Feld Career Center
Undergraduate Guide to Creating Professional Resumes Feld Career Center careers@bu.edu (617) 353‐2834 http://smgworld.bu.edu/fcc Table of Contents Getting Started Purpose of this Guide Purpose of a Resume Before You Begin Writing The BU School of Management Resume Format ‐ Technical Specifications General Formatting Fonts Margins Resume Sections Resume Paper Capitalization Abbreviation Dates Numbers The BU School of Management Resume Format ‐ Content Guidelines Contact Information Education Joint Degrees Multiple Concentrations Multiple Undergraduate Institutions Study Abroad Academic Team Projects Experience Sample Experience Company Name Change Small Company Experience Entrepreneurial Experience/Self‐Employment Develop and Write “Impact Statements ‐ What, How, Why” Skills Interests Sample Resumes Resume Action Verbs List Frequently Asked Questions (FAQs) 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 5 5 5 5 5 6 6 6 6 6 6 7‐8 9 9 10‐11 12 13 GETTING STARTED Purpose of this Guide The purpose of this guide is to help you develop the best possible resume to market yourself with confidence. Preparing your resume according to this guide and having it approved by a Feld Career Center counselor are required to apply for positions on the BU CareerLink and for inclusion in any undergraduate Resume Books. This guide will teach you:  What to do before you begin writing your resume;  How to develop an effective, differentiating resume in the SMG resume format;  How to address common resume concerns. Purpose of a Professional Resume Your resume is an introduction to a potential employer. More often than not, employers will initially scan your resume and make an assessment very rapidly, often in 30 to 60 seconds. Your resume should create an interest in meeting you to learn more about your skills and experiences. The goal of your resume is to move along to the interview phase. Keep in mind that the resume you used for your college applications is different than a professional resume. A professional resume IS…  …a one‐page marketing tool that distinguishes you from the competition by highlighting your major accomplishments and related experiences  …a presentation targeting the potential employer’s needs and emphasizing your contributions and impact to previous organizations. Before you begin writing, perform a comprehensive self‐inventory by:  Making a list of experiences, activities, and volunteer work  Noting for each activity, job, volunteer work, school project, skills and accomplishments you want to highlight  Writing as many details as possible about all of your experiences (do not worry about length at this time) Stop by the Feld Career Center (FCC) While the information in these pages will get you started in creating your resume, the FCC staff is available to critique your resume, answer questions, or provide additional information. Developing a resume can take time and effort that will be well worth it in creating opportunities along your career path. 2
The Boston University School of Management Resume Format: Technical Specifications General: Attached are a couple of resume samples. While these are guidelines, they are also supported by overall feedback from employers.  If you are interviewing with a company that prefers, or even requires, that resumes be submitted in a specific format, then tailor your resume accordingly.  If you plan to pursue opportunities in different fields, you should have more than one version of your resume. Each version should emphasize the skill set that you offer a prospective employer in that specific field.  The Boston University format is limited to one‐page for campus recruiting and for resume books. Submit your
resume in PDF to ensure correct formatting.  Include your name and the company in the resume file name. (Example: Bob Smith resume – HSBC.doc)  Do not use tables (formatting can be altered when submitting electronically to an employer; tables are also difficult to edit).  Do not use a Word resume template. They are very hard to modify and are overused. Fonts: It is recommended that you use a traditional, easy‐to‐read font, such as Times New Roman or Arial.  Use the same font type and font size throughout your resume, preferably 11 or 12 point, but never smaller than 10.  If space allows, you may wish to draw greater attention to your name and increase the font size. (This applies only to your name.) Margins: Left, right, top and bottom margins should be no less than 0.5 inches. Smaller margins may result in your resume being cut off when printed by a prospective employer. At a maximum, margins should be no wider than one inch. Resume Sections:  Do not include sections such as Objective Statement or Qualifications or References Available upon Request. Information from your Objective or Qualifications would be addressed in your cover letter. References should be included on a separate document.  Resume section headings should be distinguished and easy to read by use of bold, italics, capital letters and/or underlining.  The following sections are mandatory for the Boston University School of Management Resume Format: CONTACT INFORMATION, EDUCATION, EXPERIENCE, SKILLS, INTERESTS  You may also choose to add a VOLUNTEER EXPERIENCE or LEADERSHIP section. Resume Paper:  Use professional business resume paper when handing a copy in person. This paper can be bought at any local office supply store.  Acceptable paper colors include white, ivory or grey. Capitalization:  Capitalize the first letter of names of foreign countries, nationalities and specific languages.  Do NOT capitalize industries or disciplines such as marketing, finance, biotechnology, etc.  NOTE: Spell check does not catch words spelled in all capital letters. Abbreviations  Abbreviate states for employer locations. Use postal abbreviations (i.e., MA for Massachusetts). Do not abbreviate states in the body of a job description (i.e., responsible for sales in Massachusetts).  Spell out your degree in the education section: i.e., Bachelor of Science in Business Administration, not BSBA  For percentages use the percentage sign. Example: Increased sales by 25% over a six‐month period.  Do NOT abbreviate Co. or Corp. Spell them out: Company and Corporation.  Spell out address information: 15 Tenth Street, not 15 Tenth St. Dates:  Write out years completely: 20XX‐20XX not 20XX‐XX and spell out months: February not Feb  Right‐align all dates throughout the resume Writing Numbers:  Numbers less than 10 should be spelled out. Two, not 2.  Spell numbers when beginning sentences. Six percent increase in sales, not 6% increase.  Use figures for large monetary amounts. Example: $250,000 in sales, $14.5 million (spell out million and use lower case “m”).  When referring to monetary amounts from overseas, translate the amount into US dollars and write it out as follows: US$14.5 million 3
The Boston University School of Management Resume Format: Content Guidelines CONTACT INFORMATION The contact information section is at the top of your resume. It should include the following information:  Name: Put your legal name. International students may put their preferred name in quotes or parentheses, as indicated below. 
Address: It is acceptable to incorporate your school and permanent addresses, particularly if you plan to return to your home area post‐graduation (for full‐time work) or during the summer (for internships). You may choose to put only one address on your resume, the one that is closest to the internship/job you are applying to. 
Telephone number o Review your outgoing message on the telephone number you provide on your resume to ensure that it is professional. o Limit the number of phone numbers included – preferably you should list just one number; two is acceptable given certain circumstances. You want to make sure that it is easy for the employer to know how to best contact you. 
E‐mail address: As with telephone numbers, limit to one email address and be sure it is appropriate SUSAN “SUE” SARANDON 1234 Commonwealth Avenue, Apt.12  Boston, MA 02246  617‐123‐4567  sarandon@bu.edu 123 North Road  Brookline, MA 02445 SUSAN (SUE) SARANDON sarandon@bu.edu
617‐123‐4567 Current Address
1234 Commonwealth Avenue Apt.12
Boston, MA 02246
Permanent Address
123 North Road
Brookline, MA 02445 4
EDUCATION
This section contains your collegiate educational history. Include the full name of the school, along with its location, your year of graduation and anticipated degree. Boston University graduates students three times a year: January, May and September. Be sure your resume accurately reflects your graduation date, which may not be the date you finished taking classes. Please see FAQ section for inclusion of high school education. Use this section to list:  Concentration(s)  GPA (if over a 3.0)  Activities/Honors/Awards (optional), i.e. academic scholarships, club memberships, volunteer work  Professional certificates and licenses (i.e. Real Estate License, CFA, Six Sigma Certification, Pursuing 150 hour credits towards sitting for CPA exam) Sample BOSTON UNIVERSITY SCHOOL OF MANAGEMENT; Boston, MA May 20XX Bachelor of Science in Business Administration Concentration in XXX; Cumulative GPA X.XX License: State of Florida Real Estate Broker, 20XX. #BK 12345 Joint Degrees. If you are receiving another degree from Boston University but outside the School of Management, your degrees may be listed in one of the following ways: BOSTON UNIVERSITY; Boston, MA January 20XX Bachelor of Science in Business Administration; Concentration in XXX Bachelor of Science in Electrical Engineering Cumulative GPA: 3.XX Multiple Concentrations BOSTON UNIVERSITY SCHOOL OF MANAGEMENT; Boston, MA September 20XX Bachelor of Science in Business Administration Dual Concentration in Finance and Marketing; Cumulative GPA: 3.XX Multiple Undergraduate Institutions. If you transferred schools as an undergraduate. BOSTON UNIVERSITY SCHOOL OF MANAGEMENT; Boston, MA May 20XX Bachelor of Science in Business Administration Concentration in XXX; Cumulative GPA: 3.XX UNIVERSITY OF RHODE ISLAND; Kingston, RI September 20XX – May 20XX Coursework toward Bachelor of Science in Accounting Cumulative GPA: 3.XX Study Abroad BOSTON UNIVERSITY SCHOOL OF MANAGEMENT; Boston, MA Bachelor of Science in Business Administration Concentration in XXX; Cumulative GPA: 3.XX UNIVERSITY COLLEGE DUBLIN; Dublin, Ireland Study Abroad Program May 20XX Spring 20XX 5
ACADEMIC TEAM PROJECT(S) (RECOMMENDED)  Include those that are most closely connected to the industry you are pursuing.  It is better to profile one or two strong team projects and offer more detailed descriptions than to provide a brief overview of all of your projects.  Be sure to incorporate the team aspect; however, also highlight any specific area of the assignment where you took ownership.  Develop “Impact Statements ‐ What, How, Why” that highlight your role and contributions to the team. ACADEMIC TEAM PROJECT
Title of Project Semester Taken  Insert “Impact Statements ‐ What, How, Why”
EXPERIENCE The Experience section highlights your skills, accomplishments and impact on the company and/or extracurricular activity. Experiences should be listed in reverse chronological order and should include:  Company Name  Company description (only if the company or industry is not widely known). Incorporate a one‐line description of the company. For example: A start‐up technology company focusing on e‐learning solutions)  Job title  Location(s) of where you worked  Dates of employment (months and years); all dates should end at the right margin.  “Impact Statements ‐ What, How, Why” Always order your statements by starting with the most significant job responsibilities and working backwards, not necessarily what you did the most in your job. Sample Experience LEWIS CONSULTING ASSOCIATES; Boston, MA May 20XX – August 20XX Start‐up consulting agency focusing on promotions and public relations Marketing Intern  Generated market research reports for technology companies through focus groups to provide qualitative feedback. Company Name Change. If a company you have worked for has changed names, you may indicate the previous name on your resume. DIVINE (PREVIOUSLY OPEN MARKET); Chicago, IL June 20XX‐Present Human Resources Intern Entrepreneurial Experience/Self Employment. If you founded or started a company, describe your business and detail the major activities and skills required to launch the business. ABC SOFTWARE, INCORPORATED; Cambridge, MA June 20XX – Present Internet‐based business to support sales professionals with team collaboration tools Co‐Founder and President  Developed business and financial plan to raise capital, securing $1,000 in funding in less than one year  Collaborated with research and development to produce a demonstration website for potential clients  Secured two new clients valued at $800 within the first six months through personal networking 6
Devellop and Write “IImpact SStatemeents ‐ Wh
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 Created o
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What did you
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Writing Powerful “Impact Statements ‐ What, How, Why” 1. Think about ways that you made an impact or achieved an accomplishment. Before After Before I organized the inventory, orders took After I organized the inventory, orders were three hours to process. processed in half the time. 2. Always start your “Impact Statements ‐ What, How, Why” with an action verb (please see page 11 for a list). Avoid words or phrases such as aided, assisted, helped, learned, gained, participated, worked and responsibilities included. These words tend to be passive and do not actively reflect your role, skills, and accomplishments. Resulting Accomplishment: Organized inventory by creating an Excel spreadsheet and reduced order processing in half the time. 3. Incorporate numbers, data, facts, percentages and figures that create an impact. Before After A long report 250‐page status report Managed staff Managed four‐person staff Saved money Saved department $75,000 annually Short time In less than three hours 4. Make sure your statements are clear and verifiable. Can you explain the results in detail to an interviewer? 5. Determine the company’s needs and craft “Impact Statements ‐ What, How, Why” to meet those needs.  Incorporate the skills, key words and competencies that the employer or industry values for the position;  Be aware that resume readers and recruiters will likely read the first one or two bullets under each job. Therefore, order the bullets to reflect the skills that the employer finds most pertinent, and not necessarily those most important in the old job or those that consumed the greatest amount of time. LEADERSHIP (OPTIONAL) This section addresses leadership roles in clubs, organizations and athletics. Often these experiences demonstrate transferrable skills that employers desire. This can include (but is not limited to): fraternities/sororities, BU SMG clubs, student government. LEADERSHIP Boston University First Year Student Outreach Project; Boston, MA August 20XX and August 20XX Staff Leader ∙ Led a group of 20 incoming freshmen on volunteer activities with non‐profit organizations weekly to learn about the environment ∙ Facilitated group discussions each day through games, reflection circles, and written activities VOLUNTEER EXPERIENCE (OPTIONAL) This is also a section that can highlight how you have given back to the community and highlights transferrable skills. List the most current and related volunteer experience. VOLUNTEER EXPERIENCE Habitat for Humanity; Boston, MA Summers 20XX to 20XX Volunteer ∙ Built homes with a team of 15 students and community members to rebuild an area affected by hurricane ∙ Established partnerships with local businesses to raise $1,000 to subsidize transportation for trip 8
SKILLS Incorporate computer and any language skills into this section. Be aware that if you indicate aptitude or proficiency in a technical skill or language, you should be prepared to discuss or speak it during an interview.  Fluent means that you have the ability to speak, write and read the language with ease  Native speaker means that you are fluent in the language and have been immersed in the culture  Conversational means that you can speak the language with ease SKILLS Computer: Proficient in Microsoft Excel, PowerPoint, Access, Word, Adobe Photoshop, Visio Language: Fluent in German and French; reading ability in Italian and Portuguese INTERESTS This section allows recruiters to identify areas outside academics that are of interest to you and to talk to you about them. Consider your interests that are unique and will be memorable (in a positive way) to the recruiter. List specific interests (e.g. “reading science fiction novels” as opposed to saying “reading” or “avid Red Sox fan” as opposed to saying “sports.”) INTERESTS Qualified for and completed three Boston Marathons, 2001‐2003. Accomplished vocalist, including opera, classical and liturgical 9
SAMPLE RESUME: DO NOT COPY Plagiarism is a violation of the Academic Conduct Code Su-Yoog (James) Chow
595 Commonwealth Avenue, Boston, MA
schow@bu.edu ● 617-555-2596
EDUCATION
Boston University School of Management; Boston, MA
Bachelor of Science in Business Administration
Dual Concentration in Management Information Systems and Marketing
Cumulative GPA: 3.02
May 20XX
Honors/Activities
Dean List, Spring 2010
E-Board, BSBA Private Equity Club
Member, Diversity in Management
Academic Team Project
Industry Analysis Project
 Researched management structure and financial performance of Abercrombie & Fitch; forecasted five-year
performance based on economic environment assessment and Porter’s 5-Forces model
 Created industry analysis report with team of five; identified major driving factors of the retail industry in
relation to benchmarked ratios and industry averages
 Led team of five in presentation series to class of 30 students detailing driving forces in the retail industry
 Effectively communicated research and derived future performance plan based on applied industry knowledge
EXPERIENCE
The Hanover Group; Worcester, MA
September 2010-Present
Assurance Intern
 Created Access database for over 200 clients to achieve a more customized sales approach
 Analyzed client accounts and researched stocks and bonds for compatibility with their portfolios
Camp Greylock; North Adams, MA
Summers 2008-2010
Camp Counselor
 Planned weekly athletic, social, and educational activities for 55 campers ages 11-13
 Provided daily swimming instruction to groups of 10 campers, improving technique and form
 Trained four junior counselors on camp policies and procedures and led role playing exercise to teach counselors
to resolve conflicts
LEADERSHIP
Boston University Marketing Club
President
 Increased membership by 50% by attending recruitment fairs and engaging in social media
 Collaborated with Feld Career Center and corporate recruiters to implement events based on student interests
SKILLS
Computer: Proficient in Microsoft Word, Excel, PowerPoint; Dreamweaver
Language: Fluent in Mandarin; conversational Spanish
INTERESTS
Movies: Rocky I-V, Scrapbooking, and Bikram Yoga
10
SAMPLE RESUME: DO NOT COPY Plagiarism is a violation of the Academic Conduct Code Christopher Wallace
cwallace@bu.edu
Current: 600 Commonwealth Avenue ● Boston, MA 02215 ● (555) 432 - 0000
Permanent: 12 Pleasant Lane ● Philadelphia, PA 11910
EDUCATION
Boston University School of Management; Boston, MA
Bachelor of Science in Business Administration
May 20XX
Activities/Honors
 Delta Sigma Pi, member
 Intramural tennis
Academic Team Project
Industry Analysis Project
 Researched management structure and financial performance of Abercrombie & Fitch; forecasted five-year
performance based on economic environment assessment and Porter’s 5-Forces model
 Created industry analysis report with team of five; identified major driving factors of the retail industry in
relation to benchmarked ratios and industry averages
 Led team of five in presentation series to class of 30 students detailing driving forces in the retail industry
 Effectively communicated research and derived future performance plan based on applied industry
knowledge
EXPERIENCE
Gap, Inc.; Boston, MA
August 20XX – Present
Sales Associate
 Manage cash wrap area, provide friendly and efficient service; achieved position as top seller by exceeding
daily sales goals and store credit card goals
 Administer seasonal merchandising projects, including coordinating displays and preparing sales racks;
increase sales by 15% through effective marketing
 Communicate between sales team of 10 to provide friendly and efficient service; improve customer loyalty
and enhance repeat sales
Flannigan’s Irish Pub; New York, NY
April 20XX – August 20XX
Server
 Supervised cash flow through bar using Dining Money Management computer system; reconciled daily
closing cash balance with stated closing balance and maintained differences within $0.10
 Interacted with customers and developed relationships through service and conversation; redefined a local
reputation of honest and superior service
Sunny Days Summer Camp; Boston, MA
Summers 20XX, 20XX
Camp Counselor
 Led team of four in cabin counseling duties for a camp of 60 children, ages 6-10; provided a safe and fun
environment for children
 Planned daily learning activities to meet a variety of abilities and requests; challenged children to
communicate with peers
VOLUNTEER EXPERIENCE
Clean Community Project; Boston, MA
October 20XX – Present
 Supervised committee of 25 members and removed trash along the Charles River; improved cleanliness of
two-mile stretch along river
SKILLS
 Computer: Proficient in Microsoft Word, Excel, PowerPoint; Adobe Photoshop and Illustrator
INTERESTS

Visited 15 countries in three continents, downhill and cross-country skiing
11
RESUME ACTION VERBS Achievement accelerated accomplished achieved activated attained competed earned effected elicited executed exercised expanded expedited generated improved increased insured marketed mastered obtained produced reduced reorganized reproduced restructured simplified sold solicited streamlined succeeded upgraded Help/Teach advised clarified coached collaborated consulted counseled educated explained facilitated guided instructed modeled taught trained tutored Administrative Communication Creative arranged addressed authored channeled arbitrated changed charted articulated conceived collated briefed constructed collected communicated created coordinated conducted developed dispensed contacted devised distributed conveyed drafted established corresponded established executed delivered formulated implemented demonstrated founded installed edited illustrated maintained entertained influenced offered interviewed introduced ordered informed invented outlined lectured launched performed mediated originated prepared negotiated revamped processed persuaded revised presented staged provided purchased promoted updated recorded proposed visualized rendered publicized served reported serviced represented Research/ sourced responded Analytical supported suggested assessed translated compared Lead/Manage wrote critiqued acquired defined administered derived approved Plan/Organize detected assigned allocated determined chaired anticipated discovered contracted arranged evaluated controlled catalogued examined decided categorized explored delegated classified found directed collected inspected enlisted consolidated interpreted governed convened investigated handled edited located initiated eliminated measured instilled employed observed managed grouped rated motivated monitored recommended recruited planned reviewed retained regulated searched reviewed scheduled studied selected structured surveyed
Financial allocated analyzed appraised audited balanced budgeted calculated compiled computed controlled disbursed estimated figured financed forecasted projected reconciled tabulated Technical adapted adjusted applied built computed constructed designed diagnosed engineered experimented maintained modified operated prescribed programmed proved reinforced repaired resolved restored solved specified systematized tested 12
FREQUENTLY ASKED QUESTIONS (FAQs) The following is an attempt to address the common questions that students ask about how, when, and if specific information should be included on their resumes. Keep in mind that the answers to these questions are somewhat generalized. If you have a specific issue or question, it is recommended that you schedule an appointment with an FCC career counselor or come by during walk‐in hours to discuss your individual concerns. When should I include my cumulative GPA on my resume? The Feld Career Center recommends you include your cumulative GPA if it is 3.0 or higher. Your cumulative GPA is the average of your grades in all courses taken at Boston University toward your undergraduate degree. When you reference your “GPA,” the assumption is that you are referring to your cumulative GPA. If you choose to include your GPA on your resume, it should be updated after the completion of each semester to ensure that your resume accurately reflects your current academic achievement. GPA should always be carried to two decimal points and should never be rounded up (i.e., 3.47 is not the same as 3.5). Employers can and often will request a copy of your transcript(s) to verify this information. Your GPA reflects the official record of your academic accomplishment at Boston University. Therefore it is critical that you represent your GPA accurately, both in writing (such as on your resume), and verbally (as in an interview). Any misrepresentation of your academic accomplishment, whether verbally or in written form, is subject to action by the Academic Conduct Committee. You may choose to put your major GPA on your resume. Your major GPA should include all of the courses you have taken in SMG. Handouts for calculating your major GPA are available at the Undergraduate Program Office. If I don’t include my GPA on my resume, will employers still consider me? Some employers place a great deal of emphasis on academic achievement. Because your grade point average is the only quantifiable way to measure this, employers may use the GPA as one criterion for selecting students for interviews. If you do not meet the GPA requirement on CareerLink, consider applying for the position on the company’s website and utilize networking. However, not all employers place a high value on the GPA. They may place more emphasis on work experience, leadership, and/or evidence of certain skills (i.e., ability to work in teams). You should be prepared in case you are asked about your GPA during an interview. If asked, be honest in stating your GPA, and if you have extenuating circumstances, such as working 30 hours a week while in school, then briefly offer an explanation. Schedule a mock interview with an FCC counselor to address your specific situation. If I transferred into the School of Management, should I include my GPA from my previous college? You may include your GPA from another institution, if it is 3.0 and above. Should I include my high school education on my resume? In general, it is recommended that you eliminate your high school education from your resume. However, you may include your high school if you are pursuing work in the area where the school is located or if you want to leverage your high school’s alumni network or reputation. If you are seeking employment in areas that may not be familiar with the high school, you should consider whether it is useful to include it. In such a case, you may wish to have two versions of your resume; one that incorporates the high school and another that does not. Should I have two separate resumes if I have a dual concentration? If the two concentrations are distinctly different fields and your job search is in two separate areas with little cross over, it may be in your best interest to craft two resumes with each resume emphasizing the experience and team projects that you have in each of the two concentrations. If you plan to focus your job‐search efforts in one of the two fields, then you should list the primary concentration first and highlight the experiences in that field throughout your resume. Do employers care if I have a job during the school year that is unrelated to the career I am pursuing? Employers are interested in information that sets you apart from the competition. If you are able to maintain a strong GPA and participate in a number of activities as well as work 20 hours a week, you send a strong message to a prospective employer that you are able to manage your time effectively, can multi‐task and may have good time management skills. While these may not be specific technical skills required for the job, they are transferable skills that you will take into any workplace at any time. Regardless of the type of position, it is important that you consider what you have learned in the role and how you will effectively communicate your skills, knowledge and contributions in your resume. Refer to the section on crafting strong “Impact Statements ‐ What, How, Why,” on page 7.
Can I list unpaid jobs or volunteer experience on my resume, or do employers only want to see paid experiences? You should incorporate recent unpaid experiences into your resume; in fact, some of the best learning experiences come from unpaid experiences. 13