How to create a targeted resumé for industry positions.
It is well known that a strong curriculum vitae is crucial when applying to positions within academia. The same holds true if you are applying for industry positions. However, an application for those types of roles will require you to submit a concise resumé instead of a lengthy CV. Many graduate students may be inclined to include all of their accumulated academic experience on the resumé with the hope that the hiring manager will be able to assess what is most relevant to the job posting. In this case, however, more is not always better, as employers prefer resumés that outline the skills and experiences relevant to the position, presented in a succinct and tailored format. Given the years of experience gained throughout your academic career, it can sometimes be an overwhelming task to condense the information from your CV into a resumé that is often only two pages long. The following recommendations are designed to help guide you through the process of converting your CV into a targeted resumé.
Top research colleges.
Universities are getting mixed grades when it comes to how they deal with sexual violence on campus, according to
the members of Our Turn, a student group that's analyzed more than a dozen provincially mandated sexual assault
policies across the country.
Hundreds of thousands of international students flock to Canadian universities each year. But prospective students from the U.S. may find Canadian schools even more enticing this year thanks to the low loonie.
That’s good news for Canada’s universities and local economies, but it could make it more difficult for Canadian applicants to get acceptance letters from some schools.
The Canadian Physical Activity Guidelines, established by the Canadian Society for Exercise Physiology, maintain that adults should get at least 150 minutes of moderate to vigorous physical activity every week in order to maintain their optimal health.1 However, only 15 per cent of Canadian adults meet these guidelines. Of equal concern, Canadians spend 10 of their waking hours each day being sedentary. Even when adults meet the recommended guidelines for physical activity, it is important for them to limit their sedentary time in order to improve or maintain their health.
Is your latest career success testimony to your no doubt commendable talents? Connecting career achievements to ability seems obvious – and crucial in today’s competitive academic environment.
Yet we would argue that we are often blind to the connections between ourselves and our work, and seriously underestimate the influence that our mindset has over career success and happiness. This can be demonstrated by looking at two psychological approaches: the “fixed” mindset and the “growth” mindset.
Five principles of deliberate practice can help teachers consistently improve their teaching.
We know students are afraid of making mistakes, often dreadfully so. And so we talk a good line about the learning potential inherent in mistakes.
But are we afraid to let students make mistakes? Is it just a problem with students not wanting to be wrong, or does our need to control learning experiences keep students from making mistakes?
In 2005, a study found that 10 percent of graduate and professional students at the University of California at Berkeley had contemplated suicide. More than half reported feeling depressed a lot of the time. While concerns about undergraduates' mental health were already growing then and have only increased since, the finding about graduate students surprised and alarmed many experts. And because of Berkeley's prominence in educating future Ph.D.s and professors, the study was widely circulated.
Ten years later, the graduate student government at Berkeley is releasing a new study. It too finds a high percentage of graduate students showing signs of depression.
Collaboration: a popular idea in the modern workplace, school, and government. Effective group-work is a skill of increasing importance, visible in the classroom with group assignments, projects, and even tests becoming more prominent and contributing to an increasing portion of students' grades. At the university-level, student unions function on successful collaboration: among student leaders both within and outside of the union, with full-time staff, university administration, stakeholders, and any other campus and community partners.
Traditional pedagogy is premised on a belief that older generations teach younger generations how to learn. At this point in history, however, through their ubiquitous exposure to media, technology, and communication, younger generations understand contemporary forms of communication better and more tacitly than older generations. Yet schooling lags behind advances in communication and technologies, clinging to a concept that older generations still impart knowledge to prepare younger generations for the future. Jake Telluci (2007), a participant in our research study on marketplace production, articulated this discrepancy well, when he said, “It’s about when technology is in the hands of people, they will often just do things with it.” In this chapter, I argue that unveiling new media and digital technologies production practices exposes a logic and language that better serve as a contemporary model of learning. The process of adopting new media is iterative and cyclical in that meaning-makers pick up new media production practices, remix them, and make them their own. Forging a twenty-first century identity entails reappropriating practices and texts consumed on a daily basis.
Pendant que presque tous les pays du monde s’occupent, de façon tout à fait justifiée, de la récession actuelle, une crise démographiquetouchant le marché du travail menace d’ébranler les fondements mêmes de notre société et denotre économie.
Organizations depend upon capable leadership to guide them through unprecedented changes. Yet, there is ample evidence in
the news and in recent research reports that even some of the best and most venerable organizations are failing to adapt to
change, implement their strategic plans successfully or prepare for a more uncertain future. We believe the turmoil we
are currently observing has something to do with leadership, and that if we don’t change our current approach to leadership
development, we will see even more of the same.
For a guy hauling around almost $300 billion of debt, Charles Sousa was in a buoyant mood. Ontario’s finance minister had just announced that families making less than $50,000 would soon have free post-secondary education, and when we spoke, it was as if he were daring me to find fault in the idea. After all, he said, the Liberals were removing a critical barrier to higher education, the
looming threat of a massive student debt. The idea was instantly applauded by a syllabus of education groups.
Back in 2010 Ontario’s Liberal government began a bold experiment. It launched a plan to bring in full-day
kindergarten for four- and five-year-olds over the next five years.
At the time, the $1.5-billion plan was dismissed by then-Progressive Conservative leader Tim Hudak as a “frill” or
“shiny new car” that Ontarians could not afford.
Now the results of a new study by researchers at the Ontario Institute for Studies in Education (OISE) provide strong
evidence that the experiment is paying off in spades.
Introductory courses can open doors for students, helping them not only discover a love for a subject area that can blossom into their major but also feel more connected to their campus. But on many campuses, teaching introductory courses typically falls to less-experienced instructors. Sometimes the task is assigned to instructors whose very connection to the college is tenuous. A growing body of evidence suggests that this tension could have negative consequences for students.
Abstract
In 2001–2002, the authors of this article interviewed 31 ethno-culturally diverse doctoral students about their experiences in a sociology of education program at a Canadian university. Approximately 10 years later, in a second
qualitative study, we had the chance to conduct semi-structured interviews with 13 of the former students to find out what had happened to them in the intervening years. Two of the 13 had become tenured academics, three were
on the tenure track after years in temporary positions, and most of the others worked in the contingent sector of the academic labour market. Bourdieu’s concepts of “habitus” and “field” are particularly useful for our analysis, and
we explore the tensions between these concepts for our participants.
Résumé
En 2001–2002, les auteurs de cet article ont interviewé 31 doctorants d’origines et de cultures diverses au sujet de leurs expériences d’études en sociologie de l’éducation dans une université canadienne. Environ 10 ans plus tard, dans une deuxième étude qualitative, ces mêmes auteurs ont eu la possibilité de diriger des entrevues semi-structurées avec 13 des étudiants de la première cohorte d’entrevues (aujourd’hui diplômés) afin de découvrir ce qui s’était passé sur le plan professionnel entre les deux entrevues. Deux d’entre eux étaient devenus des titulaires universitaires permanents, trois autres étaient en voie d’obtenir une permanence après des années dans des postes temporaires, tandis que la plupart des autres travaillaient dans le secteur indéterminé du marché du travail universitaire. Les concepts de Bourdieu ont été particulièrement utiles pour la présente analyse. En effet, pour les participants de l’étude, les auteurs explorent les tensions entre « habitus » et « champ ».
Are your students stressed out, tired, and unable to focus? They’re not alone. The average eighth-grade student now spends over 25 hours a year taking standardized tests, while the average high school student reports feeling stressed 80 percent of the time.
Even kindergartners are feeling more academic pressure, spending less time on art and music and more on math, reading, and assessment compared with the late 1990s. According to the American Academy of Pediatrics, childhood stress can lead to permanent changes in brain structure and function, increasing the likelihood of learning difficulties, memory problems, and chronic diseases in adult life. Meanwhile, a 2013 report by the American
Psychological Association (APA) found that the negative effects of stress persist into the high school years: 35 percent of teens lie awake at night because of stress, cutting into critical sleep time and increasing the likelihood that they’ll have concentration problems or experience feelings of sadness and depression.
Rae Report (2005) recommendation:«…develop a
First-Generation Strategy that involves early outreach to students and ongoing supports to ensure success while they are enrolled».
This has been a very difficult year for Western. The issue of the President’s compensation and the move for votes of non-confidence at the university’s Senate in the spring deeply affected the community, including the members of the Board of Governors. As is so often the case when organizations face significant challenges, there is an opportunity to review governance policies and procedures and make them better. Over the course of this review, in addition to hearing criticisms and concerns, the Task Force heard a common refrain that we all need to work to make the university stronger. The Board is made up of dedicated individuals who believe in Western and share that interest. The members are committed to working with the Western community to address the concerns that have been raised about how governance is carried out at this institution and to develop practices and processes that will allow the Board and the many stakeholder groups that make up the university, to communicate with and understand each other better.
This report is only a first step. It outlines the concerns that were presented to the Task Force by members of the community and by members of the Board, and provides recommendations for moving forward. Some of those recommendations can be implemented relatively quickly; others will take time and effort. However, it is critical to persevere and to keep the conversation going.
The Task Force also recognizes that Senate is conducting its own review of governance. The Board looks forward to receiving their report and finding opportunities to work with Senate to improve governance at Western.