The C.V. Doctor: C.V. For Education or Other Professional School

By Mary Morris Heiberger and Julie Miller Vick

This interesting on-line resume, impressive even without revision, shows the difficulties faced by experienced people who've done a lot and need to organize a great deal of material to suit the needs of busy selection committees.

As readers, we hate having to turn pages more than necessary. In this vita, there are so many degrees of indenting that extra pages are required. Consider making the content flush left. Leave the headings at the side if you like them there, and put content under rather than next to them.

-- Mary Heiberger and Julia Miller Vick

Career Talk: The C.V. Doctor

Examples:

C.V. for the social sciences
C.V. for education, or other professional school
C.V. for the humanities
C.V. for the fine or creative arts
C.V. for the sciences

Job Candidate
Last updated: August 20, 1999

DepartmentStreetUniversityCity, State Zip Codee-mail address

Contents¹

Objective	Projects
Education	Industry
Research	Publications
Teaching	Presentations
Technology	Professional Activities

Objective²

Secure a faculty position in higher education with opportunities to:

teach distance learning, instructional design, instructional technology, and introductory qualitative research courses;
develop distance and technology programs and curricula;
mentor graduate students; and
conduct an ongoing program of research.

Education	University of Georgia (UGA), Athens, GA Doctor of Philosophy, Instructional Technology, currently enrolled³ Cognate:⁴ Adult Education Research Interests: Distance learning, instructional design, technology integration, transformative learning Doctoral Committee Chair:⁵ Adviser's name Chair,⁶ Graduate Student Committee, American Educational Research Association (AERA), 1999-2000. President, Instructional Technology Student Association (ITSA), University of Georgia, 1998-1999. Recipient, University-wide Graduate Research Assistantship, University of Georgia, (1997-1998, 1998-1999). Georgia State University, Atlanta, GA Master of Science, Human Resources Development,⁷ August 1997 Georgia Institute of Technology, Atlanta, GAMaster of Science in Operations Research, June 1984Bachelor of Industrial Engineering, June 1982 Spelman College, Atlanta, GABachelor of Science, Major in Mathematics, May 1982
Research	Graduate Research Assistant, Department of Instructional Technology, University of Georgia, Fall 1998 - present⁸ Assisted Adviser with research study of online MBA program. Designed survey and interview instruments for students, faculty, administrators and business client. Conducted face-to-face interviews and e-mail surveys. Analyzed quantitative survey data using SPSS. Used NUDIST to code qualitative data analyzed by the constant comparative method. Graduate Research Assistant, Department of Instructional Technology,* University of Georgia, Fall 1997 - Spring 1999 Assisted Professor with research study of three online graduate-level school library media (SLM) courses. Conducted end-of-course focus group evaluations with two classes, e-mail interviews with three students, and face-to-face interviews with seven students. Transcribed face-to-face and focus group interviews. Used NUD*IST to code qualitative data analyzed by the constant comparative method.
Teaching⁹	Teaching Assistant, Department of Instructional Technology, University of Georgia, Fall 1999 Assists Adviser in the development of a WebCT-based graduate-level school library media (SLM) course offered jointly to students enrolled at UGA and students enrolled at the University of Botswana. Serves as Teaching Assistant for UGA enrolled students. Graduate Research Assistant, Department of Instructional Technology, University of Georgia, Fall 1997 Assisted Adviser in the design of online graduate-level school library media (SLM) course. Served as Teaching Assistant in online graduate-level SLM course. Developed two Web Course Tools (WebCT) courses. Writing Instructor, Decatur and Athens, GA, Fall 1995 - Spring 1998 Designed instructional modules for eight-week fiction writing course. Taught course in eight-week format, half-day workshop format and mini-sessions of one hour. Designed and delivered one eight-week session of the course via e-mail, two ten-week sessions via Internet Relay Chat (IRC), and five 10-week sessions via Internet Bulletin Board. Wrote and published non-fiction writing book from lecture notes used in Internet writing course. Instructor, Computer Camp, Timothy Christian School, Athens, GA, Summer 1998 Taught MS Works and HyperStudio basics to 30 elementary and middle school children.
Projects¹⁰	Graduate Assistant - Technology Specialist, League of Professional Schools, University of Georgia, Fall 1999 Directs and assists League's efforts to promote technology integration and use within the League offices, in League communication with member schools, and among the faculty and staff in member schools. GSAMS Video Teleconferencing Course Design Consultant, Department of Adult Education, University of Georgia, Fall 1999 Collaborates with Professor on the conversion of an Adult Education Program Planning course to a GSAMS appropriate format. Web Course Design Consultant, Department of Romance Languages, University of Georgia, Fall 1998 Collaboratively planned and designed Spanish composition course with Assistant Professor. Developed WebCT course component for Spanish composition course. Designed and administered survey instrument to enrolled students. Conducted student focus group. Analyzed qualitative and quantitative data. Web Course Evaluator, University System Independent Study, Athens, GA, Fall 1998 Planned and conducted evaluation of WebCT version of Horticulture course. Evaluation methods included student interviews, usability testing, and expert reviews. Other Internet Projects, UGA, Spring 1998 - Summer 1999 WebCT Course Developer, Internet Fundamentals for Teachers. Integrated a multicultural perspective into this self-paced online course. Spring 1998. Web Site Co-Developer, Developing Online Courses, an introduction to online course creation for educators. Fall 1998. Mailing list founder: Instructional Technology Students Association (itsa-l), Fall 1998; AERA Graduate Students Committee (gsc-aera-l), Summer 1999.
Technology¹¹	Web Courseware: Lotus LearningSpace, TopClass, WebCT, WWWBoard, Proxicom Forum, TCBWorks Video Teleconferencing: Georgia Statewide Academic and Medical System (GSAMS) Development Tools: HTML, WebEdit Pro, Netscape Composer, Visual Basic, Authorware, HyperStudio Software Applications: SPSS, NUD*IST, Microsoft Office Professional Operating Systems: Windows 95, Unix, Mac
Industry¹²	Research Engineer, BellSouth, Atlanta, GA (1990 - 1995) Systems Engineer, AT&T Bell Laboratories, IL and NJ (1982 - 1990) Information Systems Design (ISD). Conducted needs analysis for telecommunications products and services. Developed product and service specifications, including layout and operation of user interface. Implementation and Evaluation. Prepared end-user documentation and training guides. Prepared and presented new product demonstrations and workshops. Assisted in the preparation of system test plans and associated documents. Management. Detailed project staffing needs. Planned and managed team document delivery schedules. Negotiated functionality with customers and development organizations. Awards Departmental Recognition Award (1991-1993) Department Head Award (1993) Special Achievement Bonus (1993) Individual Performance Award (1988,1990) Exceptional Contribution Award (1987) Distinguished Contributor Award (1984)
Publications¹³	Blind Peer Reviewed Author and co-author. (under review). Viewing online learning through the lens of perspective transformation. International Journal of Educational Telecommunications. Author and co-author. (under review). Online professional education: A case study of an MBA program through its transition to an online model. Distance Education. Author and co-author. (under review). Mental models and web-based learning: Examining the change in personal learning models of graduate students enrolled in an online library media course. Journal of Education for Library and Information Science. Other Author. (1998). Focus: From face-to-face lecture to asynchronous on-line collaboration. Open Learning Systems News (65), 1-4. Author. (in press). Telling the tale: A guide to writing fiction. New York: The Berkley Publishing Group. Author. (in press). Evaluating web-based training: Seven lessons from the field. Technical Training. Author and co-author. (in press). Pedagogy and policy in the age of the wired professor: A case study of teaching Spanish-language on-line. T.H.E. Journal. Author and co-author. (in progress). Using theory to improve practice: A case for reflective course planning. Eleven novels sold to three publishers (1993 - 1998).
Presentations	Blind¹⁴ Peer Reviewed Lead presenter. (under review). Implementing change in a postsecondary program: The program administrators' perspectives on creating an online version of a traditional degree program. Proposal submitted for presesentation at the Annual meeting of the American Educational Research Association (AERA), New Orleans, April, 2000. Co-presenter. (under review). A case study of an online MBA program: Lessons from the first cohort in an innovative educational experience. Proposal submitted for presesentation at the Annual meeting of the American Educational Research Association (AERA), New Orleans, April, 2000. Presenter. (under review). Learner problems and coping strategies in online courses. Proposal submitted for presesentation at the Annual meeting of the Georgia Educational Research Association (GERA), Morrow, GA, Ocotber, 1999. Lead presenter. Learning online: Hearing students' voices. Annual meeting of the American Educational Research Association (AERA), Montreal, April, 1999. Co-presenter. Online professional education: A case study of an MBA program through its transition to an online model. Annual meeting of the American Educational Research Association (AERA), Montreal, April, 1999. Presenter. Viewing online learning through the lens of perspective transformation. Association for Educational Communications and Technology (AECT) National Convention, Houston, TX, February, 1999. Other Presenter. A case study of online learning. Qualitative Interest Group (QUIG), Athens, GA, January, 1998. Local Panel Member. Developing Courses for Web-Based Delivery Teleconference, Athens, GA, November, 1998.
Professional Activities	Invited Attendee. International Society for Technology in Education (ISTE) Minority Leadership Symposium, Atlantic City, NJ, June 1999. Doctoral Student Member. Evaluation Panel, Oral Exams, Master of Science in Instructional Technology, UGA, March, 1999. Proposal Reviewer. Division C, Section 4 (Learning Environments) and Research Focus on Black Education SIG, 1999 AERA Conference. Conference Planning Assistant. 1998 QUIG Conference, Athens, GA. Memberships: American Association for Adult and Continuing Education (AAACE) American Educational Research Association (AERA) Association for the Advancement of Computing in Education (AACE) Association for Educational Communications and Technology (AECT) Georgia Distance Learning Association (GDLA) Georgia Association of Instructional Technology (GAIT) International Society for Technology in Education (ISTE)

1.) Eliminate section that's called "Contents." This is too short a document to need it.

2.) Objectives are not typically used for faculty positions. If you still want to include an objective, omit the sections that say "mentor graduate students and conduct a program of research," as these are responsibilities faculty members would have in any department with graduate students.

3.) Rather than putting "currently enrolled," give expected date of graduation, essential information for anyone interested in hiring you.

4.) It's not clear what a "cognate" is.

5.) We assume you have selected an adviser but not a topic. As soon as your topic is settled, be sure to include it here.

6.) Move AERA position to "Professional Activities" section. On other listings here, it's not necessary to say "University of Georgia," which is obvious.

7.) We understand that you want to call attention to your technological background with corresponding use of bold type. However, it looks odd to bold only the second line of an entry. We'd suggest bolding the schools you attended, as well. Reduce the total amount of bold by using standard abbreviations for degrees: B.S., M.S., Ph.D. These are entirely correct and standard.

8.) You've used bold type above. It's not necessary to also skip lines between institutions and descriptions of experience. Doing so makes the content "float."

9.) Much of the teaching experience appears to be in development of curriculum and instructional materials, rather than actual teaching experience. Make it a priority while you're in graduate school to be able to teach your own course, if you possibly can. Meanwhile, we'd remove the computer camp position, even though it did involve interaction with students. The children are too young for the teaching to be relevant to a university position.

10.) "Projects" is an ambiguous term. The experience you describe in this section all involves the development of technology-assisted instruction. Calling the section "Technology-Assisted Instruction," or something similar, lets you use a heading to advertise a strength in your qualifications.

11.) What you're calling "Technology" is more commonly called "Skills."

12.) "Industry" should be called "Industrial Experience." Put skills after this section, so that all your experience can be seen together. There's too much detail here. For example, don't list industrial awards. "Received several awards" is fine. Eliminate your headings in this section and pick a few major accomplishments.

13.) The distinction between "blind peer reviewed" and "other" is not commonly made on a vita. When it is, the term "refereed" is usually used. Basically, you should include only those publications that have high professional credibility, whatever the selection process. People in a given field know from the name of a journal or venue how to evaluate something included in it. If an item is "in press" the publication date should be known and listed, e.g. "Forthcoming, July 2000". Otherwise, say "Accepted for publication." Under normal circumstances, don't include work which is simply in progress.

14.) Remove the term "blind" here.