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[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Here’s something most of us know, and the research backs up: Small actions make a big difference, especially when it comes to preventing sexual harassment and assault. If we see something that doesn’t feel right, we can act. This is bystander intervention: stepping in to reinforce our community values and prevent harm when we see something that looks like disrespect or pressure. Many of us already do this, like when we disrupt a conversation that seems uncomfortable or speak up when people make hurtful comments.

Often, when we think about sexual misconduct and bystander intervention, we’re thinking about intervening in social situations, such as on the dance floor, at a party, or in a relationship. But what happens when you see this happening at your internship, on the job, or at your workplace?

While we might know that it’s equally important to take action in the workplace, we might not exactly know how to do it, especially if we’re dealing with uneven power dynamics—like a boss who’s making crude comments to an employee or an established colleague taking advantage of a new intern. The good news? The basics, which you already know, work here too.

“The skills and strategies that work in social contexts can often be applied to other settings, including professional contexts such as a summer internship or other job,” says Laura Santacrose, assistant director of the Skorton Center for Health Initiatives at Cornell University in New York, who developed Cornell’s “Intervene” project, a bystander intervention initiative for students. The knowledge and confidence that we’ve gained from intervening in other contexts make a difference. Knowing we have the skills to step in makes us more likely to do so, according to a 2014 study of college students in the Journal of Interpersonal Violence.

Besides reinforcing your own personal values, you’re also setting the bar high for the rest of the organization. And that’s important. “Employers hope to create an environment that is welcoming and inclusive for all employees. A safe and inclusive environment fosters teamwork among colleagues, greater workplace satisfaction, and higher levels of innovation and creativity on the job. Employees who are able to facilitate such an environment are highly valued by both their employers and by their clients,” says Jeanine Dames, director of the Office of Career Strategy at Yale University in Connecticut.

So how do you do it?

Before you start, consider risk

Whenever we intervene, it’s critical to consider the potential risks involved and to make a safe plan. The power dynamics between supervisors and employees may make it difficult to intervene directly, so consider subtle or indirect actions. “There may be additional supports in a professional setting that will make an intervention easier [than in a social situation], including support from a human resources department,” says Santacrose.

Start here: Stepping in on the job

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• Overhear a sexist comment about the new hire’s cleavage? See a colleague’s uncomfortable face when he interacts with his overly handsy boss? Pay attention to the patterns.
• Ask yourself: How might this situation impact the individuals involved? The department or team? The broader community of the organization or company?

• Trust your instincts. It’s OK to decide to do something even if you aren’t sure there’s a problem.
• Remember that “doing something” might be shooting a quick email to human resources (HR) or chatting briefly with your coworkers to see if they’re noticing it too. Ask your fellow employees or supervisors what they’re seeing or how they might deal with the situation. HR representatives may be particularly helpful. It’s their job to make sure that the workplace is safe and respectful, so they want to know when something seems off.

• There are usually multiple ways to intervene. Play to your strengths. Not sure what those are? Take our bystander quiz here to learn more about your stepping-in style. Remember that interventions don’t have to be dramatic to be effective.
• Pay attention to power dynamics. If you are worried about the consequences of intervening, consider confidentially reporting the problem to HR.

• After you’ve intervened, follow up with the person being targeted or your colleagues.
• Think about what the organization could do to make positive outcomes more likely in the future. What structural changes would help? Can you review company policies and suggest updates? Are there employee training options that can help set community standards? Make suggestions and be willing to help put them into place if it’s an option.

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How would you respond?

Now that you know the basics, or at least can refer back to them, let’s get into some examples. Use the following scenarios to think about possible intervention strategies. What strategies would you choose?[/vc_column_text][vc_custom_heading text=”Scenario 1: Inappropriate jokes
” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal”][vc_column_text]Imagine that you share an office space with several other summer interns. One of the interns, Taylor, often makes sexual jokes and suggestive comments. You and the other interns find the jokes annoying, but one of the interns, Sam, looks upset and starts to avoid the space.[/vc_column_text][vc_tta_accordion shape=”square” color=”blue” c_icon=”chevron” active_section=”0″ collapsible_all=”true” css=”.vc_custom_1505257761599{border-bottom-width: 20px !important;padding-bottom: 20px !important;}”][vc_tta_section title=”Potential impacts of this behavior ” tab_id=”1504052666707-487f2eae-0de4″][vc_column_text]

• Taylor is distracting everyone from work.
• Sam might worry that others think Taylor’s jokes are OK.
• Sam’s job performance could suffer.
• Other interns’ job performance could suffer.
• Taylor might continue this behavior in other workplaces, which could continue to hurt people—and damage Taylor’s job prospects.

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• Don’t laugh at the jokes. An awkward silence can speak volumes.
• Privately check in with Taylor. “You probably mean well, but those jokes make you seem unprofessional.”
• Privately check in with Sam. “You seemed a little bit uncomfortable with Taylor’s jokes. Are you OK?”
• Talk to a supervisor. Suggest that supervisors discuss appropriate workplace conduct with new interns now and in the future.
• Consider structural changes that can prevent this problem from happening again. Proactively start positive, professional conversations in the shared workspace. This sets a good example and minimizes chances for inappropriate conversations to begin.
• Student story: “I politely interrupted the situation by asking a work-related question to cause a distraction and interruption. Then I privately talked to my co-worker at a later time.”
  —Rebecca B., fourth-year undergraduate, Rochester Community and Technical College, Minnesota

[/vc_column_text][/vc_tta_section][/vc_tta_accordion][vc_custom_heading text=”Scenario 2: Unfair treatment
” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal”][vc_column_text]Imagine that you have a part-time campus job in a lab. The professor in charge of the lab chooses a graduate student, Riley, to lead a project. A few weeks ago, Riley asked one of your coworkers, Casey, out on a date. Casey said no. Since then, Riley seems to be treating Casey differently from the other lab members. Riley often dismisses Casey’s comments in meetings and assigns all the menial jobs to Casey.[/vc_column_text][vc_tta_accordion shape=”square” color=”blue” c_icon=”chevron” active_section=”0″ collapsible_all=”true” css=”.vc_custom_1505257813391{border-bottom-width: 20px !important;padding-bottom: 20px !important;}”][vc_tta_section title=”Potential impacts of this behavior” tab_id=”1504052753249-e585b76c-21e9″]

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• The professor might think that Casey is not a good employee.
• The rest of the lab members are missing out on Casey’s contributions.
• Other lab members might feel like they must always agree with Riley or face retaliation.
• Riley is behaving unprofessionally, which could hurt Riley’s future job prospects.

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• Validate Casey’s contributions. If Riley dismisses one of Casey’s comments, say, “I actually thought that was a really good point.” Similarly, volunteer to do the menial jobs yourself.
• Check in with Casey. Tell Casey that you’ve noticed the problem and are available to help. Providing emotional support after an incident of harassment is the most common kind of workplace bystander intervention, according to a 2016 study in the International Journal of Human Resources Management.
• Express your concerns with the professor supervising the lab.
• Consider reaching out to an official such as a Title IX coordinator or HR representative.
• Propose structural changes to ensure everyone’s voices are heard and menial jobs are fairly distributed. For example, you could suggest that everyone takes turns performing the less-desirable tasks using a chart that’s visible in the lab.
• Student story: “I told my manager right away. The manager handled it from there.”
  —Kassandra J., first-year graduate student, Texas Woman’s University

[/vc_column_text][/vc_tta_section][/vc_tta_accordion][vc_custom_heading text=”Scenario 3: Callouts on appearance
” font_container=”tag:p|font_size:20|text_align:left” google_fonts=”font_family:Roboto%20Condensed%3A300%2C300italic%2Cregular%2Citalic%2C700%2C700italic|font_style:700%20bold%20regular%3A700%3Anormal”][vc_column_text]Imagine that you have a part-time job. Your supervisor makes small talk with employees as you arrive in the morning. Topics range from sports to the weather, but on several occasions, your supervisor has made comments about the appearance of one employee, Kai, such as, “You look gorgeous today!” and “That shirt looks great on you!” Your supervisor does not comment on other employees’ appearances.[/vc_column_text][vc_tta_accordion shape=”square” color=”blue” c_icon=”chevron” active_section=”0″ collapsible_all=”true” css=”.vc_custom_1505257821057{border-bottom-width: 20px !important;padding-bottom: 20px !important;}”][vc_tta_section title=”Potential impacts of this behavior” tab_id=”1504052838430-8b2d08cc-2ef1″][vc_column_text]

• This behavior creates a workplace that emphasizes people’s appearance, perhaps implying that their looks matter more than their ideas.
• Kai may feel uncomfortable at work and worry about what the manager expects.
• Other employees might worry that they will be treated differently based on appearance too.

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• Check in with Kai and express concern about the comments.
• Subtly steer conversations back to appropriate topics.
• Speak to another employee and ask for advice.
• Talk to an HR representative. They may be able to take action without revealing your identity.

[/vc_column_text][/vc_tta_section][/vc_tta_accordion][vc_column_text]See? Your bystander skills just went pro. When you break it down like this, intervening becomes a little easier, which means your workplace can be just as supportive of a community as your campus is. So remember: Your bystander skills can work in any context, at any time.

Want more bystander info? Check out Cornell University’s bystander initiative, “Intervene.” This interactive training, useful for students of all kinds, offers concrete strategies for intervening in a wide range of social, academic, and professional settings.

Strategies developed by the Communication and Consent Educator program at Yale University. [/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

[school_resource sh101resources=’no’ category=’mobileapp,healthservices, wellnesspromotion, counselingservices, titleix’] Get help or find out more

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Climbing into the lifeguard chair for the summer? Decorating your cubicle at your new internship? In a recent survey by SH101, two out of three students who responded said they expected to have at least one job or internship this summer. Whatever you’re doing, for whatever reason, it’s worth strategizing about ways you can use the experience to develop leadership skills.

Why leadership? Two reasons: First, employers love leadership. Four out of five employers look for leadership skills on new college graduates’ résumés, according to the Job Outlook 2016 survey by the National Association of Colleges and Employers. Second, “leadership” is broad enough that you can potentially find ways to demonstrate relevant characteristics and skills in any situation, including working as a lifeguard or camp counselor. For more comprehensive resources, and to make your summer work on your résumé, see Get help or find out more.

What counts as leadership?

Here’s why it’s worth getting comfortable with the idea of yourself as a potential leader. Not all leaders have the title “president” or boss other people around. Leadership is about having influence and inspiring others to take productive action. When you think about leadership, remember these key points:

• Leadership takes many different forms, and not all of them are readily apparent.
• Leadership spans many skill sets and personality types.
• Anyone can learn to lead, even in unconventional situations.

[/vc_column_text][vc_tta_accordion shape=”square” c_icon=”chevron” active_section=”” collapsible_all=”true”][vc_tta_section title=”What skills are relevant to leadership?” tab_id=”1501521859510-e4bfe99a-9711″][vc_column_text]We can hone leadership skills without winning a war or finding a cure for disease. Leadership includes these skills and more:

• Interpersonal communication
• Community-building actions that strengthen a shared sense of purpose
• Conflict resolution and teamwork
• Motivating and supporting others, including acknowledging their efforts
• Managing your time, and helping others manage theirs, including delegating tasks and keeping a group on track
• Including people who are often marginalized and excluded
• Giving and receiving constructive criticism
• Innovative thinking

Does everything have to be about your résumé?

As much as we’re talking here about career potential, other goals are valuable too: earning money, developing yourself personally, keeping busy, and having fun. It’s OK if your summer isn’t directly about building your résumé. It’s worth thinking about it through that lens, however, because you might find that your role has some career relevance that you hadn’t spotted initially. For example, working retail or in the food industry can build customer service and communication skills.[/vc_column_text][/vc_tta_section][/vc_tta_accordion][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

3 strategies to build leadership experience you can use later

1  Remember that metrics matter:

Hiring managers want to know the numbers. Use statistics and precise information. How many events did you help staff? Your organization or club’s social media followers grew by what percentage? How much money did you help raise? How many like-minded organizations did you reach out to about a potential collaboration? When you took over tracking inventory, how much of your boss’s time did you free up for them to work on growing the business? Track your activities and tasks on a spreadsheet for easy access in a job search.

How to keep track of your workplace goals and accomplishments

• When you’re getting started in your job or internship, talk to your supervisor about realistic, measurable goals. For example, your goals may include writing a certain number of blog posts, signing up a certain number of customers for a rewards program, or developing enough knowledge that you can take on some managerial duties before the end of the summer. Look for some element of challenge and an opportunity to show your skills and effort, but not setting the goals so high that you can’t meet them. Your supervisor can help you figure out what’s attainable.
• Keep a simple spreadsheet outlining what you did in the job or internship. This can help your current supervisor write future letters of recommendation, help you flesh out your résumé and LinkedIn profile, and help you prepare for interviews. You might be amazed at what you accomplish in one summer.

2  Think about ways to add value:

Future interviewers will want to hear your stories about specific projects, ideas, or accomplishments. Here’s what that could look like.

Find ways to demonstrate your initiative
Managers love when employees or interns propose new projects to expand their programs or increase revenue. These types of projects show innovation, creativity, and commitment, all valuable leadership traits. It’s especially valuable if your initiative will be sustainable when you’re no longer around to do it. Just make sure you have enough time to complete the tasks you were initially assigned and are in a position to take on any extra work.

Consider what you could accomplish this summer:

• If you’re interning at a small nonprofit, you might volunteer to create a spreadsheet and tracking system for prospective donors.
• If you’re working retail at a local business, you might volunteer to redesign the store’s website or brochures to attract new customers from the local college.
• If you’re a sleepaway camp counselor, you might design and lead a new activity to keep campers engaged.
• If you’re at the mom-and-pop ice cream stand, you may want to highlight your readiness to work a double shift to cover for coworkers who bailed, or your willingness to design T-shirts or signs.

3  Think about how these experiences could transfer to your career:

Future employers want to know that you can apply those same skills to their own organizations and challenges. When preparing for job interviews, plan how you’ll tell your stories of overcoming challenges, developing your own projects, and helping your employer accomplish their goals. The creativity, persistence, and dedication that you put into that new sign, updated database, or increased Facebook “likes” could translate into real, usable assets at your future company (depending on their strategic goals).[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

How to approach barriers affecting marginalized communities

If you have a condition that may be relevant to your presentation or performance, it can be useful to address it (without necessarily disclosing a diagnosis). For example:

• “Verbal instructions can be harder for me to remember. It would be helpful if you could give me written notes or emails about my assignments to make sure I have what I need to do my best.”
• “This is my first time working in an office—I hope to learn a lot this summer. It would be great if you could point out to me how things work, even if you think it might seem obvious, so I can learn even more.”

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Put this into practice: How to make it work in person and on paper

Almost any work placement can provide opportunities to develop leadership skills. Here, students identify what they learned from short-term roles in four different fields. Jeff Onore, a career coach based in Massachusetts, discusses how they can present that experience to employers—in person or on paper. These strategies are relevant to a wide range of career interests, skills, and experiences.[/vc_column_text][vc_tta_tabs style=”modern” color=”white” alignment=”center” active_section=”1″][vc_tta_section title=”In the interview” tab_id=”1493228642125-0c9722da-f085″][vc_column_text]

Student perspective	How to talk about it
Government agency
“I worked with [a county probation department], and I was taught to be more responsible and take deadlines seriously. I also learned that you yourself are solely responsible for your work and to always double-check [everything].” —Third-year undergraduate, California State University, Channel Islands	“Working with a probation department tells me the student is mature and professional. Employers like to see people do challenging things in challenging environments. Stress the fast pace as well as the empathy you need to work in that field.”
Childcare
“I gained a lot of leadership skills in a job in a daycare. Working with children aged six weeks to five years presents a new challenge every day, sometimes basic and other times very complicated. It requires making a lot of judgment calls on your feet and then communicating about your decisions to parents and supervisors later.” —First-year graduate student, University of Delaware	“Own this; confidently say [you] gained leadership skills working in a daycare, a role that some people would play down. You can say, for example, ‘One thing I’ve learned about leadership: You need to stay calm.’”

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Student perspective	How to talk about it
Amateur theater
“As stage manager for a college play, I knew that some cast members got along better than others, but all had to interact. After and before rehearsals, I’d ensure everyone was in a decent mood, and work out any misgivings.” —Fourth-year undergraduate, Wayland Baptist University, Texas	“Stage Manager, 2014–2017: Four major productions: South Pacific, The King & I, Romeo and Juliet, The Bachelor Goes Live. Casts of 20–40; crews included lighting, sound, props, and costumes; coordinated these often conflicting departments and teams.”
Summer camp
“I was a camp counselor, which makes it easy to gain authority over the group, but more difficult to have a common communication basis where they feel comfortable talking to you about what they need [while also respecting] rules you set into place.” —Third-year undergraduate, University of Central Arkansas	Include the metrics, and put some meat on the role: “22 campers, 24/7 responsibility Organized camp-wide Olympics, securing buy-in from the head counselors and students. Facilitated the closing ceremonies for audience of families, recognizing each student.”

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Presenting the tough stuff: How 5 students can address workplace obstacles

The workplace brings frustrations and constraints, as well as opportunities. Here, students describe five barriers that may make it harder for them to transfer certain skills and experiences into jobs after graduation. Jeff Onore, a career coach based in Massachusetts, looks at ways to approach it. These strategies are relevant to a wide range of career interests, skills, and experiences.

Student perspective	Expert perspective
1.  Gender/sexuality bias
“I am unsure if I can give my most valuable leadership positions—as president and vice president of finance of the Queer Student Alliance—on my résumé, for fear of discrimination or implicit bias against me.” —Second-year undergraduate, Tulane University, Louisiana	“There may be room to say you effected social change as president of a student alliance. Be prepared at your interview to be asked the name of the organization. If you’re applying to pretty liberal employers—universities, arts, etc.—this may not be an issue. In more conservative fields, the reality is that this can be trickier to navigate.”
2.  Sexual harassment
“Sexual harassment has caused me to leave an internship at a law firm.” —Second year graduate student, Johns Hopkins University, Maryland	“No one will ask why you left an internship the way they might ask why you left a job. In this case, focus on what you learned in the internship.”
3.  Economic hardship
“It’s very difficult to participate in unpaid internships, offered by many nonprofits, when the cost of higher education is so debilitating.” —Fourth-year graduate student, Emory University, Georgia	“Employers understand that financing college imposes more constraints on some students than others. If you don’t have much internship experience in your field, go right to this framing: It was important for you to work, and this is what you accomplished in the jobs you held (your good work ethic, your time management, and so on).”
4.  Deafness and disability discrimination
“[It was problematic that I had] no access to communication: American Sign Language, transcripts, closed captioning, etc.” —First-year graduate student, California State University, Northridge	“If your college has connections with companies that do a good job accommodating deaf and disabled employees, start there. Some employers can be identified through the Lime Connect Network for the STEM fields or through chapters of the US Business Leadership Network in all fields. Disclosing deafness or a disability is unpredictable—some employers will be much more receptive than others. In the US, your right to reasonable accommodations on the job is protected by federal law. You can encourage an employer to contact the Job Accommodation Network for free expert help in figuring out accommodations. Or you might decide an employer isn’t worth the struggle.” —Lucy Berrington, editor of Student Health 101
5. Age and gender discrimination
“Discrimination based on age and gender is something that I have been faced with, as I am a young female in the engineering field, which is predominately male. I know I am sometimes underestimated and pushed aside by peers because of this, but it only fuels my fire to be stronger and show them my leadership skills.” —First-year graduate student, Villanova University, Pennsylvania	“The STEM fields are looking to recruit more women. Recognize your value to them. There may be a certain amount of age and gender discrimination, so it’s important to determine what the company culture is like. The first thing to do is to network through the engineering department at your school. People are often kind to those who have had a similar experience. Look at Glassdoor.com for information about the culture at corporate engineering departments, and use internships to take the temperature of different work environments. A large company may prioritize discrimination training; a small company may give you a chance to get certain kinds of experience more quickly.”

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Student life is full of challenges, sometimes triggering a major case of enough already. You’re probably aware that the campus offers a bunch of services and resources designed to help you be healthy, resilient, and successful. Do they work? In surveys by Student Health 101, you say yes: These services can make the difference between passing or failing, an A or a B, staying in or dropping out. Students often say they regret waiting until they were in a crisis, and wish they’d accessed these resources earlier. Some report that for the longest time they didn’t know certain types of support existed.

Free stuff for students

Campus resources are usually available free or at a low cost. Of course, college gym membership, counseling, and so on are not literally free; their cost is covered by your tuition. If you don’t use them, you’re not getting what you’re paying for. In a recent survey by Student Health 101, more than three out of four college students said this is even more reason to access these services. If you wait until after you’ve graduated to learn yoga or get professional help with your social anxiety, it will likely be costly.

How to know what you have

The availability of resources at any given school depends on various factors. To learn what’s typically available and how can it make your life easier, click on each resource.

Here’s how to make sure you’re not missing out:

• Scour your college website
• Talk with staff, faculty, RAs, mentors, and other students
• Check out any building, event, or publication that suggests resources for students
• Look for student jobs and other opportunities to work with campus resource centers
• Review your orientation resources (e.g., Class of 2020 Facebook page)

Academic tutoring, office hours, and study support

“The tutoring center has helped me more than words can describe. I finally understand the work I’m doing, plus it’s free! I went from being an average student to being above average and helping other kids in my classes.”
—Fifth-year undergraduate, University of New Mexico

“They helped me bring my essay writing up to over 80 percent grade-level, elevating my writing ability from high school to university quality in one session.”
—Fifth-year online undergraduate, Trent University, Ontario

Academic advising

“It’s the difference between passing and not passing classes, going to summer school vs. not going.”
—Third-year undergraduate, California State University, Stanislaus

“Without my advisor, I would be so lost on which classes to take when. She provides me with opportunities outside of just choosing classes to better myself in my career.”
—Third-year undergraduate, Northern Michigan University

Recreational and fitness resources

“I wish I had started taking advantage of the recreation center and gym earlier, especially while access is free. Exercise is so important to staying healthy and happy, but I didn’t realize how big of an impact it can have.”
—Third-year undergraduate, Texas Christian University

“Changed my lifestyle and health habits completely.”
—First-year graduate student, University of North Dakota

Library services

“Getting support from librarians and library staff has saved me hours of work on papers and projects.”
—Fifth-year undergraduate, Michigan Technological University

“I rented textbooks from the library, which saved me a lot of money.”
—Fourth-year undergraduate, University of Windsor, Ontario

Disability, injury, and illness accommodations and services

“It changed everything. I finally felt like I was on an even playing field with my peers and didn’t have to stress that my condition was setting me back any more.”
—Fourth-year undergraduate, Stanford University, California

“I got sick with mono and didn’t go for help, and my grades went down. I wish I would have said something sooner to get time to finish school work.”
—Third-year undergraduate, Michigan Technological University

Counseling

“The counseling center helped me more than any paid therapist ever has. They helped me nearly overcome my phobia and deal with substance abuse and sexual assault.”
—Third-year undergraduate, University of Memphis, Tennessee

“It made a huge difference in helping me understand myself and relate easier to fellow students.”
—Fourth-year undergraduate, Berea College, Kentucky

Health services

“The health center saved me a lot of money, because I don’t have good insurance coverage.”
—Fourth-year undergraduate, University of West Georgia

“Excellent system, easy to access, and the doctors are very friendly. I wish I didn’t have so many hesitations and went to them sooner.”
—Third-year undergraduate, Mount Royal University, Alberta

Career services

“Make use of small amounts of time you get in the day to access career support. This can make an enormous difference in how prepared you are.”
—Third-year undergraduate, University of Miami, Florida

“It helped me a lot in preparing for job interviews and fixing up my résumé, and the facility is really great about [facilitating] different opportunities and connections.”
—Second-year undergraduate, Johnson and Wales University, Rhode Island

Residence life and mentoring

Financial support

Support for minority communities

Title IX (anti-discrimination) services

Your wish list: What you'd like to see on campus

These responses came from students at numerous colleges and universities across the US and Canada. Some of these resources may be available at your school.

• Free coffee
• Public sleep/nap areas
• Dance rooms or public art spaces
• Prayer room
  
• Sign language
• Drivers Ed
• Easier access to rental vehicles
• Support with budgeting, filing taxes, and legal issues
• Summer rec. center access
• Vegetarian/vegan dining stations
  
• Groups supporting eating healthy on residence meal plan
• Gender-neutral bathrooms and housing
• Clubs and scholarships for first-generation students
• Better support for transfer students
• Resources for young parents
• Resources for disabled students to gain life skills

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What if a potential employer, academic supervisor, or date searches for you online (as they certainly will), and finds—right there!—your elegant design portfolio or insightful blog posts, and the Twitter, Instagram, or YouTube account that demos your passion and thoroughly engaging personality? Establishing a positive online presence (a “personal brand”) can make the difference in whether or not you get seriously considered for an internship or job.

The internet offers a range of ways to help you capitalize on, showcase, and develop your skills and potential. When you are actively present online, sharing ideas, making connections, and discovering new opportunities and resources, those possibilities magnify. “Start with your LinkedIn profile and make sure it is tightly composed, easy to read, and to the point,” says Jeff Onore, a career coach based in Boston, Massachusetts. “If you are in a creative profession (or want to join one), then putting your work online is necessary. But don’t overdo it. Create additional online outlets only if you are committed to continually tweeting, posting, revising, and being attentive to your ‘brand.’”

1. What’s this for?

Here’s what a positive online presence can help you do:

• Present your knowledge, skills, or passions to anyone who might evaluate you in a professional capacity
• Add detail and color to what’s on your résumé
• Customize various profiles or social media accounts for particular audiences or goals
• Give potential employers something good to find
• Network and connect with others in your (future) field
• Expand your exposure to work and news in your (future) field
• Advocate for a cause or showcase your values
• Personalize yourself in relatable ways
• Demonstrate your commitment to your goals
• Separate your public and personal online presence

Students speak to their goals

2. What kind of content?

What you post depends on your goals, your choice of online forum, how much time you have available, and other factors. Consider these steps:

• Figure out who your target audience is
• Create content that interests your audience
• Share relevant content from other reliable sources
• Speak to your audience in an appropriate voice
• Incorporate visuals
• Use keywords strategically so that you and your work are easily found
• Consider creating different outlets for different purposes
• Think about quality control
• Minimize digressions from your theme
• Be aware of your mood and motivation

How to figure out your content policy

3. Which platforms?

Where to start? These questions will help you find your niche:

• Where does your intended audience hang out?
• Does your (future) career rely on a particular online skill or forum?
• Are you aiming for a diverse audience?
• Will your content involve visuals?
• Will your content be time sensitive?
• Will you have limited time for posting?
• Do you want to integrate and connect your online networks and accounts?

How to choose your online forums

4. What’s public vs. private?

Which of your online outlets will be for public or professional purposes, and which are for your personal use? Could your existing profiles be re-oriented toward professional goals, or do you need to open new accounts?

• Identify your professional/personal boundaries and appropriate privacy settings
• Make sure you are easily found by those you want to find you
• Give yourself an option for staying anonymous
• Consider the professional relevance of your online identity
• Check your existing accounts and privacy settings, including tag approval
• Be conservative about what you allow or post

How to think about boundaries

5. Are you networking?

This is at least partly about networking, so:

• Go public with your goals and achievements
• Identify potential contacts
• Aim to learn from them too
• Build a relationship with your audience
• Interact with your contacts

How to make helpful connections

6. Are you being true to yourself?

Projecting positively online is not about faking it.

• Be thoughtful about your photo and profile
• Be the person you’d want to work with
• Consider ways that your quirky perspective can work online
• Consider building on your existing online foundation
• Keep it real while staying on-message and mature

Keeping it real

7. Who can you learn from?

Take note of blogs, sites, and social media accounts that impress you, and why. Think about how you can learn from them:

• Check out what’s working for others
• Talk to people who present positively online
• Find out what professionals notice

How to pick it up from others

Time is of the essence

To maximize the action on your social media accounts, post at certain times of day. Web marketing guru Neil Patel recommends this schedule (in Quicksprout):

Facebook

1 p.m. – The most shares

3 p.m. – The most clicks

Twitter

5 p.m. – The most retweets

12 p.m. & 6 p.m. – The highest click-through rates

Instagram

3 – 4 p.m. – The most likes

Pinterest

8 – 11 p.m. – The best visibility

Students: Inspiring blogs, video channels, and feeds

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Why we love it

Combat boredom between classes, learn a new skill, or understand an old idea in a different way. Everyone’s talking about TED Talks. TED started at a conference about technology, education, and design (who knew that’s what the acronym stood for?) and is devoted to spreading ideas. TED talks include videos, books, radio chats, and conferences around the world that focus on issues affecting all of us, and they are surprisingly fascinating.

Some of the most notable TED Talks include:

• Dan Gilbert’s talk on the science of happiness
• “How to spot a liar” by Pamela Meyer

The TED app allows you to access these videos and more in the palm of your hand. With the app you can also:

• Search the entire TED library
• Sort by date and popularity
• Search by keyword
• Save videos for future viewing
• Share videos with friends
• Build a custom playlist

Price:

Free

Ways to watch:

Android, iPhone, Amazon, Youtube, Netflix, and more. CLICK HERE.

Similar app

Khan Academy: by Khan Academy

Price: Free

Devices: iPhone, Android

Check out the app

Professional communication skills are for everyone. Interacting with others in an internship, job, or classroom is different from hanging out with family and friends. Here are some tips to improve your professional communication. While you’re in college, find opportunities to practice: internships, part-time jobs, and interactions with mentors and professors.

Listen/observe first

You’ve heard the saying that we have two ears and one mouth so we can listen twice as much as we speak. Listening and observing can help you learn the norms of an organization. Pay attention to things like:

• Facial expression
• Tone of voice
• Gestures
• What others in the room are doing

Ask questions

Asking questions can help to clarify your understanding. It also shows that you’re paying attention. Open-ended questions tend to yield more information and prevent misinterpretation; they require more than a “yes” or “no” response. Start questions with words like who, what, when, where, why, and how. Examples include:

• “What do you think about this project?”
• “How do you think the clients will
  respond to our request?”
• “Why do you expect that outcome?”
• “How did you come to that conclusion?”

Use “I” statements

The use of “I” statements conveys what you are thinking or feeling in a nonconfrontational manner. It also conveys ideas in a clear way. Here are some examples of “I” statements:

• “I think that I might be misunderstanding the goal.”
• ‘I’m wondering if that’s the most direct way to do this.”
• “When I think I’m not being heard, I think about how I’m saying it.”
• “My concern is delays that may be outside our control.”

Learn the accepted norms in your team

Some teams have weekly check-in meetings. Some communicate only by phone or email—for others, it’s face-to-face.

In addition to the above tips, these ideas can also be helpful:

• Use professional language. Refer to people as “Professor,” “Mr./Mrs.,” or “Colleagues.” Starting emails with “Hey” might not be smart in a professional setting.
• Check spelling and grammar before hitting Send.
• Make sure you spelled the person’s name correctly.

More tips to get you communicating professionally

The richest people in the world look for networks, and everyone else looks for work—or so it’s been said. Networking can help you find a job, a leadership position, an on-campus research opportunity, and more. But what is networking? The concept seems both obvious and abstract. And how should you do it?

What is networking?

Networking is interacting with others to exchange information and contacts. The most successful networkers build genuine relationships and give more than they receive.

Be warned: People can sense desperation a mile away. If you enter a situation with only one goal in mind (making a connection you can later use to your advantage), people will know.

Networking tips

• Network before you need a network. Set the groundwork early with professors, supervisors (in jobs and internships), and other professionals on campus.
• Don’t focus on your personal agenda.
• Treat everyone respectfully. If you think someone is “just” a clerk or assistant, you risk getting a reputation for acting entitled.
• Make two meaningful connections each semester. If you do that, you’ll have a bunch of contacts by the time you graduate.
• Keep in touch! Be sure to keep in touch with your network: Ask what’s new with them and share your updates. Your contacts will remember you and can help make connections if something comes up.
• Start building your profile on LinkedIn, and develop it through your student career by adding projects and relevant experiences.

Need more advice? These resources can help improve your networking skills.

• https://www.inc.com/minda-zetlin/8-things-power-networkers-do-make-connections.html
• https://www.forbes.com/sites/theyec/2014/07/28/how-to-network-the-right-way-eight-tips/
• https://www.forbes.com/sites/drewhendricks/2014/08/21/6-ways-to-network-more-effectively/

More than 20,000 college students are joining LinkedIn every month, according to the site’s administrators. Why? Because a strong profile on LinkedIn can open up more options for internships and the job you want after graduation. “LinkedIn is the first place most employers or recruiters will look to get more information about students,” says Allison Cheston, career development and advancement advisor at New York University.

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Internships are the “new interview”—your most likely route to a job, according to surveys of students, graduates, and employers. Here, experts say why.

Question: How much does an internship matter to employers?
Answer: A whole lot. “Practical experience is probably the number one thing that will move a resume toward the top of the pile.” — Jeff Reep, director of career services at Cedarville University, Ohio, and a certified professional career coach.

Question: What exactly can an internship do for me?
Answer: Provide essential experience and contacts. “Internships are oftentimes not only a learning experience but also a networking pathway to your first job. The more people you know in an industry, the better your chances.” —Lainee Beigel, attorney and founder of career coaching company Career Esquire, New York.

Question: I’m not sure what career I’m aiming for, so how can I choose an internship?
Answer: Think skill development. “Internships do not need to match up exactly with the job you apply for after school. Many practical skills are transferable across various industries.” —Lainee Beigel

Question: I can’t afford to take an unpaid internship.Am I doomed?
Answer: No. “Career-focused internships are preferable. However, it’s important to think about what skills and qualities you can emphasize. For example, as a waiter, you had to employ people skills and problem solving skills that can be applied to any job in any industry.” —Lauren Griffin, senior vice president at Adecco, a recruitment company in Boston.

Question: How can I make my summer serving ice-cream sound like a UN position?
Answer: You can’t. “Do not lie or embellish your resume or the jobs you did. You will be busted.” —Dana Manciagli, career coach, and author, based in Washington State.

Seven out of ten companies with 100+ employees offered full-time roles to their interns in 2012. They expected to hire more interns going forward.

Two in three employers say relevant work experience and interview performance are the most important factors in hiring (well ahead of academic performance).

Have a plan
5 steps to an intriguing internship & how they apply to two examples:

Have a plan: Artsy business student Have a plan: Green PR student

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Nail-biting? Check. Unavoidable? Check. Public speaking is likely in your future, whether you’ll be making a classroom presentation to your peers, giving a speech in an auditorium, or introducing a public event. Developing presentation skills enhances your academic, personal, and career opportunities
(and also protects your nails).

That’s why public speaking is the most commonly required communication course in the general education curriculum, according to a 2008 study of 500 community colleges. Most universities and colleges offer public speaking courses, clubs, and events.

Our experts

Three communication experts can help you overcome common public speaking flaws.

• Dr. Matt McGarrity, senior lecturer for the Department of Communications at the University of Washington in Seattle, Washington
• Dr. Steven D. Cohen, assistant professor at the Klein Family School of Communications Design at the University of Baltimore, Maryland
• Sylvia Merschel, co-director at the UCLA Summer Institute in Communication Skills for International Students, California

Error # 1: Physical barriers between you and the audience

What’s the problem?
“Do not hide behind the lectern [podium]. This creates a barrier between you and the audience.”
—Lenny Laskowski, Painless presentations: The proven, stress-free way to successful public speaking (John Wiley & Sons, 2012)

Why it matters
Can imply that the speaker is uncomfortable and insecure.

Solutions

• Arrive ahead of time, and if possible, rearrange the layout of the space to better suit your presentation (move podiums or tables off to the side). Make sure your PowerPoint slides are working smoothly, and practice standing comfortably in front of your soon-to-be audience. —Dr. McGarrity
• “Place your notes [on a podium], but then step to the side for an open space between you and your audience.” —Dr. Cohen.
• “I was given a wireless clicker to go through slides on a presentation. That allows me to be able to go in front of the screen and speak out in the open towards my audience with ease.” —Roberto R., Texas A&M University, Corpus Christi.

Error #2: Frequent filler words

What’s the problem?
“Using filler words: like, um, so, etc.”
— Kayla D., University of Wisconsin-Whitewater

Why it matters
While filler words are not usually an issue in everyday conversation, during a presentation they can suggest a lack of confidence or preparation.

Solutions

• Use a three-step formula: Pause, Think, and Answer. — Dr. Cohen
• Pause when you’re asked a question.
• Think what you want to share.
• Answer only when ready.
• Don’t be afraid of brief silence.
  “Pauses are okay! I practice pauses with the students over and over and over.” —  Ms. Merschel

• Understand your use of filler words during a practice presentation:
  • Audio or video-record yourself and listen for filler words and tics like throat-clearing.
  • Have someone count how many filler words you say.
  • Have someone ring a bell, whistle, or make a noise every time you say a filler word — if your nerves can stand it.
  • Put $0.10 in a jar every time you say a filler word.

• Don’t obsess over this. “There have been filler words since the dawn of language in every language. If they were so abhorrent they would be gone, but they’re not.” — Dr. McGarrity

Error #3: Reading a speech

What’s the problem?
Memorizing and reciting an entire speech or presentation.

Why it matters
Comes off too rehearsed and disconnects the speaker from the audience. It can even increase your discomfort.

Solutions

• Use note cards. Keep only essential words that will jog your memory. —Ms. Merschel
• Practice, practice, practice! “When we practice, we free ourselves from the restraints of written text.” —Dr. Cohen
• Edit. “If you have to read something, really edit it for the ear…make it easier to listen to and easier for you to read from.” —Dr. McGarrity
• Act natural. (As unfamiliar as that might be.) “Study famous speeches for a sense of how to speak naturally and effectively.” — Amy Baldwin, MA, director of director of University College at the University of Central Arkansas, Little Rock

Error #4: Frequent physical gestures

What’s the problem?
Hair-flicking, chin rubbing, wild hand motions—you get the idea.

“While presenting in front of my peers, I get very nervous…I’m not sure what to do with my hands. I usually rock back and forth on my heels…”
—Carolina G., Florida State University, Tallahassee

Why it matters
Your audience may focus more on your gestures than your message.

Solutions

• Practice in front of a mirror, video, or trusted friend. —Ms. Merschel
• Emulate someone you like and respect. —Dr. McGarrity
• “Go easy on yourself. If we plan our gestures it looks very contrived…”—Dr. Cohen

Error #5: Not making eye contact with your audience

What’s the problem?
Avoiding eye contact or staring blankly into the vast abyss of the audience.

Why it matters
“In most cultures, the act of looking someone directly in the eyes is a symbol of sincerity. Failure to meet another person’s gaze when speaking implies disinterest, lack of confidence, insincerity, or chicanery. The same psychological associations are found in public speaking.”
—Toastmasters International (Gestures: Your body speaks, 2011)

Solutions

• Try not to fixate on one person when making eye contact. —Alaine W, Moorpark College, California.
• Divide your audience into visual groups. “Generally, I want to have my basic anchors [or sections I’ve mentally partitioned]. So I’ve got an anchor to my left, an anchor or group of people…to my right, and a group of people in front of me,” says Dr. McGarrity.
• Ease into eye contact. Try Dr. Cohen’s technique: look above people’s eyes instead of directly at their eyes. Then when you’re ready, ease into eye contact. Or try the “figure 8” method: your gaze traces an 8 on its side, like the infinity symbol.
• “Many people think that eye contact means staring at people, but you can look away and feel comfortable about it.” —Ms. Merschel

Error #6: Too much information

What’s the problem?
Too much information on your PowerPoint slides.

Why it matters
While people are looking at your slides or other visual media, they tune-out what you’re saying. They can’t read and listen.

Solutions

• Use the five-by-five rule: no more than approximately five words per bullet point and five bullet points per slide. —Dr. Cohen
• Use only one message per slide.
• Only present what is directly pertinent to your speech. —Ms. Merschel.
• Leave time for questions and answers at the end of your presentation.

Error #7: Just wing it

What’s the problem?
“Public speaking is a leadership art. The goal of the speaker is not just to share important ideas but to demonstrate that he or she is a leader. When we ‘wing’ a presentation we are not giving ourselves the ability to lead, because we are compromising the impact that we could have on our audience members.”
—Dr. Cohen

Why it matters
Unless you’re a superb public speaker, you’ll lose credibility and waste the opportunity to make your point.

Solutions

• Plan ahead.
• Practice. Practice some more. “I would recommend having someone record your speech so you can personally see your body language and movements” —Dr. Michelle Burcin, director of undergraduate programs at Walden University, Minneapolis, Minnesota.
• Use outlines “to engage in naturally occurring conversational discourse.” —Dr. McGarrity
• Time your presentation beforehand, and add or remove material as needed.

How to bust out of your angst

Nervousness takes many forms: nail biting, nausea, and temporary amnesia, to name a few

Your pre-presentation checklist

• Fake it.
  Pretend to be confident even when you’re not.
• Avoid surprises.
  Plan ahead and visit the presentation area.
• Have a backup plan
  for technical difficulties, time limitations, etc.
• Eat a light meal before you present.
• Avoid caffeine, dairy, and carbonated beverages. Dairy products can create mucus (leading to throat-clearing), caffeine can give you the jitters, and carbonated beverages can cause indigestion.
• Breathe. Deeply.
• Drink. Keep a bottle of water nearby.
• Think positive. Strive for presenting clearly rather than perfectly.

These make your presentation stronger

• High-quality photos, rather than pixelated low-res images
• Consistent design
• Simple graphs and graphics
• Sans-serif font
• Structure: Beginning, middle, end
• Limited animation
• Minimal slide content

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Midterms month: time to evaluate our national or local leaders, get into bitter online arguments, and even vote. But as much as we complain when our leaders fall short of our expectations, we all know that leadership is a profoundly important resource in both civic and professional life. And even if we’re not headed for politics, we’re all headed for the job market.

In the context of your future career, you might be wondering:

• What exactly is professional leadership?
• What will leadership skills mean for my career?
• Which personal characteristics are the most important for leadership?
• What if I don’t have a “leader’s” personality or skill set?
• How can I gain leadership experience as a student?
• How can I present those skills to future employers?

For stories of two students who developed their leadership skills in different ways, read further.

“Roles and responsibilities I had never had before”
Army Reserve Officers’ Training Corps

William Edwards, 19
University of Central Arkansas in Conway
Degree: Health sciences/physical therapy

Program
The Army Reserve Officers’ Training Corps (ROTC) provides men and women with an opportunity to prepare for service in the Army. “We make leaders from day one,” says Major Todd Gray, associate professor of military science at the University of Central Arkansas in Conway. Students who enroll in the ROTC “learn not just how to lead in the Army, but also at any company as soon as they graduate.”

More information.

What & why
William, a native of Texas, had turned down several soccer scholarships. He wanted a new way to challenge himself. “In the ROTC, I was instantly put into new roles and responsibilities. I had to organize my team and make sure they had all their equipment, showed up on time, and did their jobs. I was responsible for leading them from day one. In this program you learn to do things differently and take criticism.”

After
“I have surprised myself in my abilities to do things that I didn’t know I could do, like being a good time manager and commanding respect from my cadets.”

New goals
“I am committed to finding more opportunities to push me harder than I would push myself, whether that means taking on larger responsibilities each year, or something as simple as being the first to go at a task.”

Advice
“ROTC is a great thing to do and you can try it out without committing to it. Trying new things can’t hurt you.”

“Ideas are easy, practice is hard”
Disability advocacy academy

Lydia Brown, 21
Georgetown University in Washington, DC.
Degree: Arabic major, psychology minor

Program
The Autism Campus Inclusion (ACI) Summer Leadership Academy brings together students on the autism spectrum for training in disability advocacy.

More information.

What & why
“We should be celebrating the diversity of students with disabilities, rather than trying to ‘cure’ them” (a concept known as neurodiversity), says Lydia. She was concerned too about the barriers to higher education facing students with disabilities. She helped create the No Wrong Door project, a listing of resources for students with disabilities; organized letter-writing campaigns, boycotts, and protests; and drafted legislation. When her school announced a panel on autism, she successfully advocated for the inclusion of an autistic person.

After
“I developed a much clearer idea of what leadership looks like. It is very easy to organize people around an idea, but very hard to put it into practice.”

New goals
“I founded the non-profit organization Washington Metro Disabled Students Collective to fill the gaps that still exist for students with disabilities.”

Advice
“Find leadership programs that line up with your values and passion.”

Which qualities do you most admire in our national leaders?

“I admire people who do not strive for fame but work hard fighting for human rights and equality.”
Dana G.*, fourth-year student at the University of Victoria, British Columbia, Canada
*Name changed for privacy

“I admire anyone who knows the value they bring to the table. Everyone has different sets of skills and talents. Also I respect those who know when to let others shine and step back.”
Jorge Z., third-year student at Edgewood College, Madison, Wisconsin

“I admire any person who not only looks out for our country financially but also socially. America is one of the newest countries that holds any power in the world. I pride myself on our ability to accept differences and be pro-social change.”
Elaine R., fourth-year student at Towson University, Maryland

“Anyone who is self-sacrificing. Who puts themselves last. Who does not have an agenda.”
Laura E., University of West Georgia in Carrollton

Which US politicians do students most admire—and most despise?

Most admired:

• Hillary Clinton [D] Former Secretary of State
• George W. Bush [R] Former President
• Elizabeth Warren [D] Senator
• Barack Obama [D] President
• Ron Paul [R] Former Representative
• Bill Clinton [D] Former President
• Ronald Reagan [R] Former President

Most despised:

• Hillary Clinton [D] Former Secretary of State
• George W. Bush [R] Former President
• Barack Obama [D] President
• John Boehner [R] Speaker, House of Representatives
• Mitt Romney [R] Former Presidential nominee
• Sarah Palin [R] Former Vice Presidential nominee
• Paul Ryan [R] Representative

Source: Student Health 101 survey. 750 students responded to this question.

Students’ top leaders: dead or alive

1. “My mother”
2. Martin Luther King Jr.
3. Barack Obama
4. Jesus Christ
5. Abraham Lincoln
6. F.D. Roosevelt
7. Mahatma Gandhi
8. Nelson Mandela
9. Ronald Reagan
10. Bill Clinton
11. “My father”

Source: Student Health 101 survey. 780 students responded to this question.

Which personal qualities do students rank highest for leadership?

1. Confidence
2. Communication
3. Honesty
4. Ability
5. Organization
6. Respect
7. Decisions
8. Good listener
9. Trustworthy
10. Empathy
11. Patience
12. Motivation
13. Caring
14. Reliable
15. Open-minded

Student Health 101 survey, June 2014

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How can you maximize your career prospects in our fast-evolving professional world? How can you use your time at college to position yourself for the job market you’ll face after graduation? The Job Prob, our monthly series, guides you through the steps.

IN THIS ISSUE
How is the professional world treating new graduates, anyway? What can you expect?

NEXT MONTH
Leadership skills: What they’re worth to employers, and how to get them.

Rain or shine?

We’ve all heard the reports of rising unemployment, slow job growth, and a bleak job outlook for recent graduates. The net worth of young adults has declined in the last thirty years, according to the Urban Institute, a nonpartisan research organization. This forecast has been unsettling to college students who are banking on landing that perfect (or at least decent) job after they graduate.

But your job prospects are brighter than you might have realized. While some occupational prospects continue to decline, the overall job market is looking up—especially for recent college graduates.

Students can use their college years strategically, acquiring the skill sets, practical experience, and networks that will position them for success in their careers.

To capitalize on this pick-up in employment prospects, use your college years strategically.

The full list of occupations with the fastest job growth

Mostly sunny

Nineteen of the 30 occupations that are projected to grow the fastest in the next eight years require postsecondary education, according to the US Census Bureau and Bureau of Labor Statistics. “The employment scene for new graduates looks good,” says Tiffany Johnson, associate director of career services at the University of Central Arkansas in Conway.

In addition, hiring is picking up overall.  The class of 2014 will benefit from an eight percent increase in hiring over last year, according to the National Association of Colleges and Employers (NACE).

Of the 20 fastest-growing occupations, 70 percent are in a health-related field—in part because our population is aging—according to the Bureau of Labor Statistics. This is good news for graduates in the sciences and health-care fields. Other growth industries include government, finance, insurance, real estate, and retail trade, according to NACE.

In case of a rainy day

There is rough weather ahead for certain occupations. Jobs in fields such as agriculture, postal services, photography, and broadcast journalism—where technological advances have displaced workers—are declining significantly.

Your academic résumé

Students who are not majoring in hot fields can round out their skill set and improve their marketability through strategic choice of courses. “If you are a liberal arts major, you should absolutely follow your passions. That said, even though you might not love business or accounting or marketing, it’s valuable to have a course or two that at least exposes you to a different kind of language. You’re in a risk-free environment: Why not take the opportunity to learn something new and challenge yourself?” says Nicolette Sherman, vice president responsible for human resources, at Sanofi North America, a leading healthcare company.

Practical experience and initiative

Employers are looking for candidates with practical experience, such as internships. They also value graduates who have developed their leadership and communication skills, or participated in international exchanges that demonstrate cross-cultural awareness.

“When I look at resumes I’m interested in how savvy people have been about how they invested their discretionary efforts,” says Ms. Sherman. “You’ve got to be able to show you’re going to take the initiative, that you have drive and passion, and you are motivated by your interests.”

Follow The Job Prob for:

• Strategic choice of courses
• Developing leadership skills
• Practical experience
• Building your network
• Revitalizing your resume
• Leveraging your online profile
• The job hunt

Top 5 growing fields

• Engineering
• Health care
• Construction
• Education
• Food services

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