NUS SCHOOL OF COMPUTING
Administrative Staff
Exchange Programme
2014
Trip Report
Adele Chiew
5 November - 13 November 2014
Table of Contents
Background ................................................................................................................................. 2
Purpose and Objective ................................................................................................................. 2
Scope .......................................................................................................................................... 2
Georgia Institute of Technology.................................................................................................... 4
Department: Office of Leadership & Civic Engagement..................................................................... 4
Department: Georgia Tech Alumni Association (GTAA) ..................................................................... 7
Department: Georgia Tech Center for Career Discovery and Development (C2D2) ....................... 11
Images and Interesting Points about Georgia Tech ........................................................................ 17
University of California, Los Angeles (UCLA) ................................................................................ 18
Department: Bruin Leaders Project (Project of UCLA Student Organizations, Leadership &
Engagement (SOLE)) ................................................................................................................... 18
Department: Association for Computing Machinery (ACM) Student Chapter................................. 20
Department: Office of Undergraduate Admissions.......................................................................... 22
Department: UCLA Career Centre .................................................................................................... 27
Observations/Recommendations .................................................................................................... 30
Reflections ........................................................................................................................................ 31
Annexes..................................................................................................................................... 32
Annex 1 - Centre for Career Discovery and Development’s Partner Benefit: ................................ 32
Annex 2 – Sample CV and Cover Letter ........................................................................................... 33
Annex 3 – Four Year Career Plan ..................................................................................................... 42
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Background
My planning for the ASEP trip is probably unique as I was transferred from External Relations (ER) to
a newly set-up Student Life (SL) unit under NUS School of Computing (SoC). When I applied for ASEP
2014, I was a staff under ER handling outreach, internships and alumni relations. In October, I was
transferred to SL. This change resulted in a slight change of learning objectives from my initial
proposal while applying for the programme. While in my new role under SL I still had to handle
alumni relations and internships. I would be working closer to students in the student clubs and also
handle the school’s Student Leadership Programme and other non-curriculum related enrichment
activities.
Therefore, for my trip, I chose to focus on the following aspects:
1.
2.
3.
4.
5.
Alumni engagement
Internship and career services and employer relations
Leadership programme
Student activities and clubs
Outreach
Purpose and Objective
With an objective to implement positive changes in SoC’s student enrichment activities and
programme, I set out to:
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Learn about the types of leadership programmes available for students and understand how
they were developed and implemented.
•
Learn how the alumni association recruits and engages the alumni as well as the incentive
for alumni to keep in touch with the alumni association/join the alumni association.
•
Learn about the structure of the internship programme in other universities, its duration and
period, the function of the career centre and how the school engages employers.
•
Interact with students and get a feel of the culture and learn from them ways which we can
motivate our students in SoC.
•
Experience the student led outreach tours to learn how we could improve our own outreach
visit activities.
Scope
I chose to visit Georgia Tech (GT) and University of California, Los Angeles (UCLA) as they were both
amongst the top schools in Computer Science and Technology, and they were both reputable and
established schools with a rich history.
Founded in 1885, Georgia Tech is a science and technology-focused learning institute. Regularly
ranked as one of the top ten public universities in the United States, the research university’s degree
programmes are ranked among the best.
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UCLA is a public research university with almost a century of history that is also regularly ranked as
one of the top universities. The university is also strong in technology and has more than 100
companies having been created based on technology developed at UCLA. In order to meet my
learning objective, I visited the following universities and met with their respective
departments/units:
Georgia Institute of Technology (Georgia Tech or GT)
Office of Leadership & Civic Engagement
Alumni Association
Center for Career Discovery and Development (C2D2)
University of California, Los Angeles (UCLA)
Bruin Leaders Project
ACM Students Chapter
School Tour – UCLA Tour and School of Engineering
Tour
Career Center
Royce Hall at UCLA
The visits to both universities and units comprised of meetings and dialogues with senior
administrators in the respective sections with the exception of the School Tour in UCLA. I
participated in the school tours to go through the same experience that prospective students would
go through, and spoke to the student leader who conducted the tour after.
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Georgia Institute of Technology
Department: Office of Leadership & Civic Engagement
Date of Visit: 5 November 2014
Meeting with: Dr Wes Wynens, Director, Leadership Education and Development, Division of
Student Affairs
Leadership Competencies
In GT, leadership is thought to be a set of behaviours that can be learned and developed over time.
It is believed that leadership capabilities are available to everyone, not only to a select few and
leadership happens at all levels. Through the leadership training, students will learn to deal with
hierarchy and be comfortable both working in a team and leading a team. The set of eight
behaviours or competencies that GT believes every leader should have are:
1. Gain Self-Awareness
2. Ask Powerful Questions
3. Communicate with a Purpose
Internally Oriented
Competencies
4. Develop an Entrepreneurial Mindset
5. Manage & Mobilize Change
6. Collaborate with Others
7. Leverage Differences to Maximise Performance
Externally Oriented
Competencies
8. Become More Resilient and Adaptable
Programmes Available
There are two types of leadership programmes available for students:
1. Leading Edge (Leadership Coaching)
Leading Edge is a leadership development experience that undergraduate students in Georgia Tech
are able to participate in. Under Leading Edge, participants work with a leadership development
coach to intentionally explore and improve their leadership skills in each of the eight leadership
competencies.
Postgraduate students (PhD) are first trained as coaches. After they go through training, they will
then have the opportunity to coach an undergraduate student (“Coachee” as coined by Dr Wynens)
to significantly build on the leadership competencies. Aside from graduate students, there are
administrative and faculty staff who are coaches as well.
The process of the coaching is as follows:
Step 1: 360 Assessment
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Coachees will be asked to complete a 360-degree assessment of their leadership skills and teamwork
assessment. Coachees will assess their own leadership abilities and have as many as eight other
people (peers/advisors/supervisors/friends/co-workers) give them feedback as well. After the
assessment is done, Coachees will meet with their coach to review the results, identify and
understand strengths and perception gaps between themselves and the ratings they got from other
people. They will then select two competencies that they wish to focus on during coaching.
Step 2: Determine Action Steps
After determining which leadership competencies to focus on, the Coachee will meet the coach to
determine the action steps necessary in order to improve on the competency. Action steps have to
be specific and measureable in order to be effective.
Measureable outcomes for leadership coaching for the coachee include:
• The identification and understanding of the coachee’s own strengths and weaknesses across
the common set of leadership competencies
• An awareness of the role that each leadership competency plays in both personal and
professional leadership roles
• The ability to link leadership behavior to successful outcomes both in and out of the
classroom
• Recognition of the importance of self-reflection, inter-personal communication, contextual
awareness, and self-monitoring
Step 3: Experiment
After identifying action steps, Coachees will then be encouraged to practice implementing their
action steps through leadership experiments. The level of experimenting is based on the willingness
of the Coachee to engage in the exercise. This step of experimentation provides Coachees with a
controlled learning experience that allows them to implement their action steps and make course
corrections based on the reaction of their followers.
Step 4: Develop Key Insights
Coaches will assist Coachees to develop insights and understand the root cause of specific reaction
or behaviour. Once these “key insights” have been developed, Coachees will be able to apply what
they have learnt from a specific experiment and integrate the new understanding into their everyday
leadership practices and apply them to future situations.
For Leadership Coaching, no certificate is awarded to the students. Dr Wynens explained that having
a certificate would not guarantee or determine the leadership qualities of a student. The lack of a
certificate is to ensure that students enrol in the course with the true intention of learning to be a
leader, and not to chase a certificate that claims that they are a leader.
2. Minor in Leadership Studies
Students also have the option of taking a minor in Leadership Studies. The module is offered to both
graduate and undergraduate students and gives them the opportunity to deepen their focus on
leadership through the Foundations of Leadership course, specific fields of interest, and a leadership
internship.
As part of the course, students go through project and team based learning. Like Leading Edge,
students will also go through 360 Assessment and Teamwork Assessment to understand personal
leadership development as well as to prepare them to become leaders of organisations and to
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exercise leadership. In the Minor, students will learn how to work in teams. Students will be split
into groups of six to eight person teams. Size of teams and team allocation (whether students can
choose, or they are just allocated) are dependent on the project. After forming their teams, each
team has to develop a charter for the team.
The exercises in the course focuses on developing an understanding of management challenges
posed by changes taking place in business environment, as well as on frameworks and skills critical
to leading both individuals and teams within changing environments. Students are taught skills to
converse with each other in giving both positive as well as critical feedback. For this course, part of
the grading is done through peer assessments and reviews.
Dr Wes Wynens, Director of Leadership Education and Development posing in front of the
countries of the world flags in Georgia Tech
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Department: Georgia Tech Alumni Association (GTAA)
Date of Visit: 6 November 2014
Meeting with:
Joe Irwin, President and CEO, GTAA
Len Contardo, Vice President of Alumni Outreach, GTAA
Kara Petracek, Vice President of Events and Campus Outreach
Caroline Player, Director of Alumni Career Services
Maureen Davidson, Director Alumni Networks and Groups
Dawn Churi, Vice President of Marketing
Overview: Mission, Goals and Organisational Structure
The mission of GTAA is to promote and serve the alumni and the Institute by continually creating
relevant and meaningful programs for current and future alumni to foster lifelong participation and
philanthropic support. The Association is not-for-profit and the money that is raised would go to GT.
The Association’s main business is:
1.
2.
3.
4.
To proactively acquire and manage information about Tech’s alumni and friends
Communication to their stakeholders
Engagement of their alumni and campus community
Fundraising
The Association currently has staff strength of about 50 staff in their five departments:
1. Administration
2. Marketing & Communications
3. Alumni Outreach
4. Events & Campus Relations
5. Fund Raising & Business Development
GTAA helps raise funds that would go to Roll Call, Tech’s Annual Fund that would go to support:
• Hands-on experience for students
• Groundbreaking efforts that can save lives and improve our world
• Scholarships for exceptional students
• World-class instruction and curriculum
• Student life programs and initiatives, such as those available at the Campus Recreation
Center
• The purchase and development of Technology Square, which transformed Tech’s campus
Events and Outreach: Affinity Groups and Networks
GTAA works closely with alumni volunteers in Affinity Groups and Networks Leaders. It is through
these groups that the Association is able to maintain strong relations with their alumni.
Affinity Groups are groups of GT alumni who share a common interest beyond class affiliation or
regional proximity. Affinity Groups are a vital component that connects alumni with each other and
Georgia Tech. The Groups promote the welfare of Georgia Tech and establish a mutually beneficial
relationship between the Institute and its alumni.
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GTAA provides the following support to Affinity Groups:
• Dedicated Staff Support – help with planning, strategy, volunteer recruitment and
development
o Leadership Team Training
o Updated Alumni Data List
o Monthly Tracking Update
o Event speaker recruitment
o Scholarship development/facilitation
• Affinity Group Events
o Event planning support
o E-newsletter event promotion (1 month out from event)
o Participation in events packaged and promoted by GTAA
o Email invitations
o Giveaways for selected events
o Support to secure GT autographed items
• Fundraising Support
o Custom Roll Call Solicitation for Affinity Group
o Scholarship Planning
• Marketing/Promotion
o GTAA supported Webpage
o Promotion of events on GTAA Events Calendar
o E-Newsletters (Monthly or Quarterly)
o Inclusion in Metro Mailer/Buzzwords
o Volunteer Recruitment Email
o Data List – Alumni in network or interested in Affinity Group
o Surveys
o Metrics/Analysis
Affinity Groups are awarded points for the activities they do, and GTAA recognises and rewards
active Groups.
Networks are a group of Georgia Tech alumni and friends (including parents, fans, etc) that connect
with each other in support of the Institute. An official GT alumni network is chartered and approved
by the Alumni Association and receives recognition and benefits associated with groups that support
the mission and strategic focus of GTAA.
An Alumni Network:
•
•
•
•
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Helps promote Georgia Tech in each network’s community
Offers educational and networking programmes to local alumni
Supports the mission of both the Institute and the Alumni Association
Increases involvement of alumni with each other through events and programmes
Shares accomplishments with the Alumni Association.
GTAA provides the following support to Networks:
• Dedicated Staff Support – help with planning, strategy, volunteer recruitment and
development
o Leadership Team Training
o Updated Alumni Data List
o Monthly Tracking Update
o Event speaker recruitment
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•
•
o Scholarship development/facilitation
Network Group Events
o Event planning support
o E-newsletter event promotion (1 month out from event)
o Participation in events packaged and promoted by GTAA
o Email invitations
o Giveaways for selected events
o Support to secure GT autographed items
Marketing/Promotion
o GTAA supported Webpage
o Promotion of events on GTAA Events Calendar
o E-Newsletters (Monthly or Quarterly)
o Inclusion in Metro Mailer/Buzzwords
o Volunteer Recruitment Email
o Geographical Data List of alumni, parents and friends
o Surveys
Career Services
GTAA Career Services assists Georgia Tech alumni with career planning, conducting a job search,
career transitions and networking. There is also individual career advisement available for the
alumni where the alumnus can discuss in detail:
•
•
•
•
•
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Career Exploration
Job Search Strategies
Resume Critique
Interviewing Prep/Mock Interviewing
Strong Interest Inventory
Myers-Briggs Type Indicator
Alumni also have access to JacketNet Jobs – an alumni job board where Georgia Tech alumni can
upload their resumes and also view jobs posted just for Tech alumni. Employers may also sign up for
a package that would allow them to post job positions for Tech alumni, and also gain access to the
database of resumes that have been posted by the alumni.
The Association organises job fairs specifically for the alumni. Held for one afternoon every spring,
the Alumni Career Fair provides the opportunity for employers to connect face-to-face with qualified
alumni job seekers. The career fair typically has more than 100 companies represented. The career
fairs are followed by a career networking session for the alumni.
GTAA also offer several webinar and events throughout the year. Understanding that GT alumni may
be relocated far away from campus in another state or country, webinars are used to ensure that all
alumni have access to career related topics no matter where they are located.
GTAA works closely with Networks to ensure that GT alumni all over the world have access to the
support and career services that they may need to help them succeed in their careers.
Marketing
GTAA has accounts in the various social media platforms in order to reach out and appeal to as many
alumni as possible. They have an account in:
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Facebook
LinkedIn
Twitter
Instagram
Pinterest
Flickr
All the various social media platforms are managed in-house by the marketing team.
Georgia Tech Alumni Magazine
GTAA publishes the Georgia Tech Alumni Magazine that highlights the achievements of the Institute
and its alumni. Now produced once every quarter of the year, the first issue was published in March
of 1923. Like the social media platforms, the magazine is planned, designed and published in-house.
For the planning of the marketing efforts, Dawn Churi, VP of Marketing, will brainstorm and discuss
with Len Contardo, VP of Alumni Outreach, to come up with the design and content/theme for the
issue. After which, they would work with the in-house designer to plan the magazine. Magazines are
planned two issues in advance to give sufficient lead time in preparing designs, content and
materials.
The magazine, produced in both hardcopy and digital format, will go out to all the alumni in the
Association’s database. The marketing team is also working on customisable emails, based on
analysis of the individual alumni’s interests, such that alumni receive only emails with content that
they are interested in. This project was commissioned with the goal of maximising reach to the
alumni, to ensure that they read the emails that GTAA sends out to them. The online version of the
magazine can be found at http://gtalumnimag.com/.
Façade of Georgia Tech Alumni House
Photo taken with Joe Irwin, President of GTAA
next to GT Mascot Buzz inside the Alumni
House
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Department: Georgia Tech Center for Career Discovery and Development (C2D2)
Date of Visit: 7 November 2014
Meeting with:
Rob Rogers, Senior Career Development Advisor
Karen Houston, Career Development Advisors
Kenneth Little, Assistant Director, Graduate Co-op Program
Richard South, Employer Relations
Michael Laughter, Communication Specialist
Patty Bazrod, Director, Employer Relations
Wayne Thompson, Director of Student Education
Career Services
C2D2 provides students with career services that provides them with the resources they need to
support their searches for full-time employment after graduation. Students are given help with
exploration, selection and pursuit of meaningful careers, career counselling, career fairs, seminars,
resume writing, interview tips, and more.
The Mission of C2D2 is to support the career discovery and development of all Georgia Tech
students – undergraduate and graduate – including defining career objectives, securing experiential
learning opportunities, obtaining full-time employment, and adopting a continuous learning mindset for lifelong career navigation.
The Vision for the Centre is to have a campus-wide collaboration of faculty, staff, students and
advisors – with C2D2 at the hub – that provides leading-edge, effective career development
programming and counsel to students in all degree programs.
The Objective is to complete the integration of the former Career Services office and former Division
of Professional Practice, including merging of processes, policies, programming and team cultures.
Observe and assess effectiveness of current/historical career services and listen to stakeholders
regarding needs. Develop an over-arching career services model that makes career services less
transactional and disjointed and more of a cohesive process naturally woven into the Georgia Tech
experience. Enhance students’ workplace readiness (“soft skills” to complement technical
skills/knowledge). Better educate students for lifelong career navigation, not just first-destination
success.
The mission of Career Services is to encourage students to realise their career dreams by:
•
•
•
•
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assisting them with developing self-knowledge,
obtaining educational and occupational information,
selecting personally suitable academic programs and experiential opportunities,
developing effective job search skills, and ultimately
attaining their employment and/or graduate school goals.
Students have the following resources available to them through C2D2:
• Career Counselling
• Annual Georgia Tech Majors Fair – Career Fairs (250 – 300 employers representing) and
Internship Fairs (150 – 200 employers)
• Internships
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•
•
•
•
•
Career Seminars – Workshops related to choosing a major, resumes, interviewing, business
etiquette, job search strategies, etc.)
Career Focus – Presentation by company representatives present on job search related
topics. This event takes place the week before the major Career Fair to prepare students.
Resume, Interviewing and Job Search Assistance
Students can receive feedback on resumes and answers to interviewing and job search
related questions during walk-in hours.
Mock Interviews
Career Library
The career library contains information on various career fields, career planning, graduate
school, job search related topics, and potential employers.
Campus Recruiting
Students can submit their resume, and sign up for interviews for internship and full-time
positions on CareerBuzz. Employers post internship, part-time and full-time positions
on CareerBuzz.
In C2D2, Career Counsellors work with the personality type of the student. Students are given
personality tests such as the Myers Briggs or SIGG personality tests to help determine the types of
jobs that would be suitable for them.
While internships are not compulsory for Tech students, the school does have a high sign up rate of
students who seek internship positions, or sign up for the co-op programme. Students in Tech do not
have to pay for school fees during the time they are on internship, and that may make doing an
internship more attractive to students.
Employer Relations
Companies have the opportunity to participate in any of the following programmes conducted by
C2D2:
• Mock Interviews: Students can schedule an appointment for a practice interview with an
employer to receive individual coaching on their interviewing skills. A “Mock Interview
Week” is held every spring semester during the third week of January
•
Resume Blitz: Annual event held in September where students receive feedback on their
resumes from employers
•
Internship/Co-Op Fair: A fair solely for students seeking internships and co-op opportunities
with employers. The Internship/Co-Op Fair is held annually in January
•
Student Organisation Involvement: Obtain guidance in how you can partner with various
student organisations on campus
•
Career Focus: Participate annually in career related mini workshops facilitated by employers
•
Information Sessions: Promote your company and educate students about your business and
job opportunities by scheduling an information session
•
On-Campus Recruiting: Collect resumes and interview students on-campus using the online
scheduling system, CareerBuzz. Companies will be allocated interview rooms, conference
room meeting space, access to the recruiter lounge with snacks, coffee, tea and soda,
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wireless internet access, copy, scan and fax services, and Skype Interviews. While booking a
room is free of charge, a cancellation fee will be imposed if a cancellation is made less than 2
business days prior to the interview date.
•
Partner Program: Increase visibility among students and receive recruiting benefits (e.g.
resume book, career fairs, info sessions, etc.) by becoming a C2D2 Partner
•
Guest Speaker Opportunities: Volunteer to be a guest speaker on career-related
panels/workshops facilitated by C2D2
•
Employer Facilitated Workshops: Conduct career related workshops to share industry
related experiences with students seeking internships/job search advice
•
Resume Book: Database of current GT students and alumni who have graduated during the
past two years. Companies may purchase access to the Georgia Tech Online Resume Book
for $300, which includes all majors and showcases most recent resumes. Access to the
Resume Book is only valid throughout the semester in which the company made the
purchase. Companies may conduct customised candidate searches and contact students
directly by purchasing digital access to the Resume Book. Resume Book Access includes the
following features:
o Filter student resumes using keywords, academic major, year in school and degree
type
o Use the Advanced Search tab to do a more detailed search through the resumes
using graduate date, degree level and work authorisation
o Email students
o Create a subset of the resume book that can be forwarded to others for review
Alternatively, companies may opt to sign up for the limited Corporate Executive Partnership Program
(limited to 18 Executive Level and 30 Partner Level) that provides companies with new and
productive vehicles for reaching their key student audience. C2D2’s Partnership Program provides
companies a way to raise visibility among the students in Georgia Tech.
Partners Benefits are specified in Annex 1.
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Photos of facilities for company’s use
Check-in counter for companies and students for
interview rooms/interviews
Waiting area for students
Patty Bazrod and student worker at interview
check-in counter
Lounge with facilities for company’s use during
days when they have booked interview rooms
Skybox Interview Room for Partner companies
View from Skybox Interview Room
Career Counselling
The staffs of C2D2 double up as career counsellors and have certain hours a week dedicated to
Walk-In resume critique and job search career advisement sessions. Each session lasts a quick 10 to
15 minutes as the staff members provide students with guidance and pointers with the expectation
that students spend more time on their own researching for information they require for their
intended career direction.
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Students can benefit from:
•
•
•
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Cover letter advice
Creation of elevator pitch
Advice on navigating career fairs
Advice on job offers/success on jobs
I had the opportunity of sitting in with Dr Michael Laughter when he did a resume critique session
with a student. During the session, he looked over the student’s resume and gave him pointers of
how to reorganise his resume, what points should be included, and what could be removed. Michael
also asked the student to craft a cover letter and send it to him to look over before their next faceto-face appointment. Michael provided the student with samples of resumes and cover letters for
him to refer to when writing his cover letter and resume.
In C2D2, they encourage students to aim for a one-page resume as they believe that it will train
students to focus and include only the most important elements in their profile. All the career
advisors in the Centre are briefed and agree on the same message to communicate to all students
they meet in order to give a unified voice. That way, all students will be given the same advice
regardless of the advisor they meet.
The set of sample resumes and cover letters that are given to students may be seen in Appendix 2.
Career Advisors Ken Little (left) and Rob Rogers
(right) posing with me outside Tech Tower
Cooperative Education and Internship Programs
C2D2 administers both the cooperative education program and the internship programs. Both
programs allow students to register for a course to maintain full-time student status during work
terms. The major difference is that the co-op program involves multiple work terms spanning a
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significant portion of a student’s undergraduate studies and leads to the co-op designation, whereas
an internship involves only a one-term commitment on the part of the student and employer. The
Co-op experience allows students to gain a greater depth of experience, perform better in their
coursework, and get a larger number of job offers upon graduation.
Cooperative Education, commonly known as co-op provides academic credit for structured job
experience. It combines classroom-based education with practical work experience and helps
students make the school-to-work transition, service learning and experiential learning initiatives.
Under the co-op program, students work at least three alternating semesters, of which two must be
during fall or spring, in a position related to their major. Co-ops gain at least a year’s worth of
experience with the same employer and earn a competitive salary while working. Students who
successfully complete the programme receive a co-op designation on their degree and are
recognised for their accomplishment during the commencement ceremony.
Co-op students must work sixteen to eighteen weeks during a fall or spring semester, and twelve to
fourteen weeks during summer session. Students on co-op programme are considered full-time
students at Georgia Tech during their work term, even though they are not charged tuition fees for
the course. The course is an audited course and is not given a letter grade. A successful audit results
in a designation of V on the transcript, and an unsuccessful audit results in a designation of W on the
transcript.
Internship Program are single-semester, major related full-time or part-time work experiences that
help students better understand the real world applications of their academic studies. The
requirement of the program is a full-time or part-time employment for a minimum of siteen weeks
for the fall or spring semesters, or twelve weeks for the summer term. Interns typically work for one
semester, with the flexibility of participating in multiple internships, and in some cases, have the
option of working for two consecutive terms (spring and summer, or summer and fall). Full time
work assignments are for a minimum of 35 hours per week and part time assignments are for a
minimum of 20 hours per week.
Under internships, students take the same curriculum required for their major, and during their
work terms register for a twelve-hour audited internship class in order to maintain full-time student
status. Students would therefore have their work term appearing on their transcripts. The audited
class does not count towards academic credits required for a degree and the students do not get any
additional modular credits for the internship. Internship hours worked will appear on the student’s
transcript.
Even though the Co-op and internship programmes are not compulsory, I was told by the staff that
at least 25% of the students do the Co-op. They did not have the figures for the internship program,
but I was informed that over 85% of all students do some form of work experience during their
undergraduate days.
Issues and Penalty for students on internship
C2D2 takes the co-op and internship experience of the students seriously. If students do not conduct
themselves properly on their attachment period with the companies, they will be penalised by being
locked out of their CareerBuzz account which would prevent them from accessing the job portal by
the school. They will also be required to write apology letters to C2D2 and the company.
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Images and Interesting Points about Georgia Tech
Klaus Advanced Computing Building that was financed
by $15m donation of successful internet entrepreneur
and former Tech student Christopher Klaus
Linkway bridge decorated with the 1s and 0s of binary
code
Inside view of the building
Framed article about George P. Burdell, a Tech student
who is supposedly world famous. I learnt from staff of
GTAA that he is a made-up character that does not
exist. No one knows how stories about him came
about.
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University of California, Los Angeles (UCLA)
Department: Bruin Leaders Project (Project of UCLA Student Organizations,
Leadership & Engagement (SOLE))
Date of Visit: 10 November 2014
Meeting with: Kristopher Kaupalolo, Director, Bruin Leaders Project
Overview – Mission and Vision
The Bruin Leaders Project is a seminar-based leadership development program that was started 15
years ago. It is designed to provide effective leadership training with emphasis on personal growth
and community involvement. The programme is open to all UCLA students and offers interactive
seminars and activities focused on developing the qualities of being a successful leader and enacting
positive social change. UCLA also offers a Bruin Leaders Project seminar class that offers academic
credit.
In UCLA, leadership is understood as a collaborative process based upon respect and the valuing of
difference. The Bruin Leaders Project envisions a seamless, cohesive framework in which campusbased leadership opportunities are organised and presented to students. They believe that every
individual has the potential to be a leader.
Leadership Model
Bruin Leaders Project uses the Social Change Model of leadership development. The purpose of the
Social Change Model is to mould the concept of leadership as an inclusive process by which change
is effected for the betterment of others. The value based model of leadership development revolves
around a core of service as the vehicle for social change.
The Social Change Model was selected as the School views leadership as a process rather than a
position and recognises that every individual has the potential to be a leader. In the leadership
process, the actions, influences and growth that comes about in the journey of effecting change is
distinguished rather than focusing only on the product. The Social Change Model is also valuesbased as an integral aspect of the process involves exploring and enacting social and moral principles
that lead to augmentation not only of the self, but also the greater community. Also, as social
change is an important goal of the Model, it seeks to bring change as a result of leadership where
both the individual and the community benefit mutually.
The Model is divided into three domains – the Individual, the Group, and the Community.
Corresponding to and interacting within the domains are seven principles, the 7Cs:
•
•
•
•
•
•
•
Consciousness of self
Congruence
Commitment
Collaboration
Common purpose
Controversy with civility
Citizenship
18 | P a g e
The goals of the Model are to promote the increase of self-knowledge (understanding one’s
interests, talents and values) and to increase leadership competence to mobilize the individual and
group to work collaboratively.
Leadership Certificate
In order to receive the Certificate of Leadership, students have to complete the following
requirements:
Six Mandatory Seminars:
1. The Social Change Model of Leadership
2. One from Diversity Issues
a. African American Leadership in the 21st Century
b. Bruin Leaders and Diversity
c. Breaking Barriers: Asian American Tools for Success
d. Gender and Leadership
e. Global Student Leaders
f. From Sticky to Smooth: Resolving Intercultural Miscommunications
3. Any Three Electives from:
a. Personal Development
i. The Art of Personal Conversation
ii. Public Speaking
iii. Take Control: Leaders Managing Stress Through Mindfulness and Meditation
iv. Community Service and Leadership
v. The Enneagram
vi. Ethics and Leadership
vii. Finding Power and Opportunity in Conflict and Controversy
viii. Helping Yourself and Others Find the Right Job
ix. Ethical Decision-Making
b. Organisational Skills and Team Building
i. Conflict Resolution
ii. Creativity in Leadership
iii. Conflict Management Style and Leadership Effectiveness: Negotiating WinWin Solutions
iv. Situational Leadership for Leaders
v. Technology and Leadership
vi. Women and Leadership
c. Diversity Issues (as listed above)
d. Book Substitution
i. Read one of eligible titles from the Jennie Alvarado Leadership Library and
complete the Bruin Leaders Project “Read and Respond” which would be
reviewed for elective credit that can be applied to the Certificate of
Leadership.
4. Capstone (final semester)
5. Community Service Component (for academic credit, 12 hours of community service has to
be documented)
a. Service is defined as giving one’s time to help others and the community in a
meaningful way. Can be achieved through active participation and/or leadership in
organisations, clubs, or community service projects.
b. Have to demonstrate commitment and dedication and apply knowledge and skills
gained through the seminars to the service the students provide.
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Department: Association for Computing Machinery (ACM) Student Chapter
Date of Visit: 11 November 2014
Meeting with: Akshay Bakshi, President, UCLA ACM
UCLA ACM is a computer science club that has a mission to foster student interest and promote extracurricular activities in the computing field.
The following chart shows the things that UCLA ACM Student Chapter organises:
UCLA ACM
ICPC
(Competition)
Corporate
Teach/Hack
init()
Outreach
AI
UPE
Hackathons
Early Outreach
to Schools
Machine
Learning
LUG
Workshops
Mentors &
Mentees
Natural
Language
Processing
IEEE/HKN
Tech Talks
Community
(non-tech)
Gaming
20 | P a g e
Competitions
The members of ACM are also active in other computing associations and they actively take part in meetings,
events and competitions in the various groups such as IEEE and ICPC.
Corporate
ACM works closely with companies for collaborations. They work with tech companies such as Facebook, Google,
Microsoft and many others to collaborate on events. Where possible, they also work with companies to organise
competitions, hackathons and other computing related events. Where possible, they will seek sponsorship from
those companies to fund other events that the student chapter organises.
Aside from collaborations, ACM also organises company tours to local tech companies that are open to showing
their offices. This gives students an insight into the offices and work culture of the tech companies.
Teach/Hack
The student members also organise Hackathons, workshops and tech talks for the computing students in UCLA.
These events are not limited to Computer Science students, but are open to all students in UCLA who may be
interested in participating or learning more through the workshops and tech talks. ACM invites industry
professionals and professors to educate students about technologies they helped create in order to keep students
up-to-date with the happenings in the tech industry and in the know about new technologies and new trends.
init()
init() is a student-led subgroup that is focused on helping beginners get started n programming and computer
science. The group organises weekly lessons to teach people how to code. Each course is a six to seven week
programme and participants are expected to know how to code by the end of each course.
Outreach
Along with the general ACM vision, the Outreach sub-group aims to foster a community of computer science loving
UCLA students, and promote friendship, personal and professional development, and all things computing.
Their goals are:
• Early Outreach to younger students in high school, middle school and elementary schools
• Mentor & Mentee (M&M) for women and minorities to break down stereotypes that engineering and
technology are not fields for women, and to empower women and girls to study computer science fi they
desire to do so.
• Community in the form of Speakers and Socials to foster a community of computer science loving UCLA
students.
Artificial Intelligence (AI)
A student-run organisation with a mission to facilitate a common outlet for artificial intelligence interests through
collaborative projects and faculty interaction. This subgroup is further split into smaller groups depending on the
students’ interest – Gaming, Natural Language Processing, and Machine Learning. The groups meet regularly to
discuss and work on projects.
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Department: Office of Undergraduate Admissions
Date of Visit: 12 November 2014
Activity: Student-Led UCLA Campus Tour
Overview of Campus Tour Programme
The Campus Tours programme is part of the Office of Undergraduate Admission that provides walking tours of the
UCLA campus to prospective students, high school and community college groups, and the general public. The
walking tour allows participants to view the campus: the classrooms, lecture halls, recreational facilities, student
housing. There are the following types of tours available:
•
•
•
•
•
Student-Guided Walking Tour
Sit In On a Class
Housing Facilities Tour
Self-Guided Walking Tour
Other Campus Tours
o UCLA Arts
o UCLA Engineering – Henry Samueli School of Engineering and Applied Science
o UCLA School of the Theatre, Film and Television
o UCLA Medical Centre
o UCLA Botanical Garden Self-Guided Tour
UCLA Campus Tour guides are hired by the Office of Undergraduate Admission. Students have to commit to
working two tours plus one office hour each week, attending mandatory biweekly staff meetings and periodic
training sessions. During office hours, the guide has to answer the telephone, take reservations, respond to emails
and send confirmations. Additionally, Tour guides also assist Undergraduate Admission with any on-campus
programmes by participating in student panels, leading workshops, etc. Applicants for Tour Guides have to
complete a formal group interview as part of the hiring process. If successful, they are required to attend the
mandatory training to be a tour guide.
I signed up for the Student-Guided Walking Tour and the Henry Samueli School of Engineering and Applied Science
Tour to find out more about the school and its facilities, and how UCLA promotes their school to prospective
student and their parents. The Student Guides for both the tours I went carried out their jobs professionally, and
their passion and pride for UCLA could be felt through their explaining the school buildings, curriculum structure
and their life as a student.
22 | P a g e
Images from Student-Guided Walking Tour
Before the tour commences, participants attend a
presentation inside Ackerman Union.
We then proceed on to the busy Bruin Walk and
navigate our way past students rushes to and from
classes
We are taken past Kerckoff Hall, the only gothic
looking building in UCLA, and one of the many
buildings that is used by Hollywood for filming
movies
Taken to the Court of Sciences
And then to the UCLA inverted fountain and told
23 | P a g e
Taken to see the Royce Hall
And the Library, which together with the Royce
Hall are two of the original buildings of UCLA
We are taken to see where the student
accommodations are located; in the grey buildings
in the background of the photo
The tour ends near the Bruin Bear, UCLA’s mascot.
Students believe that touching its right hind paw
will bring them luck for exams.
Fun fact: most of the tour is conducted with the student guide walking backwards!
24 | P a g e
Engineering School Tour
Given that this tour comprised more of classrooms and labs, I was not able to take as many photos as the campus
tour. The tour however, did cover the room and computer of the birthplace of the internet.
Images from the room:
25 | P a g e
Student Tour Guides of the School of Engineering Ben (left) and Lewis (centre) who
took me around on the Engineering School Tour.
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Department: UCLA Career Centre
Date of Visit: 13 November 2014
Meeting with: Chris Howell, Employer Relations Manager, International & Experiential Opportunities
Overview of UCLA Career Centre
UCLA Career Centre offers services and resources for students, graduates and employers to reach their goals.
Students are introduced to a wide range of career and internship opportunities that help them explore the link
between their major and career choices. The Career Centre also assists alumni in transitioning from their current
occupation to their next dream job anywhere in the United States. Employers can benefit from on-campus events
such as Information Sessions, campus interviewing, career and internship fairs, or online job and internship listings
to connect with students.
The services available for currently enrolled students of UCLA are:
Career Planning & Job Search
• Career Counselling
• Career Lab and Resources
• Employment Trend Information
• Online Workshops & Services
• Personal Statement Review and Resume critique
• Mock Interviews
• Workshops and Special Events
• Job Search Strategies
Career Information & Exploration
• Career Library
• Career Week, Career Fairs, On Campus Recruiting
• Employer Information Sessions
• Internships
• Volunteer, Internships, and Work Abroad
Employment Opportunities
• BruinView™ jobs, internships, interviews
• Credential Files Services
• Graduate & Professional School Preparation
• Application Process Assistance
• Entrance exams applications and study guides
• Fellowships, grants, and postdoctoral opportunities
• Graduate & Professional School Information Fair
• Letter of Reference service
• Pre-Professional Advising
• University and college catalogues
• International Employment
Resume Critique Open Sessions
Counsellors from the Career Centre are available to students to critique their resumes during Open Sessions which
happen every Monday and Thursday from 11am to 1pm. During that period, students are free to drop in and
approach a counsellor to have their resumes critiqued. Each session with the counsellor is limited to 15 minutes.
Personal statement critiques are appointment based.
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Students wait at the tables during the Open Session for an
available counsellor.
Four Year Career Plan
UCLA Career Centre also has a holistic Four Year Career Plan drawn up as a guide for students to refer to. The
Career Plan details how students can best make use of their time in UCLA to learn more about themselves and
explore career options. Students are encouraged to use their time as students to explore as much as possible while
in a ‘safe school environment’. UCLA does its best to provide students with as much opportunities and resources
possible whilst ensuring that students are groomed to be independent adults who will be ready to face the
workforce.
The Four Year Career Plan can be seen in Annex 3.
Internships
UCLA Career Centre hires student Internship Peer Advocates on a stipend to support students in achieving their
internship and career goals. Internship Peer Advocates work closely with the Career Centre staff to actively
promote top internship and experiential learning programmes in every field of interest so that every student has a
chance to secure a great internship during their time in UCLA. The Internship Peer Advocates also work with
industry-leading employers from around the world and help these companies hire UCLA candidates that are a
match to their company and job.
Students are to take up internships that do not interfere with their academic schedule and are encouraged to
maintain their academic progress through summer school. Students may therefore take a part-time internship in
order to gain work experience. Under part-time internship, students can work to a maximum of 16 hours per week.
They also have to keep a bi-weekly journal of their work experience and submit a 10 page paper on the work
experience.
Even though internships in UCLA are not compulsory, a large percentage of the students do an internship. Through
talking with students, I learnt that at least 90% of (computer science) students do one internship, and 70% do two
internships. As a research university, UCLA heavily encourages its students to pursue research projects, and
research projects with companies may also be counted as job experience.
28 | P a g e
Career Ready Bootcamp
UCLA Career Centre also organises a Career Ready Bootcamp, for UCLA students. The Bootcamp is a three-day
leadership and professional development initiative that offers currently enrolled UCLA students the opportunity to
make strong connections with professional experts and alumni in top industries. Successful participants are
individuals who are willing to take risks, and are authentic and eager to become the next generation of global
leaders.
Successful candidates will receive:
• Guided training on communication and navigating a meal time interview (e.g. dining etiquette)
• An opportunity to make a personalised connection with professional mentors
• Individualised feedback and enhancement on their industry based resume, LinkedIn profile, and
professional correspondence
• Simulated interview preparation and input from career development experts
• Coaching to enhance your competitiveness for top internships
Participants of the Bootcamp have to commit to a three day, two night stay at the selected venue of the camp.
While the cost of the camp would be covered by the university, selected attendees will be asked to reserve a seat
at the Bootcamp by submitting a refundable $40 security deposit.
Photos from UCLA Career Centre
Chris Howell and I in “The Zone” for student advice
and resources in UCLA Career Center.
Sample view of books available for students’ reference at Career Centre library
29 | P a g e
Observations/Recommendations
From the experience of visiting and meeting with staffs from the two top-ranked universities, I have made the
following observations and recommendations:
SoC Leadership Programme
Presently, SoC’s Leadership Programme requirements for certification are tagged to a number of workshops they
students have completed, and also the number of hours clocked in activities. However, the criteria for workshops
and activities have not been clearly defined. That resulted in students being awarded leadership certifications with
no defined leadership skill or quality pre-stipulated by the School.
I therefore recommend that SoC’s Leadership Programme be revamped to:
•
•
•
•
Clearly define leadership skills and qualities that every SoC graduate should possess
Restructure the programme and criteria to ensure that students undergo a meaningful course and benefit
from developing leadership skills
Include a wider array of courses from different trainers to widen the student’s horizon
Start a group of coaches by training PhDs to become coaches
As the culture in Singapore is a more conservative one, we would not be able to do away with awarding students
with a tangible certificate therefore we would not be able to follow the same model as GT’s leadership
programme.
Given that the existing leadership programme has to continue running while the school works to restructure it, we
can consider taking the advice of Dr Wynens from GT to focus on a leadership competency area for a year and
modelling all projects, workshops and courses around that chosen competency.
Alumni Relations
The sense of pride that the students have for their respective schools could be felt through my interactions with
the students. The rich culture of the school and the history of their achievements added to the sense of pride. Both
GT and UCLA engage the services of their alumni especially through career related activities and that gives current
students an opportunity to meet and mingle with the alumni. Unfortunately, that same level of pride is not
something I have experienced while speaking with alumni of SoC.
The current alumni base of SoC is not strong with only a handful of active members in the Computing Alumni
Association. There were recent efforts to encourage alumni to reconnect with one another through organised
mixers, but the attendance was below our expectations. In recent years, SoC has started involving its alumni in SoC
Career Fairs, networking sessions and industry talks.
SoC’s Alumni Association could adopt GTAA’s method of identifying interest groups and networks, and start
organising activities based on alumni’s common interests. GTAA’s director Mr Joe Irwin advice to me was that we
should “start training them while they are still students” so that they are “aware of the alumni network, make use
of the alumni network, and eventually will want to give back to the school” once they become alumni themselves.
SoC could work closely with the Computing Alumni Association to:
• Set up interest groups and identify leaders for these groups who will be responsible for organising events.
SoC could help with seed funding and publicity to the current database of alumni
• Identify ways in which the alumni can give back to the school
• Organise more events that allow current students to mingle and meet with the alumni
• Show the current students the value of networking with the alumni
• Encourage final year students to participate in alumni activities and join the alumni association, and keep
in touch with the school
30 | P a g e
Career Related Services
My observation of the students in GT and UCLA are that they handle campus jobs professionally and take it as
seriously as they would take a job with any big company. The sense I get from students in GT and UCLA is that they
are more independent, passionate about their school and studies, and more career driven than the students in
SoC.
I was also impressed by the full range of services that the Career Centres offer the students, and how they
integrate their services with Leadership programmes and the Alumni Association. I also observed that while the
Career Centres offered a wide range of services and resources for the students, they also did leave the
responsibility of seeking out the information and learning to the students. I believe that teaching the students that
they are responsible for their own careers have helped in shaping their independence.
I recommend that SoC:
• Works to broaden the career related resources and services for students but at the same time entrusting
them with more responsibility in the fact finding and arrangement making.
• Consider imposing a penalty on students for lack of professionalism such as how C2D2 locks the student
out of CareerBuzz and restricts them from further accessing the services it provides.
• Consider starting an Internship Peer Advocate team to guide students on job search and professional
conduct
Outreach
Currently, SoC relies on volunteers and helpers for outreach events which include sharing about SoC’s activities
and facilities and tours around the school. The issues faced by the School is that students sometimes do not turn
up last minute, or are not serious when it comes to working.
I recommend that SoC:
• Adopts UCLA’s method hiring student ambassadors. The process of application and selection would ensure
that the students hired are serious about working for the school.
• Properly train students to do outreach
Reflections
The Administrative Staff Exchange Programme has provided me with an eye-opening experience. It has provided
me with an excellent opportunity to benchmark our current practices against two of the world’s leading
universities in technology. The experience has also sparked a drive in me to work harder and do the best I can to
help SoC come closer to the world-class universities that I had the opportunity to visit. As implementing changes to
our current programme would be somewhat limited due to the differences in culture and policies, the experience
has enabled me to see things from a different perspective and has challenged me to look for solutions in other
ways. The entire experience was extremely rewarding, and I would recommend the programme to anyone who
would want to broaden their horizons and learn of ways that would further add value to NUS.
31 | P a g e
Annexes
Annex 1 - Centre for Career Discovery and Development’s Partner Benefit:
Employer logo on C2D2 website
Early reservation for C2D2 Event Registration
(Resume Blitz, Mock Interview Week, etc)
Preferred on-campus recruiting dates
(Request Early) based upon availability
Covers Cost of full registration for Fall Career
Fair and Spring Internship Fair
Skybox Interview Rooms
Resume Book
One free Information Session a year
Organised Campus Visits with Faculty/Staff
Facilitate Luncheon Meeting with Faculty/Staff
Consultative meeting with Employer Relations
Team
Assigned account manager
Year-round visibility on wall display in Career
Center
Guest Speaker opportunities with C2D2
(Panels, Workshops)
Onsite Employer Workshop on Career Related
Topics
Signage recognition at Major Events
C2D2 Student Handout promotion
Spotlight article in the C2D2 Student Snapshot
Logo and info display on Student Log-In
dashboard in CareerBuzz
Company promotional item giveaways at C2D2
Open House
Executive Partners
($6000)




(1 Table/3 Reps)


(unlimited usage)






Corporate Partners
($3000)




(1 Table/2 Reps)


(one per year)












Back to report
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Annex 2 – Sample CV and Cover Letter
Matthew Lee
325671 Georgia Tech Station, Atlanta, GA 30332-1270 • 256-324-5676 • mlee3@gatech.edu
OBJECTIVE
Seeking a co-op position for mechanical engineering
EDUCATION
Georgia Institute of Technology, Atlanta, GA
Candidate for Bachelor of Science in Mechanical Engineering
Rensselaer Polytechnic Institute, Troy, NY
Candidate for Bachelor of Science in Mechanical Engineering
Minor in Economics
Overall GPA: 3.85
Honors: Dean's List (Fall '11- Spring'13), Tau Beta Pi Engineering Honor Society
May2015
Fall 2011- Spring 2013
SKILLS
Instrumentation
CNC Machining, Lathes, Milling Machines, Drill Presses, Band Saws, Grinders, Micrometers, Vernier Calipers, Welding,
Oscilloscope, Multimeter, Function Generator, Power Supply, Curve Tracer, Logic Analyzer, LabPro, Vernier, Microcontrollers
Material
Tensile testing, Synthesis of Condensation Polymers, Structure Determination, Phase Diagrams, Degradation and Corrosion,
Electrical Conductivity, Hydrogen Permeation, Kinetics of Spherulite Growth, Brittle Fracture
Mechanical
Statics, Matrix Technique and Calculation, Stress and Strain, Kinematics, Kinetics, Hooke's law, Bending, Beams and Shafts
Design, Deflection, Thermodynamics, Bernoulli Equation, Fluid Statics, Conduction and Radiative Heat Transfer
Mathematics
Differential Equations, Eigenvalues, Eigenvectors, Directional Derivatives, Maxima and Minima, Integrals, Div, Curl, Green's
Theorem, Matrix Algebra, Systems of Linear Equations, Vectors and Linear Transformations, Fourier Series, Laplace Transforms
CAD
2D & 3D Modeling and Assemblies, Isometric and Orthographic Hand Sketching, Computer-Generated Design Documentation
Software
MATLAB, NX, AutoCAD, HTML, Adobe Photoshop, Adobe Illustrator, Adobe Acrobat XI Pro, Microsoft Office, Windows
98/2000/XP/Vista/7, Mac OSX, Autograph, Aperture, Logger Pro
Economics
Money & Banking, Monetary policies, Managerial Economics, Microeconomics, Macroeconomics, International Economics,
Cost Estimation, Economic Analysis
Spoken Languages
English- Fluent, Chinese Mandarin- Native, Bahasa Indonesia- Native
Leadership
Founder ofML Photography, Vice President and Coach ofRPI Badminton Club, Team Lead for Automatic Wheelchair Project
Communication
Presentations, Public Speaking, Technical Reports, Meetings, Emails
EXPERIENCE
PT Travindo Multi Express Tour & Travel, Jakarta, Indonesia
Marketing and Web Designing Intern
Developed company website, created the mobile site, and designed posters and banners
Sold tour packages with team
Summer 2013
Rensselaer Polytechnic Institute, Troy NY
Calculus Tutor at Advising and Learning Assistance Center
Assisted 10-20 students with Calculus I & II drop-in tutoring 2-4 hours a week
Aug 2012- May 2013
Adam Khoo Learning Technologies Group, Jakarta, Indonesia
Coach at Youth Division
Mentored 150+ participants in teenage self-enrichment camp
Shared effective goal setting methods, life skills, and time management skills
May 2008 -May 2010
33 | P a g e
Your Name
Address I Phone Number I Email
EDUCATION
Georgia Institute of Technology, Atlanta, GA
B.S. Biomedical Engineering
Projected Graduation: May 2014
Overall GPA: XX/4.0, Major GPA: XX/4.0
SKILLS
• Communication: Technical Reports and Presentations to BME Faculty/GE Healthcare Executives
• Spoken Languages: English (Native), Hindi (Proficient), French (Intermediate)
• Leadership: Mentor, Honor Advisory Council, Biomedical Engineering Society
• Software: Minitab, DOORS, Bugzilla, EViews, Mac OSX, Windows Platforms
• Programming: MATLAB, Java, Visual Basic, BASH
• Biomedical Concepts: Statics, Management in the Healthcare Sector, Management IT, Excel Modeling, Big Data Analytics,
Economic Forecasting, Basics for Six Sigma/LEAN
• Instrumentation: CNC, Lathe, Mill, Drill Press
• Interests: Table Tennis, Basketball, Traveling, Learning about New Cultures, Exploring New Environments, Current Events
EXPERIENCE
GE Healthcare-Waukesha, WI
May 2013-August 2013
Edison Intern-CT Detectors Advanced Manufacturing Engineering
• Created Excel model to redefine specifications for module testing
• Created and implemented mechanisms to limit field risk connected to internal regulatory findings
• Created and implemented mechanisms to track real-time production data
• Presented all findings to GM ofP&L and their direct leadership team, receiving high praise
GE Healthcare-Milwaukee, WI
May 2012-August 2012
Edison Intern-Patient Monitoring Systems Software Verification
• Verified unreleased software for Patient Monitoring and interacted with the FDA for device approval
• Implemented protocol to update all bedside monitors simultaneously
• Programmed simulators to play out realistic scenarios and recorded and verified errors found in the code
• Updated test protocols and utilized basic LEAN Principals
Georgia Tech Department of Housing-Atlanta, GA
January 2012-Present
Resident Assistant for International House (iHouse)-Chairman of the iSport & iCuisine Committees
• Facilitated programs to allow international students to integrate into the American college community
• Collaborated with the faculty advisor to lead weekly status meetings
Georgia Tech Neuroengineering Department-Atlanta, GA
August 2011-Present
Undergraduate Research Assistant
• Designed and built custom stretch injury device
• Developed and implemented improved methods for injuring neural cell cultures to explore the post injury effects
Georgia Tech Department of Biomedical Engineering-Atlanta, GA
Teaching Assistant, BME Machine Shop Assistant
• Facilitated collaboration among teams
• Educated students on the use of the engineering design proc·ess in a realistic situation
LEADERSHIP
GE Healthcare Intern Professional Development Committee
Co-Chair
• Appointed by Intern Manager to lead committee of 25 peers
• Facilitated roundtable with Senior Vice President of GE Healthcare
• Oversaw the completion of 15 successful events throughout the summer
August 2012-Present
May 2013-August 2013
Department of Housing Student Staff Leadership Council
April 2013-Present
Councilman
• Nominated based commitment and work-performance as seen by supervisors
• Elected to council of 10, advised by Director of Residence Life, that represents 275 student staff members
• Organizing staff appreciation/recognition and education/recruitment events
34 | P a g e
Mitchell Coleman
Objective:
Education
email@gmail.com
Address Line 1 • Address Line 2 • Home:###-###-#### • Cell:###-###-####
To obtain a full time position for Aerospace Engineering
Georgia Institute of Technology. Atlanta, GA.
Bachelor of Science in Aerospace Engineering
GPA: 4.00
August 2012-May 2015
Experience
Price Induction, Atlanta, GA
Control Systems Intern
•
•
Assisted with development ofFADEC to regulate DGEN 380 Turbofan jet engine performance.
Used MATLAB, Simulink, and Eclipse to implement control systems designs.
Georgia Tech Aerospace Engineering Department, Atlanta, GA
Undergraduate Research Assistant
•
•
•
•
May 2014-Present
Fall 2013-Present
Experience in structures, controls, and computational fluid dynamics of aircraft.
Assisted with development of blown wing aircraft design.
Use of CATIA to design model of airplane for testing.
Optimized aircraft weight to maximize payload.
Skills
Instrumentation
Oscilloscope, Function Generator, Digital Multimeter, Power Supply, Vernier, NI myDAQ, CADET
Aerodynamics
Airfoil and Wing Analysis, Boundary Layers on Airfoils, Pressure Gradients, Turbulence and Vortex-Dominated Flows
Aircraft Design
Drag Estimation, Thrust and Power Available, Propulsion Efficiency and Performance, Breguet Range Equation,
Endurance, Point Performance, Component Weight Breakdown, Control Surfaces, Neutral Point Calculation, Stability
Dynamics
3-D Dynamics of Rigid Bodies, Dynamic Modeling and Response of Systems, Work-Energy and Impulse-Momentum
Controls
Feedback Control System Design/Analysis, PID Controllers, Ziegler-Nichols and Cohen-Coon Methods, Robust Design
Structures
Statics, Stress and Strain, Distributed Loads, Centroids, Combined Loading, Beam Deflection, Column Buckling, Torque,
Mechanics of Materials, Structural Aircraft Analysis, Finite Element Analysis
Thermodynamics and Gas Dynamics
Fluid Properties, Conservation Laws, Isentropic Flow, Shocks and Expansions, Friction and Heat Transfer Flows
Software
CATIA V6, Open VSP, MATLAB, AutoCAD, Inventor, Microsoft Office, LaTeX, Scilab, Simulink, Eclipse, Logger Pro
Achievements
•
•
•
•
Recipient ofthe BlakeR. Van Leer Scholarship (Houston GT Alumni Club): 2012
Recipient of the Victoria and Sherman Glass Scholarship (Houston GT Alumni Club): 2012
Faculty Honors (Fall '12 Spring'
National AP Scholar: 2012 • AP Scholar with Honor: 2011
Activities and Community Service
•
•
•
•
•
Aerospace Engineering Representative in the Student Government Association
Committee councilman on SAESAC (Aerospace Student Advisory Council)
Aerospace Engineering Honors Program
Georgia Tech chapter of the American Institute of Aeronautics and Astronautics
Embry Hills Church of Christ
2013-Present
2013-2014
2013-Present
2012-Present
2012-Present
35 | P a g e
Cover Letters
A well-written cover letter establishes a connection between you, the applicant, and the recruiter
by detailing the qualifications you have for a particular job. It helps the reader navigate your
resume, and "fleshes-out" your areas of expertise and experience. Simply put, an effective cover
letter can get you an interview through its narrative about your resume. In an ideal world, your
cover letter gets read before your resume. It directs your reader how to access the information
in the resume and, as such, is considered a directional document. A detailed cover letter is an
essential component of the job search, and can supplant the resume in importance when used
effectively.
When applying online for a position, you type, or paste the letter directly into the body of the
email, and then attach your resume; do not create an attachment for each. These letters follow
the typical three-paragraph business letter format, which is universally recognized as such.
They are left-justified, with a 'ragged' right margin, contain no indentation, and have one space
between paragraphs.
Begin with your address, then date below. Skip two or three lines. Type the recipient'sfull
name, with no gender title. Company name and address follows. Skip the same number of lines.
Use the recipient's full name in the salutation, no gender title. Use a colon, not a comma, after
the name.
Note: If you don't have an actual person's name, simply address to Dear Human Resources,
or something comparable. Do not use "To Whom It May Concern:" or, even worse, "Dear Sir/
Madam:"
The opening paragraph is usually no more than two sentences, and begins by showing the reader
where you found the ad or notice, the job description, and three qualifications you possess that
will make you an ideal candidate to interview. Your letter should always begin with focus on the
reader-as in the use of the word 'you' or 'your'-and never begin with the word "1." Use of
the 'you-view' shows respect for the time and interests of the reader. The example below shows
you the formula for the first paragraph:
Letter Opening Example I
"Your posting on monstertrak.com for a software specialist with networking skills interests me.
With my computer experience, application knowledge, and communication skills, I can serve
well."
Many companies do not advertise job openings, for a variety of reasons. If you are interested in
working for a company, but it has not advertised any available positions, you can try a variation
on this opening. This method of job application is called "fishing," and has proven useful for
some applicants. Studies show that as much as 15 percent of all job interviews are obtained in
this manner.
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Letter Opening Example II
"Can name of company/ your company use the services of a software specialist, who has an
emphasis on networking and security, and possesses proven communication skills? I am
interested in working for you as a_." Here is where it can get tricky. You can provide a
general description of the ideal job you seek with the company, but don't be too specific. Use
the three qualifications you bring with you. The details of these qualifications are critical, but
don't make them too defined.
Do not begin your letter with "I am seeking a position as _," or "I have just graduated with a
degree in_, and wondered if you had any openings for a_," or "I feel your company is the
foremost authority on_, and working for you would be a wonderful opportunity for me."
Recruiters don't seek your praise for them or their company; they want to know the details of
your qualifications.
The second, or body paragraph is where you do your best-and hardest--work by showing the
recruiter the details of your qualifications, when and where you acquired them, and some of
the results. Begin by careful analysis of your three selected qualifications and explain where
they originated and how you have used them. "Show" your reader how you have implemented
any attained knowledge, how you have been focused, dedicated, attuned to good work and
marketability. Quantify with numbers, facts, statistics, and end results of your assignment or
project. Now is not the time for false modesty. Provide hard details, and good nouns and verbs.
You began your letter with a focus on the reader; now it's your tum. If you don't grab your
reader's attention immediately with good, telling details, numbers, verbs, and outcomes, you run
the risk of losing his or her interest. And your letter will end up at the bottom of the stack, or not
even get printed out.
Don't worry about the length of your body paragraph. It should run at least half a page, and
is often longer. This paragraph is the single exception to the "less is more" rule for personal
business communication.
Your closing paragraph is formulaic as well, and where you wrap up your package and reiterate
your request. Keep it pleasant, and stay focused on your request for an interview. Use the
following wording:
"After you have read my resume for the details of my qualifications, I will be happy to answer
any questions. Please contact me at
, so we can discuss how my computer experience,
abilities with networking security, and proven communication skills will benefit you at_."
Notice it's a restating and reminder of those three critical skills you created your letter around,
which you know that company seeks in a new hire.
If you need to hear back from the recruiter by a certain date, you may specify it, but that can
easily be interpreted as too pushy, so do so judiciously.
You can contact the company a few days after your letter and resume have been received, if you
haven't gotten acknowledgement. Keep your questions brief and upbeat. If your letter has been
received, ask if there are any questions you can answer. Reiterate your availability. Be pleasant.
A well-crafted cover letter will make all the difference, and many companies consider them to be
a sort of unwritten requirement.
These letters take time to craft, especially the first one you compose. Allot enough time to get in
all the details, take notes beforehand, and work from a list, if needed. The upside to this kind of
work, however, is that you probably will be applying for the same kind of jobs, in the same field,
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so you can recycle much or most of the letter contents as many times as necessary. Be sure to
change the details and recipient names and addresses.
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Matthew Lee
324565 Georgia Tech Station
Atlanta, GA 30332
August 28, 2013
Human Resources
Johnson Outdoors Marine Electronics
Alpharetta, GA
Dear Johnson Outdoors Human Resources:
Your job posting on Georgia Tech CareerBuzz for a Design Qualification Engineer Co-op with knowledge and
technical skills in electronic assemblies, circuits, & components, and lab instrumentation & standard tools
interests me. With my knowledge in instrumentation, experience in technical report writing, and proven
leadership skills, I can excel as your Design Qualification Engineer Co-op worker and serve Johnson Outdoors
well.
Even though I am a mechanical engineer, I did not limit my growth strictly to my field of study. I had the
privilege to be a part of the Rensselaer Rocket Society in Rensselaer Polytechnic Institute (RPI). The experience
has allowed me to discover new skills, including microcontroller programming and electronic assemblies. I was
assigned to the payload team, where we had to design and build the payload of the rocket and take care of
microcontroller programming, sensors and wiring. I also learned how to operate basic manufacturing machines
in my engineering processes class, where I built an aluminum mini cannon with lathes, milling machines, drill
presses, band saws, grinders, and welding technique for my final project.
I was a team leader of an Automatic Wheelchair Project for an engineering design class, where I learned how to
write a professional technical memo. The technical memo required us to write about our market and
background research on the existing products in the market (Customer Requirements, Technical Specifications,
Assessment of Relevant Existing Technologies, Societal and Professional Considerations), design and testing of
the prototype (Sys em
the results.
I developed strong leadership and management skills from my experience as the Vice President of badminton
club in RPI. Under my leadership, the club saw 400% growth in its members. The club earned $3,000 in revenue
and $1,000 in profit, which was equivalent to 1,250% increase in profit from the previous year. The club has also
successfully organized its first tournament with 30 participants. I strengthened my communication skills by
holding meetings, sending emails to members & officers, and addressing complaints from members. In addition,
the experience has allowed me to interact with people from different cultures and hone my language skills.
After you review my resume for additional information on my qualifications and work experience, I will be
happy to answer any questions you may have. Please contact me to discuss how my knowledge in
instrumentation, experience in technical report writing, and proven leadership skills can help as a Co-op at
Johnson Outdoors. I look forward to hearing from you.
Sincerely,
Matthew Lee
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Your Name
123 Georgia Tech Station
Atlanta, GA 30313
June 2, 2014
Human Resources
Tesla Motors Headquarters
Palo Alto, CA 94304
Dear Tesla Motors Human Resources:
Your job posting on Tesla Motors Careers Site and CareerBuzz for a Mechanical Engineering Co-op with
knowledge of heat transfer, manufacturing, and 3D modeling greatly interests me. With my application
knowledge, proven communication skills, and design background, 1 can excel as a Mechanical Engineering
Co-Op at Tesla Motors.
Through my studies as a student and undergraduate researcher, I have developed a strong interest while taking
four courses in dynamics of rigid bodies, and dynamic frequency response. I have worked with the analysis of
dynamic bodies and systems with regards to evaluating the kinetic energy of rigid bodies as well as the
potential energy associated with gravity and spring forces. In addition, I analyzed the frequency response of
dynamic system models with mechanical, hydraulic, thermal, and/or electrical elements. To further my
knowledge in the area of frequency response of dynamic systems, I enrolled in the Georgia Tech
Undergraduate Research Program. This research involves determining the mechanical properties of an
Achilles' Tendon using wave propagation and dynamic force readouts. Mechanical properties are being found
by measuring the optimal frequency band when a human subject applies force to a force transducer. Wave
readouts are taken using laser-based elastography with a single scanning laser vibrometer. As more data gets
collected, the end goal is to create an Achilles' Tendon model to investigate the nature of the tendon to a level above
that of a human subject. I have been able to develop real world knowledge of how to model dynamic systems where
in depth mechanical analysis can be performed.
I have developed my communication and teamwork skills over the course of a semester-long design team project in
my Design, Materials, Manufacturing class where my team thermodynamically improved a typical electric drip
coffee maker. As design team leader, I strengthened my ability to communicate with team members working
towards a final design and deadline. I led discussions with the team to brainstorm ideas and facilitate them in the
completion of our design. I worked independently to calculate the heat flux of individual parts to see where
improvement could be made. My team then applied the fundamental design process in order to improve the coffee
maker. Thy result was a part reduction by 12 parts, assembly time reduction of 93 seconds per unit, and saving 1000
W in electrical wattage after 7 uses or one use everyday. I was then entrusted by my team to present the redesign of
our improved coffee maker to my colleagues to discuss the overall results and improvements in our design.
After you review my resume for additional information on my qualifications and work experience, I will be happy to
answer any questions that you may have. Please contact me to discuss how my experience with application
knowledge, proven communication skills, and design background can help as a Mechanical Engineering Co-Op at
Tesla Motors. I look forward hearing from you.
Sincerely,
Your Name
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28364 Georgia Tech Station
September 12, 2013
Human
Resources Bose
Corporation
Boston, MA
09271
Dear Bose Human Resources:
Your job opportunity explained to me at the Georgia Tech Career Fair for an undergraduate
electrical engineering intern with a focus on acoustics and signal processing interests me. With my
knowledge of digital signal processing, extensive musical background, and proven communication
skills, I can serve Bose well.
I have acquired, through classes and undergraduate research, skills associated with the design and
implementation of DSP concepts. I have simulated circuit designs and filters with Cadence Spice, Nl
Multisim, as well as analyzed the circuits through protoboard implementation and testing with bench
equipment. In addition to this knowledge of circuit design, I have implemented DSP functions in
MATLAB. However, my interest in music ignited my passion to go beyond coursework to understand
the correlation between DSP and sound. I worked on a project with DSP conversion of a four-channel
filter component in the Buchla 200 Series synthesizer, which is currently only available in analog. By
implementing an advanced circuit of the DSP filter of this particular component in the synthesizer, I
was able to apply theory to real-world design. To complement my interest and knowledge in signal
processing, my extensive background in music equips me with knowledge of music theory and
technology; I play both violin and piano, and am interested in tone clarity and elimination of noise in
musical recordings. Through the use of music editing software, I have gained the ability to compose
original works, and have been able to apply knowledge of filters to generate unique sounds in my
recordings.
I have gained communication skills through the jobs I have held on campus, most notably through
my work as a MATLAB technician. Throughout my four semesters ofTA work, I have taught
recitations, helped students with homework problems, and served as advocate in grade disputes. I
have also acted as a role model on a daily basis for peers through a year spent as freshman resident
assistant with Georgia Tech Housing. Over time, my communication experience has become a
strong complement to my growing array of technical skills.
After you have reviewed my resume for additional details about my qualifications and work
experience,
I will be happy to answer any questions you may have. Please contact me to discuss how my
experience with DSP, my musical background, and communication abilities can benefit Bose as an
electrical engineering inter. I look forward to hearing from you.
Sincerely,
Gerald Hoschstetter
Back to report
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Annex 3 – Four Year Career Plan
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Back to report
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