students have anxiety telling their advisors about their desire not to follow the sweet faculty life. Based on what I've seen and experienced at UCSB, graduate advisors think their students want to be just like them.

So how do you break your advisor's heart – and still get that reference or permission to do an internship out of the department? The following is my personal advice on how to handle the situation.

Prepare for the conversation

First, frame your conversation to stress the difficult job market for academia and that you want to be prepared for the possibility of not landing that sweet tenure-track job in Nowheresville, USA.

Next, do research on what options are available to you in your field of study.

Then, have a plan of what you are going to say and what research you have done.

Address push/pull factors

Let your advisor know what is pushing you away from academia and what is pulling you toward another field.

Push factors can include things such as the difficult job market in academia, your mounting financial obligations, and your geographical limitations.

Pull factors can include how you feel you can make a better, more meaningful contribution to a non-academic field such as government, non-profit, industry, or administration.

Ask for something specific

Be polite and explain to your advisor what you exactly need from him or her, in terms of a letter of reference or  permission to work in a non-academic internship.

Prepare a cheat sheet to show how the advisor can write your non-academic reference to best present your skills.

If things go wrong

Most advisors will be helpful, but if you feel your advisor is being unreasonable, you always have recourse to your department chair or the Graduate Division.

For more information on this topic, read The Chronicle of Higher Education advice article by L. Maren Wood, "How to Tell Your Advisor."

Thursday
Mar132014

Versatile PhD Online Panel Discussion: 'Careers in Social Media' 

Interested in learning more about how to turn an interest in social media into a career? All this week (March 10-14), Versatile PhD will host an online panel discussion with several humanities and social science PhDs and/or ABDs who have become social media professionals.

As a UCSB graduate student, you have free access to the information and resources on Versatile PhD. To learn more about accessing its premium content, such as the panel discussions, follow these simple instructions provided by Graduate Division.

To participate in the panel discussion on "Careers in Social Media," register on Versatile PhD, then visit the Humanities Forum anytime this week and search for threads beginning with the keyword "Panel." The expert panelists will answer questions throughout the week. If you prefer, you can receive posts by email: Log in, got to "MyVPhD, and then select "Notifications."

Sunday
Mar022014

Survey Shows Strapped Scientists Abandoning Research and Students

Credit: Funding PeerBad funding news for future and current graduate students pursuing science and engineering research.

In a Chronicle of Higher Education survey of over 11,000 scientists who had received grant funding from either the National Institutes of Health (NIH) or the National Science Foundation (NSF), due to lack of funding more than half of the respondents had abandoned an area of investigation central to their lab's mission and more than three-quarters had reduced their recruitment of graduate students and research fellows.

In the article, "Strapped Scientists Abandon Research and Students," Paul Basken and Paul Voosen report that based on the Chronicle survey "for better or worse, the nation’s scientists have embarked on an unequivocal downsizing of their capability to perform basic investigative research."

It's not only research and students that are affected, but full-time research positions have been reduced as well. According to the National Science Board (the NSF’s governing authority), fewer than 75 percent of people holding science and engineering doctorate degrees are being employed in academia in full-time faculty positions. This is down from 90 percent in the 1970s.

However, there is hope. Michael S. Teitelbaum, in his new book "Falling Behind? Boom, Bust, and the Global Race for Scientific Talent," argues that the current downturn in science funding is merely the fifth alarm-boom-bust cycle since the late 1940s. Such downturns eventually lead to fears of shortages, which lead to interventions in the forms of money and visas, which is later followed by another bust as interest wanes.

For more on the survey and how reduced funding is affecting research, read Basken and Voosen's full article.

Thursday
Dec122013

If You Are ‘Responsible,’ ‘Strategic,’ and ‘Creative,’ Avoid These Top 10 Overused Buzzwords, LinkedIn Says

In the professional world, originality is considered a highly valued trait. So says LinkedIn, which for the fourth year in a row has released its list of top 10 overused buzzwords on its members’ profiles in 2013.

Topping the list this year is the word “responsible,” overtaking “creative,” which had led for the previous two years. “Responsible” was used more than twice as often as the No. 2 buzzword: “strategic.”

The professional networking site based its findings on a study of all of its English-language profiles. Since LinkedIn last conducted such a study, its global membership has soared from 187 million to more than 259 million, the site said.

Four buzzwords from 2012 made the list again this year: “creative,” “responsible,” “effective,” and “analytical.” But four other words on the 2012 list were used in profiles less often this year, so they dropped off: “experimental,” “motivated,” “multinational,” and “specialized.”

Among the English-language profiles studied, there were some interesting findings in other countries. The Netherlands was the only country with “sustainable” in its top 10; and Great Britain was the only one to have the word “enthusiastic.” Down under, Australia and New Zealand were the only countries to feature “passionate” on their top 10 overused buzzword lists.

On its blog, LinkedIn emphasized that members’ profiles – and by extension their CVs and resumes – are their professional  brands. “So make it count,” the site says, by demonstrating your skills and experience through examples of your talent rather than by using buzzwords.

“If you sound like everyone else, you won’t stand out from other professionals vying for opportunities,” Nicole Williams, LinkedIn’s career expert, said in a news release. “Differentiate yourself by uniquely describing what you have accomplished in your career and back it up with concrete examples of your work by adding photos, videos, and presentations to your profile that demonstrate your best work. Providing concrete examples to demonstrate how you are responsible or strategic is always better than just simply using the words.”

For more information, view the LinkedIn press release, which includes helpful tips on how to stand out from the crowd, and LinkedIn’s infographic below. Also, see the GradPost’s LinkedIn buzzwords article from 2011.

LinkedIn’s 2013 Most Overused Buzzwords on Member Profiles

1. Responsible

2. Strategic

3. Creative

4. Effective

5. Patient

6. Expert

7. Organizational

8. Driven

9. Innovative

10. Analytical

Wednesday
Oct162013

Fall Career Fair Day 2 Is Today at Corwin

It’s Day 2 of the Fall Career Fair. Day 1 was geared toward science, technology, and engineering. Today’s fair is All Majors Day.

Date: Wednesday, October 16, 2013

Time: Noon to 4 p.m. (early admission from noon to 1 p.m.)
Location: Corwin Pavilion (East end of UCen)

View the Office of Public Affairs and Communications video below for a look at Day 1. Also, view photos from Day 1 on Career Services' Facebook page.

 

UCSB's Fall Career Fair from UC Santa Barbara on Vimeo.

 

 

 

Friday
Aug232013

You’re a Researcher, So Do That Research Before a Job Interview

As a grad student at one of the top research universities in the nation and the world, you are well aware of methods and means of doing your research. But when applying and interviewing for a job, do you remember to use those skills?

In a recent column on Noozhawk.com, John Daly, founder and president of Santa Barbara-based The Key Class, a guide for job search success, says doing your homework on the company you wish to join is crucial.

One tip he offers is to search for three facts about the company. During the job interview, make sure to include these facts as part of the conversation. You are bound to impress the potential employer with your knowledge of the company and how it operates.

Daly gives several other valuable tips on “doing your homework” before the interview. You can read his column on Noozhawk, and view a short, related video by CareerBuilder there.

Tuesday
May282013

Workshop Shares How Grad Students Can Effectively ‘Advertise’ Themselves in Resumes, CVs

Molly Steen, Acting Associate Director of UCSB Career Services, discusses the importance of tailoring your resume or CV to the job opening. Credit: Patricia Marroquin

Think of a resume as a “targeted ad” that shows you off to an employer. But before you can place that “ad,” you need to know what skills, strengths, and experience you have to offer the employer; and you need to organize all of this information in a concise, well-written, attention-getting document. Molly Steen, Acting Associate Director of UCSB Career Services, shared with grad students how to go about doing just that in her recent workshop, “Resume/CV Writing for Graduate Students – with some job search tips, too.”

Steen focused on two areas of job searches: academia and the private sector. She went over what specific sections are included in a CV and on a resume; and how the two documents differ. She also offered tips on when and how to apply for positions in the two sectors.

“The CV [Curriculum Vitae] is far more comprehensive” than a resume, Steen told the grad students. “It really shows off who you are as an academic, a researcher, a teaching professional; and how you have been giving back to the community. It’s going to show off all of those things and in a more lengthy manner than a resume will do.”

The typical length of a CV for a recent grad student, she said, is three to five pages. In general, higher education institutions prefer CVs over resumes, said Steen. The exceptions, she said, are community colleges, which tend to want resumes from applicants for teaching positions.

The basic sections of a CV are: name and contact information; education; experience; and references. The name should be in larger size type and preferably boldfaced to stand out, Steen said. It isn’t necessary to include a street address or hometown address, she said, unless, for example, you would like to be hired at your hometown university, and you want to show that you still have ties there. What is necessary is an email address, a phone number, and if you have one, a website that shows your work.

Under Education, list the most recent degree first (Ph.D., master’s, then bachelor’s). List an associate’s degree, she said, only if you want to show a geographic connection or if you studied something at that level that demonstrates your knowledge of the specialty sought by the university. You may list the title of your dissertation and/or thesis, and if you studied abroad, include it here.

Under the Experience heading, list jobs in reverse chronological order. Tailor your CV to the job description, she advises. For example, if applying to an R1 institution, highlighting your work as an academic is key – your research, publications, presentations at conferences, teaching, and community involvement.

“You are going to want to keep your reader focused for as long as possible on your strongest qualifications for this particular position,” Steen said. Other areas to include are courses taught, guest lectures, student government leader positions, and off-campus volunteer work.

Because universities are looking for those three pillars (research, teaching, and community involvement), Steen suggests working on your qualifications in each of these areas while you are still in school.

Both the CV and the resume should be tailored for the specific position you are applying for, said Steen, who discouraged the use of a one-size-fits-all, general purpose resume and CV for all positions.

“The CV should change, at least slightly, for that position at Dartmouth compared to the position at Cal State Northridge,” Steen said by way of example. “Dartmouth is looking for different things, and you need to demonstrate that to them. That goes along with knowing what you have to offer.”

If you have some but not all of the qualifications for a particular position you are interested in, Steen said, go ahead and pursue the position. “Don’t think you have to match everything that’s on a job description in order to apply,” she said. “That is a sure way to not get a job.”

“As with any kind of job search, it’s incumbent upon you to know what you have to offer,” Steen said. “You need to understand yourself, what your expertise is, what your skills are, and so forth. And you need to get all of that information organized. So that when you go out to apply for different positions, you know what your strengths are going to be for that position as opposed to another position.”

Unlike the private sector, “there is definitely a season for academic hiring,” Steen said. She suggests that all documents be ready to go by Sept. 1 for jobs that start the following summer or fall.

These documents include letters of recommendation, which should be sought out well in advance of applying. Professors and advisors are very busy once the academic year starts, so she suggests being courteous and respectful of recommenders and giving them sufficient time to prepare letters for you. Advisors are also good sources for feedback on your job application materials, she added.

Other resources that can assist in a grad student’s career search, Associate Director Steen said, include websites such as job boards; and professional associations for conference and networking opportunities.

“Don’t forget LinkedIn,” Steen added. “It is a very valuable tool, both in academia and outside of academia.” Through LinkedIn, she said, students can meet and connect virtually with many others who have similar career and professional interests. Joining LinkedIn groups helps you network, she said, and those groups often post jobs as well.

Personal associations, Steen said, not only include friends and family members, but also professors and faculty members. “They know who is doing what out there in the field,” she said, and they may know others who are doing work similar to yours.

"As with any kind of job search, it’s incumbent upon you to know what you have to offer. You need to understand yourself, what your expertise is, what your skills are, and so forth. And you need to get all of that information organized. So that when you go out to apply for different positions, you know what your strengths are going to be for that position as opposed to another position."
-Molly Steen, Career Services

The minimum required application materials for academic positions, she said, are generally: a letter of application that includes a description of your research and teaching; a CV; samples of your work; and letters of recommendation.

If a job posting in academia asks for three letters of recommendation, you can and should send more, Steen suggested. Don’t go more than two additional letters beyond what is requested, she advised, and make sure they are good, strong letters. “Think about it in terms of being competitive with others who are applying,” she said.

Steen told the grad students about Career Services’ Reference Letter Service. Letters of recommendation from professors and employers are stored and then sent out when requested. There is a fee for this service. A similar service not related to the university is Interfolio.

If you are unsure what career path to follow, Steen suggests taking one or more fee-based career assessments. These tests aren’t for everybody, she said, but for some they can be very helpful in determining which fields you are best suited for based on your interests, personality style, values, and skills. Academic Peer Torrey Trust took some of these assessments; read our February 2013 career assessment GradPost article to learn how the experience went for her.

“There’s not a particular season for hiring outside of academia,” said Steen, who advised applying for positions a minimum of three months before you are ready to go to work, or even as early as six months ahead of time. As for where to look, “GauchoLink [accessed via a current UCSB NetID] is the main place for jobs for UCSB students.”

Steen said a resume is short, concise, and “really is an ad about you.” You have much more flexibility with a resume than you do with a CV. The resume’s purpose “is to get you an interview,” Steen said.

“One of the reasons that the resume needs to be so brief and focused,” she said, “is that outside of academia, far less time gets spent by the employer in reading them.” Years ago, research showed that employers devoted about 30 seconds to read one resume. But Steen said recent studies have shown that employers spend a mere eight to 10 seconds reading a resume. “So you need to clearly convey what your value is for this position.”

The rule of thumb on length, she said, is one page of resume for every 10 years of experience. “Your resume will grow with time.”

Steen suggests adding an Objective to your resume, which you would tailor for the specific position sought. The resume should then support that objective. Go over everything you’ve done (employment, volunteer work, projects, research) and find the best examples that demonstrate you can meet that objective.  Although some would say not to include an objective, “there is no single right way to do a resume,” Steen said. “It’s very subjective.” Including an objective won’t hurt, and might even help, she said.

Other items that can be listed on a resume are honors, activities, skills that are specifically requested, lab skills, foreign languages, and travel if travel is required or if it demonstrates cross-cultural sensibilities.

There are two types of resumes: the chronological format resume with jobs listed in reverse order; and the functional resume, which has all the same information as the chronological one but is packaged differently to focus on skills.

When describing skills and work experience, use strong verbs, Steen advised. Career Services’ manual has a page devoted to action words. Highlight your accomplishments, be specific, and quantify whenever possible, she said. Doing so “really helps to breathe life into what those accomplishments are.”

As for references, she said, there is no need to use valuable space to say “Available on request.” However, you should prepare a separate page of references. Give the employer this list, and let your recommenders know that they may be called. It’s also a good idea, Steen said, to give your recommenders a copy of your resume so they can refer to it when giving a recommendation for you. And always thank your references, she added.

“Don’t think you have to match everything that’s on a job description in order to apply. That is a sure way to not get a job.”
-Molly Steen, Career Services

For some positions, an employer will ask for a cover letter in addition to a resume. If the job posting says to send a resume, Steen advised sending both a resume and a cover letter.

“The cover letter gives you another opportunity to convey your value to the employer. It also gives you an opportunity to show off your writing ability.” Steen suggested a cover letter of no more than three paragraphs. Clearly state what you can do for that employer and why you want to work for that company. This requires some research, she said.

Steen encouraged grad students to stop by Career Services during drop-in hours for 10-minute resume critiques. Hours are Monday through Friday, 11 a.m. to 4 p.m. in the Career Resource Room. If a longer meeting is desired, students may make 30-minute appointments with career counselors. Steen also has drop-in hours specifically for grad students: Tuesdays from 1 to 2 p.m.; and Fridays from 11 a.m. to noon.

Grad students are welcome to pick up a free copy of the Career Manual at the Career Services Center (Building 599). In it are sections for Graduate Students (with a sample curriculum vitae); Job Search Tools (including sample resumes and cover letters); and Job Search Strategies (including networking, online searches, and Career Fair success).

Some final words of advice from Steen: Be positive, be persistent, don’t embellish, and always be truthful and accurate.

RESOURCES FOR GRADUATE STUDENTS

UCSB Career Services, 805-893-4412

Graduate Student section of Career Services website

LinkedIn

Career Services’ Reference Letter Service

UCSB Career Services’ Career Manual (available for free at Career Services)

Interfolio (higher education credential management)

GauchoLink (UCSB's official site for jobs, internships, and on-campus interviews)