Example of a Resume Converted from a CV
SALLY BRUIN
1234 Rose Avenue, Long Beach, CA 90002, (562) 555-1234...................................Sbruin@ucla.edu
While the CV often includes academic contact
information, it is recommended that you identify a personal contact address
on your resume.
OBJECTIVE The
Objective section should contain a clear and concise statement identifying
your desired position or targeted industry. Typically
this statement is tailored toward the specific position/employer you
are targeting.
Seeking
a position as a program coordinator for a private foundation specializing in
adolescent education and development.
EDUCATION
University of
California, Los Angeles
Ph.D., Developmental Psychology, expected September 2003
M.A., Developmental Psychology, June 2000
University of
Pennsylvania
B.A., Psychology, December 1995
SPECIAL SKILLS The
Skills section of a resume allows you to highlight the specific transferable
skills you possess that are most relevant to the job you are targeting.
You can preface this heading with a title that identifies a particular
professional area of expertise, i.e. Program Management Skills.
| Project
Design and Development | Assessment
and Evaluation | Project
Supervision |
| Fellowship and
Grant Writing | Coordination of
Child Services | Diversity Awareness |
| Data Tracking and
Statistics | Conversational
Spanish | Word, Access, Excel |
PROFESSIONAL
EXPERIENCE The Program
Evaluator, Project Coordinator/Supervisor, and Psychological Evaluator
positions were drawn from the dissertation research, supervisory and
clinical experience sections of the CV respectively. Note the changes
in emphasis from an academic to an applied context. For example, Sally’s
statistical knowledge is presented as a tool for generating funding.
Her research skills are presented as tools for communication, program
development, and strategic planning.
University of California,
Los Angeles..............................................................
June 2001 – Present
Program Evaluator
• Evaluated
content, programming and accessibility of after-school programs
• Interviewed
participating students to assess program effectiveness
• Facilitated
communication between program administrators, parents, and students
• Initiated
a data tracking system that increased funding opportunities for programs
• Devised
solutions for increasing program accessibility for diverse student populations
• Presented
findings and recommendations for strategic planning and development
University of California,
Los Angeles.........................................................August
1999 – July 2000
Project Coordinator/ Supervisor
• Consulted
with area high school students and staff to identify needs
• Oversaw
the development of school-based programming for urban adolescents
• Supervised
and trained a group of undergraduate students in program implementation
Santa Monica Child Guidance
Center, Santa Monica, CA.............................August
1998 - July 1999
Psychological Evaluator
• Assessed
children, adolescents, and mothers for diagnosis and treatment
• Coordinated
treatment planning meetings with families, teachers, and staff
• Prepared
written reports for treatment and insurance providers
PROFESSIONAL ACHIEVEMENTS
AND ACTIVITIES
• Awarded
three grants for child and adolescent development research
• Member:
American Psychological Association, Child, Youth, Family Services Division