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Current undergraduate and graduate students receive free admission at 34 museums through Passport to New York!
To gain FREE admission to the following museums you must have both:
- A current student CUID (indicates "Student" on the reverse of your ID card)
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At this time, the Passport discounts are only available to current undergraduate and graduate students. Passport to NY is brought to you by CUArts and the Office of the Provost.
Click on the museum logo below to open a pop-up window containing information on exhibits, hours of operation, directions, and more.
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http://www.cuarts.com/freemuseums

http://chronicle.com/article/Graduate-School-Is-Art-School/131441/?sid=oh&utm_source=oh&utm_medium=en

Graduate School Is Art School

Brian Taylor

Enlarge Image

Brian Taylor

By Eliza Saavedra

There are so many things to be depressed and psychotic about while in the midst of the pursuit of academic-hood. Pondering the grimness of it all, I ran across one of the many despair-mongering (though generally outstanding) blogs called 100 Reasons NOT to Go to Graduate School. I especially like reasons No. 28, "Writing is hard," No. 38, "The tyranny of the CV," and my absolute favorite, No. 56, "Grading is miserable."
In my estimation, 96.4 percent of the observations and advice on that blog are spot on. I will not, however, reiterate what most people who read this publication already know about graduate school, which is some version of the following: I heard, through the grapevine, that when a tenure-track job opened up in my department recently, there were very near to 450 applications. OMG.
Instead, I would like to offer 10 reasons to consider attending graduate school and, further, to consider even enjoying the time you spend in pursuit of your doctoral degree.
The key to enjoying the experience is simply shifting your perspective: Think of humanities degrees as no different from art-school degrees. No sane art students expect to have thriving and profitable careers making the art of their dreams within a couple of years after graduation. Art students go to school to improve their art, to receive input from those they admire, to find a mentor, and to be in a community of the like-minded. Careers are possible, but no one counts on one.
In a sense, humanities scholars are artists. The work we do is highly creative. Why pretend otherwise? There was a time, near the dawn of man, when you could expect to graduate with only a few conference presentations on your CV and get a full-time, tenure-track job. That time is over. If it helps, just pretend it was never thus.
So here are your reasons:
1. You get to teach. Yes, enforced reading and grading of undergraduate papers is akin to sadism or abuse, like minimum-security confinement. (It's significantly worse than I anticipated, to tell the truth.) But teaching is otherwise exhilarating and fun. You have the opportunity to give young adults—right at the moment when they have opened back up a bit—the gift of your attention. They will occasionally have realizations during the course of your semester with them. This is significant work.
They also surprise you on a regular basis. You can encourage them to see meaning everywhere they look, to be curious, to see language as a secret code filled with intrigue and mystery, to be willing to make mistakes. It's a rare kind of opportunity.
2. It's a good time! Working 8 a.m. to 6 p.m. in an office is way less fun and creative than graduate school, and the much-higher compensation of corporate work is, in my opinion, often not worth it. I worked in offices for some years before I returned to graduate school. It felt like maximum-security confinement. I know that's true for you, too, or you would not be reading this article.
3. You get to have an audience for your (sometimes substandard) work. And a smart audience to boot. You have peers, colleagues, and mentors who take your creative work seriously, offer you earnest assessment, try to guide you, and, although they are horribly overworked, often try to give you what you need and desire.
Where else can you get such exquisite attention for your writing as you do in graduate school? Outside of this setting, you would be sending your work to your mother, who would say, "it's very nice, dear." Or you would present your work to some highly eclectic writing group, which includes at least one person who would like to discuss his most recent UFO sighting.
Work in an office job and what you'll find is that your boss, however decent, is, by necessity, a very nice, highly civilized task master. You do what you are told—period.
4. Graduate school works. If the point is to turn you into someone who can teach and write about literature, history, or philosophy, graduate school works. When I started this process, I held two contradictory thoughts: First, graduate school seemed like an unreasonably and unnecessarily long process, and, second, there was no way I would ever know enough, or be proficient enough, to engage students.
Eventually, I realized that it really does take that long to absorb and process the material and techniques necessary to become proficient. I never dreamed I'd be able to do what I can do now. It is a sort of maturation process, which, by definition, takes time. (Especially for me.)
5. You can choose and then prioritize your own work goals. If you work at an office job, your personal goals are really not important. You actually have to cover them in a veil of secrecy. But in academe, you don't have to hide. Most graduate students do want to professionalize, though others do not, and there's no shame attached.
It's true that the professionalization aspect of doctoral study can, depending on your personality, make you feel desperate and miserable. I personally was so seized with terror at the number of achievements mandated for a successful venture onto the job market that I found I was having a hard time moving forward at all. So, temporarily, I stopped applying for grants and submitting papers to journals. I went back to the basics and feel much calmer.
6. Graduate school is like a rite of passage. If you make it to the other side of your Ph.D. (or even just your first couple years of teaching), you feel enriched and empowered. You feel strong (although also perhaps jobless). You did what you were not sure you were capable of doing: You stretched yourself.
Like Navy Seals training, you have fully integrated yourself into something that is significantly more than a job. Jobs can be easily discarded. Scholarship is a community and a way of life. Of course, you may now be promptly ejected from your community, post-graduation. There's no use denying that exile hurts. But here's the upside of rejection ...
7. You very likely won't get a tenure-track faculty job. Sure, that's a negative in one sense, but there's another side to this: Profs work like dogs. You know that feeling that you cannot possibly get done in graduate school what must be done? Deadlines are bearing down like a train while you're tied to the track and there's a vise grip wound tightly around your head? Imagine that feeling for the rest of your life. Or at least another decade, until you get tenure—if you get tenure.
Besides an extraordinary array of teaching, service, and advising duties, imagine writing grant proposals month after month, year after year, and trying to continually promote yourself. Self-promotion is exhausting and humiliating.
If you don't get a full-time job, there's no reason you can't still work for a university in non-tenure-track or staff positions. You'll get full library privileges, free classes, fascinating speakers, and a tenth of the pressure. Good God, that is sounding better by the sentence.
Still, I won't pretend I don't want a bona fide full-time job. I do. But I've shaped my hopes and expectations to incorporate an array of alternate possibilities. That helps my psyche a lot.
8. Like most people, you will eventually die. And it will happen in a relatively short time. If you spend eight years reading, writing, teaching—and getting paid for it—rather than 40 years, the truth is, it hardly matters. And you have been extremely fortunate. You can compare yourself to tenure-track professors, who are a rapidly shrinking minority, or you can just be in the midst of your own experience, whatever it happens to be.
(Here is where I would have placed reasons No. 9 and No. 10 if I could have actually come up with two more reasons.)
Your mentors may try to convince you (as mine regularly do) that graduate school in the humanities is a professional school and that you should spend a lot of time on professionalization. But if 85 percent of graduates are barred from entry into the profession, then this is simply a well-meaning dissimulation. How can you have a professional school for a profession that, in a certain sense, does not exist?
So graduate school is art school. To see it for what it is, we have to both learn and unlearn what it means to train as a professional: "To see is to forget the name of the thing one sees." Go to grad school (only if you receive full financial support from your doctoral department) to make art, to see in new ways, and to participate in the great Midrashic project that has value in and of itself.

Eliza Saavedra is the pseudonym of a Ph.D. candidate (with full financial backing from her institution) in the humanities who teaches and writes in New York.

The Digital Campus special report

http://chronicle.com/page/Digital-Campus/367/

The New Enterprise Learning Footprint

http://clomedia.com/articles/view/the_new_enterprise_learning_footprint

 

Nick Van Dam -  7/1/03

Since the introduction of the first e-learning solutions in 1996, a lot has changed in corporate education and training. The first wave of e-learning started with self-paced learning followed by the fast growth of live e-learning. The next step in this ev

The Enterprise Learning Footprint consists of a portfolio of learning solutions that can be used individually or in a "blend" to transfer knowledge and build the skills of knowledge workers. New learning solutions include:

• Online Collaboration: Leveraging the shared capabilities of resources through learning communities supported by a number of tools, such as e-mail, threaded discussions, application and document sharing, Web meetings and file transfers.
• Online Coaching: One-on-one relationship between a learner and a mentor who provides guidance, advice and knowledge as requested by the learner, using e-mail, Web meetings and other Internet technologies.
• Online Performance Support: Enabling employees to improve performance on the job using embedded systems, search engines, wizards and online job aids.
• Online Referenceware: Access to Internet-based information and knowledge repositories that are made available in different formats, such as books, self-study guides, PowerPoint presentations, PDF/Word documents, etc.
• Online Tests: Internet-based knowledge, skills and attitudes assessments that provide developmental feedback and/or progression toward certification.

In addition to these solutions, more sophisticated self-paced e-learning has emerged, like game-based learning and simulations.
Some of these learning solutions are still in the early stages of adoption in organizations. However, integrating a number of these solutions into your delivery portfolio can be extremely powerful, as they support a more just-in-time and individual learning experience.
One of the challenges is to motivate people to take e-learning and then to complete the learning experience. The nature of e-learning provides people with the option not to finish the course or program, as compared to classroom training where there is dedicated time to complete the experience.
Therefore, I strongly believe that the next trend is to design learning programs which include online learning management. Online learning management is at the heart of all the learning solutions and refers to the online guidance, facilitation and management of the learner's experiences. It creates the overall learning experience and supports the learning process, including registration, tracking, assignments, assessments, coaching, mentoring and reporting. In this concept, a virtual facilitator or mentor interacts with the learner and ensures the learner's progress.

Portfolios

Portfolios

Portfolios are a collection of various results from a learning and development experience, for example, essays, presentations, art work and journals that effectively convey the nature and extent of learning from the experience. See Portfolios -- and Learning and Development Tool.

http://managementhelp.org/training/methods/index.htm#anchor54653

http://clomedia.com/events/view/six-steps-to-success-with-virtual-learning-environments

Six Steps to Success With Virtual Learning Environments

Thursday, Apr 26, 2012 12:00 pm CT

Hear the Recording

Virtual learning environments are one of the fastest-growing trends in learning today. Is your company missing out? Hear how leading organizations are integrating virtual learning environments into their overall learning and development strategies. Learn the six-step process to launch and manage a successful virtual environment. In this interactive webcast you will:

• Learn about recent trends, best practices and insights.
• Hear how organizations such as IBM, HBA, ACS and others are providing their learners with easy access to content and experts.
• Learn how organizations are measuring more than attendance and assessments, but actual learner behavior and interactions.

You will also receive a white paper/guide on the six steps

Training Using Life Simulations,Distance Learning (eLearning, Virtual Learning),Using Mobile Technologies in Education and Training

http://managementhelp.org/training/methods/index.htm

Various Ideas for Learning Activities

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.
Adapted from the Field Guide to Leadership and Supervision.
There are numerous types of activities which learners can conduct to reach their learning objectives -- arguably the best activity is life itself. The learner can conduct one type of activity below or several. The list actually comprises what might be called types, modes and methods of learning and even some learning aids.
Note that conducting any of the following activities (or types of activities) will not by themselves necessarily generate learning. Ideally, the following are selecting during the systematic design of a training and development experience, whether self-directed or other-directed.

http://managementhelp.org/blogs/training-and-development/2011/08/26/using-mobile-technologies-in-education-and-training/


While I host this Training and Development blog and use the occasional guest blogger, it is my hope that you will appreciate the other point of views.
The article below by Jason Novosel, Novo Horizons Management Training, a company from Down Under, spells out the idea of using mobile technologies in education and training quite plainly. And, today, I share it with you.
“It has been my experience as a professional educator that the teaching and training industry can be an inconsistent one. The industry is certainly dynamic – but the education/study boards, committees, government departments, etc. are constantly re-writing the basic philosophies of teaching and learning, based on the current “fashionable” research. Despite the “advances” in curriculum development and delivery, it is quite a challenge for teachers to actually keep up. Concerns have been, and are now being, raised by the teaching fraternity that a large percentage of educators do not feel well supported when it comes to implementing curriculum and pedagogical changes. Now, throw the latest technology into the equation, and…
“It is difficult to immediately deal with the pre-existing culture of education. The transition from rote learning to self-directed exploring of concepts is a slow one. Will technology aid this process? Will the educational philosophy and focus change to, once again, embrace the retro views of previous decades? What effects, if any, do mobile technologies have on handwriting, spelling, language and extension concepts? These are the questions that should be at the forefront of any investigation into using mobile technologies in the classroom. Unfortunately, there are no definitive answers as yet. Research into this area is still new and has not yet resolved into conclusions that educators can base solid plans on. Of course, progressive education and innovation demands the incorporation of technology and ICTs (Information and Communication Technologies) into all areas of the curriculum. However, with quality of education in mind, I go back to asking the above questions.
“In addition to philosophies of learning comes the issue of staffing classrooms with quality personnel. Without teachers who can explore concepts and motivate learners, stocking classrooms with the latest devices will have very little impact. Without teachers who can themselves spell and use language in a grammatically correct manner, communication will suffer regardless of the device used.
“The Australian National Curriculum (ANC) has been written to commence language and number concepts in Early Years (also called Prep). What used to be Grade One (Age 5-6) material should now be covered at Age 4-5, according to the ANC document, and similarly throughout all the years of Early Phase of Learning. This, to me, is a recognition of and response to the generation of teachers who have not had the benefit of a solid grounding in language and number, based in a stable, consistent curriculum. The overt focus (which commenced 5-8 years ago in Australia) on the embedding of ICTs into every subject’s curriculum may have been the catalyst for the degrading of the classical ‘three Rs’. It seems education systems in Australia have recognised this and are taking steps to ensure the next generation of teachers can spell, add and be creative in using applicable technology. Australia is finally following trends that have already played out internationally. Traditionally, Australian education ideologies have been 5 years behind those of the US and UK.
“So far it has sounded as if mobile technologies should not be used in the classroom right? Well, here comes the “but”…
“I love technology! I use it every day. I actually create and help develop apps for use on iPad, iPhone and iPod. I also love education and training. I have been a teacher all my professional life – right up to the present day. Technology is the way of the future. It is inevitable that it will impact upon every facet of business, education, training and networking. However, users should, and must, be aware of the advantages and disadvantages of mobile technologies.
“Advantages:

• Mobile learning and training can improve the service you offer to your clients/learners. For example training can more readily be conducted on site or from the home, rather than learners/employees travelling to a training venue.
• More powerful solutions can link directly into office or work-based networks making the training experience very relevant to the learner’s role.
• Greater flexibility in working and training. For example, training might still be able to take place while a learner is travelling, or even at home.
• Users are able to connect to other learners around the globe increasing discussion, interaction and perspective.

“Disadvantages:

• In Australia, there is a lack of network coverage in rural and some regional areas. This severely limits the use of mobile devices.
• Some learners lack technological “know-how” or are more apprehensive about technology when undertaking study or training.
• There are costs involved in setting up the equipment and training required to make use of mobile devices, as well as ongoing costs for upgrades.
• Mobile devices can expose valuable data to unauthorised people if proper precautions are not taken or followed.

“Decades ago educators were sceptical at how the desktop computer would play a role in education. Now tablet computers and smart phones have become the dominant communication devices. Social networks are accelerating contact, networking and information to a wide and varied audience faster than ever. It is up to trainers and educators to navigate these networks and to find appropriate, creative and mature levels of thinking and questioning which facilitate the use of mobile devices, rather than have mobile devices dominate education and training.”

NEW HYBRID COLLABORATIVE LEARNING SYSTEMS: NEW EDUCATION PARADIGMS, UNDERSTANDING "SYSTEMS"

http://managementhelp.org/systems/index.htm

Jobs in Post Secondary: Mentors, Tutors, Education Specialist, Couselors, Assistants, Peer Tutor

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Assessment as a Form of Teaching and Learning

Author:

Richard P. Keeling and Richard H. Hersh
Authors

Richard P. Keeling leads Keeling & Associates, LLC, a comprehensive higher education consulting practice based in New York City. Dr. Keeling serves...

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According to Richard P. Keeling and Richard H. Hersh, co-authors of We're Losing our Minds: Rethinking American Higher Education, "America is being held back by the quality and quantity of learning in college. This is a true educational emergency."   View Full Blog

Changing the culture of our colleges and universities to elevate the quality and quantity of learning requires that we make learning the first and highest priority; it must become the touchstone for decision-making and resource allocation. To put student learning at the center of each institution's work demands that we know the extent to which learning is occurring -- which means that establishing and sustaining a conscientious, diligent, and rigorous regime of learning assessment is a foundational element of change for learning.
Currently, far too much learning assessment in our colleges and universities is only summative, and is usually provided at a point at which it is too late for feedback to be useful to students. Learning assessment, to be effective, must be both adequate and timely. How can a student who received a "D" or an "F" in a course based primarily on the work she did on one term paper and/or her performance on the final examination incorporate feedback and improve her work? Motivated mostly by the desire to complete enough courses on their way to a degree rather than by any true engagement with learning, many students check their grades at the end of the semester -- but never review comments on their papers or final exams that might have guided improvements in their future performance or contributed to their knowledge base. If there is no chance to improve because there is no next paper or examination, how inspired should a student be to gather, attend to and use feedback? Feedback too often comes too little and too late. As it is, students have minimal opportunity to engage with professors and receive feedback early in a course, at a time when misunderstandings can be set straight and foundational knowledge upon which more advanced learning is based can be built correctly. Some students fail to realize how bad their performance has been or how poor their understanding is of concepts or skills taught in a course until there is no time and little reason to change.
Assessment must also provide useful information to students, helping them learn skills in self-assessment by enabling them to understand the quality of their own performance as measured against some consistent standard. But more often than not, learning assessments in college are norm-referenced, rather than based on standards; they amount to comparisons with the performance of other students in a course (in other words, grades are "curved"), and a student's work will "look" better or worse depending on how other students performed. When the only "standards" are the comparative performance of peers, they cannot be clearly articulated and explained at the beginning of a course -- so grades will not be based on the achievement of pre-specified, publicly defined learning goals, regardless of whether some, most, or all of those goals are accomplished. How can a student achieve, much less respect, the highest levels of mastery if standards appear to be arbitrary and based on the chance distribution of peer talent, attention, and motivation?
Higher learning improves when students are provided timely and meaningful feedback over the course of instruction. Consider the assessments of learning among surgeons, pilots, and hedge fund managers who are still in training. Neither learning nor its assessment is left to chance. We insist upon high, clear, and well-documented standards for judging expertise in these cases; there are no secrets about what is expected or how success at meeting those expectations will be measured. Nor is it assumed that students get one shot at proving their achievement of the learning that is required. Practice, lots of it, and feedback in the context of clear and high standards are part of the assessment regime. Measurement is an inextricable part of instruction and promotion through not only objective tests, but also simulations, comprehensive written and oral examinations, and proof of performance during as well as at the end of instruction.
Such assessments are completely competency-based; students do not move to the "next level" of training without clearly demonstrating at least satisfactory performance on the previous level. And because the expected outcomes are so imperative, students are provided timely and appropriate feedback to achieve mastery, rather than having their performance compared to that of their peers along a normal curve. Moreover, continuous formative feedback signals and reinforces the teacher's expected standards of achievement, and, equally important, enables students to internalize those standards, lessening the need to rely on an external authority to define quality. None of us would consider flying with a pilot who has not been fully trained and tested on takeoffs and landings, nor would we knowingly tolerate having an operation performed by a surgeon who had not been adequately trained and certified by an examining board or having a root canal performed by an uncertified endodontist. In other words, when it really matters, we find ways to do timely, meaningful assessment of learning both during and after teaching has taken place. When assessment is done in this fashion, it becomes a powerful form of teaching and learning.
Appropriate and effective learning assessment requires that educators -- inside or outside the classroom -- define and communicate the intended objectives for each course or other learning experience at the outset, including the nature of the learning assessments to be utilized and the standards and criteria that will be used for judging students' learning. There should be no surprises; making students guess what matters most, how competency will be assessed, or what the criteria for various levels of accomplishment are, serves no educational purpose. Moreover, assessment that effectively supports learning requires that faculty and professional staff who provide experiential learning activities for students share their expectations -- and the results of their learning assessments -- with both their students and their colleagues, in order to support continuous improvement in teaching and learning. Such transparency also promotes the cumulative achievement of learning goals and outcomes that can only result from the aggregate of teaching and learning, occurring in many contexts, across the institution.
Learning assessment -- understood, practiced, and promoted as a powerful form of teaching and learning -- both supports and reflects the changes in campus culture needed to improve the quality and quantity of undergraduate learning. It requires far greater investments of time, effort, and thought on the part of educators and students alike than grading on a curve; done well, it is not susceptible to the problem of grade inflation. Although many faculty and professional staff will adopt rigorous learning assessment because it helps them do their best work and serves their interest in improving student outcomes, it is also reasonable to expect that reappointment, promotion, and tenure criteria will be adjusted to align with expectations for the greater and more time-consuming engagement with students and their learning that effective learning assessment requires. Change for learning requires not just shifts in attitudes, but alterations in campus policy; institutions that value student learning will not only create vibrant cultures of assessment, but also develop frameworks of policy and commonly agreed practices to advance and sustain those cultures. Learning assessment should never be the province of a small knot of dedicated faculty and staff who understand its benefits and are willing to engage its costs; when that happens, exhaustion, disenchantment, and frustration are the inevitable consequences. Instead, educators should support each other -- and the institution should support all of them -- in a systemic effort to make learning, and learning assessment, central, high priority campus concerns.

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Resume Templates from Highter Ed Jobs weblink... Resume and Cover Letter Resources,Academic Advisor Position,Student Affairs Position,

Jane Doe

123 Character Blvd.
Sacramento, CA 12345
H: (814) 555-1234
jobseeker@higheredjobs.com

OBJECTIVE

 

To obtain an executive position in student affairs that embraces student learning, staff development, and diversity initiatives.

EXPERIENCE

 

Dean of Students

Arizona State College,  State College, AZ

Jul '01 - Present

* Responsible for student service and academic programs for 8,500 on-campus students and 13,400 distance education students.

* Responsible for developing and maintaining budget of $5.3m.

* Lead development and institutional advancement initiatives.

* Manage eight Associate Deans and twelve Department Chairs.

* Address issues of diversity within the university curriculum.

* Oversee residential life, housing operations, judicial affairs, and outreach services.

* Recruit senior administrators and academic staff.

 

Assistant Dean of Students

Arizona State College,  University City, AZ

Mar '98 - Jul '01

* Supervised the Director of Diversity, Resident Directors, and Director of Student Technology.

* Worked with the Vice President in establishing goals for the university curriculum.

* Responsible for staff development and training.

* Assisted in curriculum development for First Year Seminar and Counselor Education classes.

* Assisted in developing the University's Strategic Plan.

* Oversaw Student Involvement Office.

* Worked closely with the Chief of Police to ensure campus and student safety.

 

Director of Student Services

College of Oklahoma,  Tulsa, OK

Jun '96 - Mar '98

* Supervised eight staff members and fifteen student employees.

* Implemented diversity programs, with an emphasis on first generation students.

* Assisted in program development for the Office of Multicultural Affairs.

* Initiated development of the Center for Teaching and Learning.

* Courses Taught: Freshman Seminar and Counseling Education.

 

Associate Director, Counseling Services

State College of Texas,  University Park, TX

Jan '93 - Jun '96

* Provided psychological services and academic advising services.

* Responsible for training and supervision of five staff members and two graduate assistants.

* Worked closely with the Office of Health and Wellness and Family Planning Services.

* Developed marketing strategies to increase student awareness and an effective learning environment.

* Courses taught: Counseling Education, School Psychology, and Educational Leadership.

EDUCATION

 

Doctor of Philosophy (Higher Education Administration)

State College of Texas,  Austin, TX

 

Master of Education (M.Ed.) (School Psychology)

Illinois State College,  Chicago, IL

May '98

 

Bachelor of Science (Psychology)

College of Minnesota,  Oak Tree, MN

May '91

AWARDS

 

* Teacher's Excellence Award (May 2004, December 2005)

* Outstanding Doctoral Student (October 2004)

* Evelyn Swinney Grant (Fall 2003, Spring 2002)

* Distinguished Student Services Professional (Spring 2002)

* Student Awareness Award (1999)

PRESENTATIONS

 

Watkins, A.R. (2005). Counseling Strategies for Students in Higher Education. Paper presented at the American College Personnel Association Convention in Baton Rouge, LA.

Watkins, A.R. (2004). How to Stay Mentally Fit: Strategies for a Healthy Higher Education Career. Talk presented at the national conference for Executive Officers in Long Island, NY.

Watkins, A.R. (2003). Mental Health and the Impact of Student Behavior. Talk presented at the convention Association for Counseling Services in Salem, MA.

COMMITTEE INVOLVEMENT

 

Arizona State College

* Students Rights Committee (1999 - Present)

* Student Counseling Services Team (1998 - Present)

* Student Leadership and Activities Committee (1998 - Present)

College of Oklahoma

* Graduate Affairs Involvement Team (1995 - 1996)

* Staff Rewards and Recognition Team (1994 - 1996)

State College of Texas

* University Relations Committee (1992 - 1994)

PROFESSIONAL AFFILIATIONS

 

* University Psychological Association (2004 - Present)

* Association for Student Counseling Services (1996 - Present)

* American College Personnel Association (1993 - Present)

* Student Services Association (1990 - 1993)

REFERENCES 

Benjamin Houser, Vice Chancelor

Arizona State College

 

(444) 555-1234

 

bfh@state.edu

 

Sandra Lightfoot, Director of Multicultural Affairs and Student Services

College of Oklahoma

 

(555) 555-1234

 

lightfoots@state.edu

 

Thomas Haden, Dean of Instruction

Arizona State University

 

(999) 555-1234

 

haden_3@state.edu

Ms. Linda Jenkins
Human Resources
South University
222 South Street
Atlanta, GA 30348

Re: Academic Advisor Position
Dear Ms. Jenkins:
I am an experienced Academic Advisor with proven skills working with students from diverse academic, socioeconomic, and cultural backgrounds. I recently noticed the Academic Advisor job posting on SouthUniversityTimes.com and feel this is the correct position for me because my experience and education match the skills for which you are searching.
I am strongly committed to the area of academic advising as I have been an Academic Advisor at Bell University for the past five years. I have been responsible for planning, developing, and conducting individual advising assistance with academic advising, class scheduling, and degree plans. Additionally, I am an active member in the National Academic Advising Association where I most recently taught a program session at the national conference titled, "Advising with a Dream." I have a bachelor's degree in Education and am currently pursuing my master's in Counseling in Higher Education. I have strong organizational skills which have been shown through tracking and monitoring multiple students through various semesters as well as developing reports that are submitted to State and Federal Agencies.
I look forward to discussing my background with you further. I have enclosed my resume and cover letter for your review. I will follow-up with you in 2-3 days to set-up a time to talk about this position. Thank you, in advance, for your consideration.
Sincerely,
Jennifer Jones

Mr. Charles Brighton
Recruiting Manager, Rutgers University
1234 Rutgers Way
New Brunswick, NJ 07102

Re: Senior Recruiter Position
Dear Mr. Brighton,
With previous recruiting, staffing and human resource generalist experience, I am the right candidate for the Senior Recruiter Position. In addition to my attached resume, I have included below a highlight of my skills.

• Recruitment Process - skilled in the entire process from sourcing candidates to performing interviews to job offer negotiations.
• International Employment Law - knowledgeable of the laws and regulations, visa standards and other practices associated with international employment.
• Human Resource Training - taught numerous classes from safety training to sexual harassment training in the workplace.
• Benefits - familiar with the state and federal regulations relevant to benefits and insurance for employees.

My professional experiences along with my educational background encompass a number of the position competencies. Additionally, I have a history of working closely with team members and also managing staff members. I am eager to continue to grow professionally and hope that Rutgers will allow me this opportunity. I would welcome the opportunity of speaking with you further about this position. You may reach me at 123-456-7890 or via email at jsmith@email.com
Respectfully,
John Smith