General

Category: General

State Department Careers for STEM Students

Recently, U.S. Secretary of State Anthony Blinken addressed a group of students studying Science, Technology, Engineering and Math (STEM) at Purdue University.  During his speech, Secretary Blinken made an interesting argument for why a background in the sciences and technology can actually set someone up for a very successful career in the U.S. State Department.  Below is a transcript of his speech:

SECRETARY BLINKEN:  Thank you very much.  This is an amazing turnout.  I can’t believe there wasn’t something better to do.  (Laughter.)  Is there an extra credit or something?  (Laughter.)

Thank you.  Great to be with you.  We’ve had a wonderful day here at Purdue.  I was here with my colleague and friend from the administration Gina Raimondo, the Secretary of Commerce, and we spent the morning with President Daniels, with Senator Young and Governor Holcomb, and in part we were here to celebrate and spotlight the passage of some really important legislation, the CHIPS and Science Act, which is going to help ensure that the United States remains the leader in semiconductors and chip technology.

But what I had a chance to see here today firsthand is what an extraordinary institution Purdue is. And the thing that came most to mind to me was that it’s got to be one of the leading, if not the leading, human fabs for the next generation of people who are going to lead us, lead this country, into the technological future, into the scientific future, into the innovative future. And that’s an incredibly powerful thing and it’s – makes a big difference just being here in person, getting a feel for it, and getting to meet so many of you.

But there’s a particular reason that I wanted to come to this classroom today, and that’s I’ve got a devious purpose in mind.  We want you.  We want you to consider coming into government at some point in your careers, doing something in public service, and maybe even something at the State Department.  And I want us to talk about that just a little bit because it may not seem like the most obvious connection in the world.  Why is someone from the State Department, dealing with America’s foreign policy and our role in the world to coming here, talking to incredible people that were focused in STEM?  And it’s pretty simple, and this is what I wanted to share with you, and then I’m really eager to have a conversation.

I’ve been doing this for nearly 30 years, and as I was moving along and working on all of these different foreign policy challenges that we get, it became more and more apparent to me that so much of what we were working on, so many of the problems that we were trying to solve, actually had a profound connection to science, technology, innovation.  And often the answer, or at least part of the answer, had science and tech somewhere as part of it.

But here’s the problem.  Many of us who are working in government on foreign policy don’t come up through this lens of science.  We tend to be humanities majors; too many of us have law degrees – (laughter) – don’t need too many more of those.  And it really got to the point where I said to myself that we need scientists and technologists around the table just to tell us whether we need scientists and technologists around the table, because we need people to help identify not just the problems but a different angle on the solutions that some of us were used to bringing to the table.

And so we started to do things – this is back during the Obama administration, when I last served – to try to do just that, to actually bring more people from STEM disciplines into government, through internships, through fellowships, through new programs.  And now that I’m back doing this, we’re in – even more than we were just six or seven years ago – I think in an entirely different place in a few ways.

First, virtually all of the technology that is going to be already but will continue in even more profound ways to shape our lives, to shape the way we live, the way we work, the way we interact, the way we compete – each and every one of those, whether it is quantum, whether it’s AI, whether it’s biotech, whether it’s the chip itself, there is a profound connection between what we do here at home and what we’re doing around the world.  Here at home, we’re making the right investments, but around the world we have to find ways to bring others along, because the way this technology gets used – the rules, the norms, the standards that people agree on that govern their use – is going to have a profound impact in and of itself on the way that we live and the way that we work.  And is it going to happen in a way that reflects, we hope, our basic values of openness and tolerance and respect for privacy, or is it going to happen in a different way?  So we need to be at the table when we’re – all of these things are getting decided, and we need to have people at the table who actually know what they’re talking about.  So that’s one thing.

The other thing is so many of the problems we’re trying to solve, as I said, have a clear technology, innovation, science aspect to their solution.  We’re trying to figure out how to do a better job overcoming profound crises in food security around the world.  There’s going to be part of that where the answer is grounded in science, in technology, in agro science.  If we’re trying to figure out how to prevent the next pandemic, we know there’s going to be an answer that’s grounded in science and technology as well as in the policies that we pursue to advance it.

We’re trying to think about how we protect our economy, particularly dealing with climate change, and how we make an energy transition that makes sense, that keeps faith with keeping people employed but also keeps faith with trying to protect the planet.  That’s probably going to have an answer that’s also grounded in science and technology.

It’s a long way of saying so many of the things that we’re actually doing day in, day out at the State Department are all about many of the things that many of you are interested in, working on, and becoming expert in.  And I’m here to tell you that the State Department is one place where you can actually pursue that passion, pursue that interest, and do it in a couple of novel and interesting ways.

One, doing it working for your country.  That has its own value that’s hard to really quantify.  And two, getting to do it around the world in really interesting ways and engaging with incredibly interesting people.  So I really hope this is something that some of you will at least consider as you’re thinking about where you want to go, where your careers will take you.

I’ve had the experience, as you’ve heard, in working in government, working in the private sector, working in different pursuits.  And at least for me, there’s been something unique about getting to go to work every day and either literally or figuratively having a flag behind your back.  There’s something particularly special about that, hard to quantify.  And yeah, the benefits may be better elsewhere – (laughter) – but there’s something particularly special about that.  So I hope as you’re thinking about it, whether it’s now, in five years, 10 years, 20 years down the road, think about giving some time to public service.

I said this a little bit earlier today.  I know there’s a lot of cynicism about it and sometimes for every understandable reasons, but I can tell you from my own experience that virtually all the people that I get to work with every day, whether it’s in the administration, whether it’s in Congress, Republicans, Democrats, Independents – they’re all there because they’re trying to do what they think is the right thing to do to make the country just a little bit better, a little bit safer, a little bit healthier, a little bit wealthier, create opportunities for people.  We have disagreements about the best way to do that, and that’s fine.  That’s exactly what we’re supposed to be doing.  But most people are really motivated to try to do the right thing, and if you can find a group of likeminded people, you can actually get a few things done.

So that’s really what I wanted to share at the outset.  I’m eager to have some questions.  But I think it’s particularly interesting and important – I would like to have a colleague join us who has – I think can speak better than I can to how (inaudible) grounded in STEM and in the sciences actually can make a career in the State Department.  So Mahlet Mesfin,who is one of my science and tech advisers, let you say a few words and maybe share your own experience.

MS MESFIN:  Thank you, Secretary.  (Applause.)  It’s truly an honor to be here today with you and all the students at Purdue.  A little bit of background about me.  I have degrees in chemical engineering, a masters and PhD in bioengineering.  I became an engineer because I was interested in solving problems and I wanted to make the world a better place, and I liked science and I liked math.  But through my grad degree I realized that I could do that in many different ways.  And so I did one of the fellowship programs the Secretary mentioned, came down to D.C., and 10 years later, a few different career moves, here I am at the State Department as a senior advisor speaking next to the Secretary of State of the United States of America.  And I can truly say that that is never a path that I ever imagined would come.

I just want to talk a little bit about different career options – is it not on?  I’m sorry.  A few different career sort of tracks if you’re interested in policy careers at the State Department.  So STEM experts can come to the State Department and actually work in the areas in which you were trained, and that’s what you do day to day.  So people I work with on the teams that are out there around the world, sort of helping to address outbreaks of diseases, whether it’s Ebola or COVID or monkeypox or others.  There are teams there that are in the middle of negotiating with countries around the world about how we are going to protect our oceans and our biodiversity.  There’s people who are thinking through with international partners and domestic agencies as well how are we defining the principles that will dictate how technologies are developed and used.  So those are usually civil servants and they’re scattered throughout the department, and that’s one option.

You also have people who have STEM backgrounds who can come and not necessarily do anything that they’ve been trained to do, so they’re more generalists.  I’m one of those people.  On a day-to-day basis some things I think about are semiconductors or biotechnology or water security or internet freedom or kind of anything in between.  And so civil servants can be generalists, but we also have a Foreign Service track at the State Department, which is a generalist of a different kind.  And it’s exciting because you get to live all over the world; you get to be in embassies, and you get to change jobs, change countries every two or three years.  But you can have sort of an environment, science, technology, health portfolio, and we need more of those people around the world as well.

So whether it’s a subject matter expert or a generalist or anything in between, I think, as the Secretary mentioned, technology issues will continue to grow and to be so important, and we need people like you in the table – or at the table, in the room, really helping to shape and drive U.S. policy and diplomacy.  And it is a unique experience that you can get really nowhere else.

And so the last thing I’ll just say is I think that sometimes I feel like my career is kind of like a dream that I never knew that I had.  (Laughter.)  And so I think that it’s really exciting that all of you guys are here, here learning about these opportunities and kind of the realm of the possibilities.  And I hope that one day one of those possibilities will bring you to work for the department.  So thank you very much, and I turn it back over to you.  (Applause.)

Read the speech on the State Department web site at https://www.state.gov/remarks-at-a-state-department-careers-event-at-purdue-university/

Political Journalism

With Election Day just days away and coverage of the campaign season dominating the news, aspiring writers and journalists may be considering political journalism as a career path.  Journalism is a broad field in which reporters and correspondents can choose to report on a variety of topics.  For example, there are sports journalists, entertainment journalists, trade journalists, etc. 

Political journalism focuses on government, politics and political candidates. It covers different segments of political activity, such as local, national or international news. Political journalists report on the activities of elected officials, political processes, political campaigns, and elections. It includes reporting political news, and conducting investigative and watchdog reporting to ensure that the public has access to information about political activity.  Political journalism applies to print, digital and broadcast media. 

Political journalists may also report news in the form of the opinion journalism genre.  Therein lies one of the biggest challenges in being a political journalist – providing objective reporting about events.  Once a political journalist starts reporting a story from a biased perspective, they cease being a political journalist and start moving into the world of a political commentary, which is when a writer or broadcaster expresses an opinion versus simply reporting facts.

Terms like “fake news” have been tossed around quite frequently over the past 5-6 years, but accusations of biased reporting have existed for decades.  For example, FOX News and the Wall Street Journal are frequently called out as a cable network and newspaper that are overly conservative in their reporting, while the CNN and MSNBC cable channels and the New York Times newspaper are often criticized for spreading a liberal agenda.  Students with an interest in political journalism should carefully consider if they can keep their reporting objective and free from bias or if they would rather report the news from one side or the other and try to shape public opinion.

While the aforementioned media outlets report on number of topics, other smaller outlets keep the vast majority of their reporting to government and political topics only.  These should be considered as possible internship and work sites for those who are only interested in reporting in these areas. Two of the best known are Politico and The Hill.  Others popular web sites with a heavy dose of political journalism (though with partisan spin) include the Huffington Post, Breitbart, Vox and the Daily Caller.

To become a political journalist, one would follow the track they would follow to become a journalist in any specialty, by first getting general journalism experience at a college newspaper, followed by additional experience at a local newspaper, web site or broadcast outlet and work their way up from there.  A degree in English or Government is also helpful.  The majority of political journalism opportunities exist in the New York City and Washington D.C. areas.  Job opportunities in journalism are expected to grow in the future, although at a slightly slower pace than average.

https://firsthand.co/professions/political-reporters

https://www.indeed.com/career-advice/career-development/types-of-journalism

https://www.trendrr.net/19127/most-popular-best-political-websites-credible-unbiased-10-top-list/

Broadcasting vs. Podcasting

If you have something to say and want to be heard, there are a number of communications careers that might fit the bill. Today, we will talk about two of them – radio broadcasting and podcasting.

Traditional radio broadcasting dates back to 1920 with the launch of KDKA-AM in Pittsburgh. A career as a radio announcer can be very fulfilling and allows you to share your thoughts in a very creative way. FM stations primarily play music whereas AM station programming is usually limited to news, talk, and sports. Unfortunately, due to the rise of streaming music apps, industry consolidation, and national syndication, jobs in radio are hard to find. In fact, over the next ten years, the industry is expected to shrink. The average salary for radio announcers is fairly low (about $40k per year), although top announcers (Ryan Seacrest, Howard Stern) command multi-million dollar salaries.

A modern alternative to radio broadcasting is podcasting, which most agree began around 2004. Podcasting involves creating digital recordings and making them available for download or streaming to a computer or mobile device. Because of the costs associated with music licensing, nearly all podcasts are limited to talk. A podcast usually features one or more hosts engaged in a discussion about a particular topic. Hosting a podcast allows the host(s) to express a personal passion, increase professional visibility, and cultivate a community of like-minded thinkers. Launching your own podcast is very affordable, sometimes limited to just the cost of a computer, internet connection, and decent microphone. While well-known hosts like Joe Rogan and Dax Shepard earn millions of dollars per year, most beginning podcasters do not earn anything.

A career in podcasting requires a great deal of investment in terms of time, effort, and resources. It is crucial that you have a clear understanding of why you want to do it and who your audience is. Just like any business venture, you should have a solid game plan for your podcasting business.

To talk more about careers in broadcasting or podcasting, make an appointment with Ty in the Career Center!

Résumé Phrase Ideas for Common Campus Jobs

Campus jobs and student organization leadership positions are rich with valuable transferable skills. These experiences can be captured on your resume and described during interviews. For inspiration, here are a few examples clustered by job type.

Admissions Office Student Worker

  • Represented university to campus visitors, including prospective students, parents, alumni and community members
  • Answered questions about ____ College and local community
  • Wrote original content for Admissions Blog, read by prospective students and parents
  • Helped set up for special visit days and Admissions events
  • Entered data into Banner database, maintaining accuracy and strict confidentiality
  • Answered phones and called prospective students
  • Participated in regular staff meetings
  • Offered suggestions for improving campus tour procedure, all of which were adopted
  • Consistently recognized by visitors for providing engaging and interesting campus tours
  • Trained new student workers, both on the job and during week-long training
  • Provided front desk coverage as needed
  • Performed variety of administrative tasks, including filing, photocopying, faxing, checking and sending emails, preparing mass mailings, etc.

Food Service Worker/Catering Staff

  • Worked professionally with diverse range of patrons, including faculty, donors, board members, alumni, students and general public
  • One of only 2 student workers requested by name to cater high-stakes donor events
  • Communicated regularly with supervisors and co-workers to ensure timely and efficient set-up of large-scale events
  • Conducted regular detailed inventory of stock to ensure accurate documentation for purchasing manager
  • Assisted in training new staff; edited and updated training manual to include time-saving tips
  • Promoted twice within same academic year
  • Managed customer complaints professionally and promptly
  • Organized and cleaned work station regularly to ensure safe, efficient work environment
  • Assisted in other workstations as needed; floated between stations whenever necessary
  • Adapted easily to new equipment and procedures; assisted other staff in making transition
  • Collaborated with supervisors and co-workers to resolve staffing coverage concerns

Greek Life

  • Oversaw and executed recruitment process; created public relations plan for the year and successfully increase recruitment quota from ___ to ____
  • Collaborated with membership chairs of other sororities to coordinate recruitment process
  • Oversaw $_____ budget; coordinated with President in allocating funds responsibly throughout academic year
  • Spearheaded university’s first Leadership Speaker Series; enlisted help of alumni and local professionals to share their leadership expertise
  • Organized several philanthropic events, both on campus and in community, successfully raising over $____ for local charities
  • Commissioned to design logo for InterFraternity Council’s stop smoking initiative
  • Used Java and MySQL to develop a voting system to enable members to anonymously vote on fraternity business
  • Re-designed fraternity’s website using PHP and Flash resulting in __% increase in web traffic
  • Participated in diversity and cultural sensitivity training
  • Served as member of chapter’s Honor Board
  • Ensured that all standing rules and bylaws, as well as national rules, were adhered to consistently

Library Student Worker

  • Answered patron questions, referred them to appropriate resources
  • Communicated regularly with supervisor and co-workers to ensure efficient transition between shifts
  • Trained new student staff to on library procedures and on how to use electronic databases
  • Offered suggestion for creating Discord group for library workers, helping to encourage community-building
  • Helped craft solution for scheduling conflicts among student staff
  • Acted as first point of contact for community members, including toddlers, teens, business people and retirees
  • Sorted and re-shelved books and media
  • Processed faculty and graduate student requests for interlibrary loans
  • Labeled, stamped and sorted hundreds of books with 100% accuracy

Resident Assistant/Community Advisor

  • Designed and delivered wide range of programming options for residents, resulting in 5% increase in student participation over previous year
  • Participated in extensive safety training and on-going professional development
  • Acted as mediator for residents and helped identify practical solutions for disagreements
  • Maintained professionalism during emergency situations, being careful to implement standard protocols
  • Referred students to appropriate on-campus and off-campus resources as needed
  • Collaborated regularly with fellow RAs to ensure safe, respectful, fun, inclusive living environment
  • Processed and recorded all requests for maintenance repairs or custodial needs
  • Communicated with administrators, staff, faculty and community members in person, by phone, and through written correspondence
  • Recognized as approachable and energetic by residents, peers, staff, and administrators
  • Oversaw logistics for various programs, including securing venues, ordering food, coordinating schedules, and implementing marketing strategies
  • Organized collaborative hall events to raise awareness about sustainability efforts
  • Assisted with move-in day activities; welcomed freshmen and their families
  • Respond promptly and professionally to all resident concerns

Student Organization President

  • Led monthly all-group meetings, and bi-weekly leadership meetings
  • Instituted new marketing plan to overhaul recruitment practices resulting in 45% increase in membership
  • Assisted in developing strategic plan which included, ______, ______, and ______
  • During two year tenure, increased member participation in ____ by ____%
  • Mediated member disagreements, particularly related to allocation of funds
  • Represented group on various campus-wide committees to advocate for ______ issues
  • Communicated regularly with other student organizations, administrative offices, faculty and community members
  • Recognized as an approachable, fair, professional leader
  • Coordinated logistics for annual student conference in _________
  • Acted as emcee for ____ fundraiser which raised over $____ for ______
  • Generated discussion topics for weekly brown bag lunch series
  • Identified and secured speakers for _______ event
  • Revitalized group’s social media presence, including the addition of Instagram and TikTok, leading to 126% improved member involvement

Tutor/Educator

  • Explained complex mathematical concepts in easy-to-understand terms to high school students
  • Spoke with parents in person and by phone to provide progress updates and to answer questions or concerns regarding their child’s learning
  • Offered test-taking and exam preparation strategies to freshmen and sophomore French majors
  • Organized weekly lesson plans for 8 music students
  • Coordinated tutoring schedules for 2 college students and 4 high school students
  • Facilitated workshops on “Time Management for College Students”
  • Provided one-on-one tutoring for college students with different learning abilities, including a student diagnosed with dyslexia, and another diagnosed with Asperger syndrome
  • Worked with students on analytical reasoning
  • Helped students identify problems in their writing, such as circular or faulty reasoning

Front Desk Worker

  • Managed front-desk operations for a busy college ______ office, offering information and support to approximately 40 students and staff members each day
  • Enhanced communication skills by efficiently connecting with a varied university community in person, over email, and over the phone
  • Increased customer satisfaction by immediately responding to student concerns and resolving difficulties, resulting in a pleasant and welcoming environment
  • Documented and provided comments from challenging contacts to management, which helped to enhance future service and operational procedures
  • Maintaining accurate and up-to-date guest records, ensuring that all entries and updates were made promptly and correctly, hence improving data integrity
  • Effectively communicated and escalated events and consumer complaints to supervisors in a calm manner, ensuring that all necessary details were accurately delivered for prompt resolution

IT Helpdesk Worker

  • Developed and maintained current documentation of all IT procedures and system configurations, decreasing onboarding time for new help desk personnel. 
  • Provided technical support to over 200 university staff and students, fixing difficulties with software, hardware, and networking while maintaining a 95% satisfaction rate from user surveys.
  • specialized in identifying and fixing difficulties with student account access, such as account unlocks, password resets, and authentication issues
  • Supported the setting of multi-factor authentication for student accounts, to decrease the likelihood of unwanted access and increased account security
  • welcomed and helped more than fifteen students every day at the IT help desk, offering first-rate assistance and fostering a warm and encouraging environment for interaction

Résumé Phrase Ideas for Different Majors

As part of your coursework in any major, you’ll experience a wide range of classes where you’ll use different techniques, study and apply various theories, use different instrumentation, and investigate multiple topics. These course-related experiences can be captured on your resume. For inspiration, here are a few examples, clustered by major (list includes non-Lawrence majors).

Anthropology Majors

  • Used variety of survey design methods including _________, __________, _________, and __________
  • Coded interview transcripts and field notes
  • Led class discussion on use of religion and myth within Ukrainian immigrant communities
  • Participated in ____ hours of field observation at after-school program
  • Conducted participant observation as part of ethnography project
  • Identified artifacts, features and sites from prehistoric through historic eras at ___________
  • Maintained thorough, accurate field notes
  • Analyzed data sets using SPSS and MS Excel
  • Investigated relationship between language and culture in establishment of social status among adolescent Filipino-Canadians
  • Identified traumatic, pathological and occupational markers on skeletons using fundamental forensic anthropology methods, including ______________

Art Majors

  • Created ___ x ___ painting using _____ techniques
  • Worked with various media, including metal, paper, ink, and ceramic
  • Familiar with various techniques, including lithography, print making, digital imaging and sculpture
  • Studied _____ art with an emphasis on the works of ___________
  • Created complex designs
  • Worked closely with art director to develop storyboards for _____
  • Designed a CD cover from concept for ________
  • Coordinated exhibition displays for 70 pieces for _________
  • Catalogued and wrote descriptions for 250+ piece collection
  • Collaborated with team of 4 students to set up and take down large-scale public display by _________
  • “________” on canvas selected for display at ________
  • Utilized ______ to create graphics and design layout for _________

Biology Majors

  • Designed several experiments, including _______, _______, ________ and _______
  • Perform a variety of molecular and cellular biology techniques, including restriction digestion, polymerase chain reaction (PCR), western blot, and immunostaining
  • Led class discussion on unique physical and biological properties and dynamics of marine ecosystems
  • Analyzed experimental data; maintained detailed lab notebook
  • Performed hormonal analyses on variety of species using enzyme immunoassays (EIA’s)
  • Studied principles of epidemiology and public health in role of microorganisms in infectious disease prevention and transmission
  • Identified artifacts, features and sites from prehistoric through historic eras at ___________
  • Utilize online tools to manipulate nucleic acids and proteins
  • Report findings in a concise, scientific writing format including proper citations and figures
  • Applied basic bioengineering principles to fermentation and downstream bioprocessing
  • Used NMR spectroscopy and mass spectrometry to analyze tissue samples

Biochemistry Majors

  • Applied structural and quantitative models of chemical behavior in Principles of Chemistry: Energetics and Dynamics, covering bonding, thermochemistry, equilibrium, and kinetics (CHEM 116).
  • Explored fundamental cellular processes such as homeostasis, cell cycle, gene expression, energy transformation, inheritance, and multi-cellular development emphasizing experimental approaches like Microscopy, Polymerase Chain Reaction (PCR), and Gel Electrophoresis (BIOL 130).
  • Mastered fundamental concepts of differential calculus, including limits, derivatives, and their applications in various real-world scenarios (MATH 140).
  • Familiar with classical theories of physics, including ones relating to classical mechanics, thermal physics, electricity, and magnetism (PHYS 141 and 151).
  • Applied methods of quantification, statistics, and data analysis using classical, separation, electrochemical, and spectrochemical methods of analysis to quantitively describe chemical equilibria in solution (acid-base, complexation, redox, solubility).
  • Examined the microbial physiology and the unique characteristics that allow microbes to exploit a vast diversity of environments including the human body (BIOL 226).
  • Emphasized primary literature that studies biological evolution, including natural selection, adaptation, the evolution of sex, speciation, extinction, and constraints on evolutionary change.
  • Identified and characterized compounds using instrumental analysis such as NMR spectroscopy, IR spectroscopy, and GC-mass spectroscopy (CHEM 250).
  •  Focused on the synthesis of organic molecules both in building molecules and pulling together disparate concepts to solve problems (CHEM 252).
  • Emphasized multidisciplinary aspects of the structures, properties, reactivities, and interrelationships of chemical elements and their compounds.

Chemistry Majors

  • Explored chemistry underlying art-related topics such as papermaking, pigments, photography, and metals in combined lecture and laboratory setting (CHEM 108)
  • Analyzed fundamental chemistry and physics behind conventional and emerging energy technologies, emphasizing the intersection of technology with economics, policy, and social factors (CHEM 112)
  • Demonstrated proficiency in mathematical practices for chemistry, applying numerical calculations, algebraic functions, and data handling in chemical contexts (CHEM 113)
  • Acquired foundational knowledge in Principles of Chemistry: Structure and Reactivity, emphasizing chemical species structures, stoichiometry, and laboratory skills (CHEM 115)
  • Applied structural and quantitative models of chemical behavior in Principles of Chemistry: Energetics and Dynamics, covering bonding, thermochemistry, equilibrium, and kinetics (CHEM 116)
  • Explored Drug Discovery and Molecular Design, gaining insights into relationship between molecular structure and material properties, with hands-on laboratory projects (CHEM 158)
  • Formulated quantitative descriptions of chemical equilibria and developing skills in classical, separation, electrochemical, and spectrochemical methods (CHEM 210)
  • Applied Statistical Methods in Analytical Chemistry, developing expertise in data analysis, statistics, and Microsoft Excel usage based on real data collected during (CHEM 211)
  • Explored Atmospheric & Environmental Chemistry, studying fundamental chemical processes controlling Earth’s atmosphere, ocean, soil, and climate (CHEM 212)
  • Delved into Nanoscience and Nanotechnology, examined nanoscale science and technology and exploring their influence in chemistry, biochemistry, and environmental chemistry (CHEM 225)
  • Successfully completed Organic Chemistry I, understanding the relationship between structure and function in organic compounds and utilizing instrumental analysis for compound identification (CHEM 250)
  • Studied organic reactions, mechanisms, and synthesis with real-world applications from the polymer and pharmaceutical industries (CHEM 252)
  • Surveyed structures, properties, and reactivities of chemical elements in Inorganic Chemistry, with emphasis on multidisciplinary aspects and laboratory synthesis projects (CHEM 320)
  • Explored molecular level of biological processes in Biochemistry I, covering protein structure, enzyme kinetics, and the chemistry of biological molecules (CHEM 340)
  • Investigated theoretical descriptions of chemical systems in Physical Chemistry: Thermodynamics and Kinetics, emphasizing chemical equilibrium, kinetics, and catalysis (CHEM 370)
  • Conducted original experimental research in Instrumental Analysis, focusing on spectroscopic, chromatographic, and electrochemical techniques (CHEM 410)
  • Presented individual seminar in Senior Seminar, showcasing culmination of knowledge and skills acquired throughout chemistry major (CHEM 680)

Criminal Justice/Law Majors

  • Examined the roles of police, prosecution, courts and corrections in administration of justice in United States
  • Reviewed security problems affecting commercial businesses, such as burglary, robbery, shoplifting, check fraud, credit card fraud, safe selection, counterfeiting
  • Researched sociological aspects of police/community relations, with focus on police relations with minority groups and positive police/citizen partnerships
  • Studied fundamentals of criminal investigation, including searching and recording information at crime scene, handling physical evidence, scientific aids in crime detection, a criminal’s modus operandi and criminal informants
  • Wrote mock-up law enforcement reports using state standards
  • Participated in regular in-class role plays to practice effective conflict resolution communication skills
  • Reviewed traffic laws, deposit-bond schedules, traffic stop procedures, citations, tactical awareness, accident investigations and reports, and traffic control
  • Learn how to prepare for and testify in court of law

Environmental Studies Majors

  • Studied influence corporations and environmental lobbying groups have on development of laws and policies
  • As part of 3-person team, conducted extensive study of soil erosion in downtown ____ as a result of ABC Corp.’s 2008 building renovations, resulting in 45-min presentation
  • Familiar with ecological modeling, including use of computer simulations, for understanding ecological resource management
  • Participated in field research to understand ecological relationships and biodiversity around Mt. _______
  • Spent 3 weeks gathering data at ____ Water Treatment Facility as part of feasibility study to determine cost-effectiveness of building new treatment facility in Town of _____
  • Lead class discussions on _______
  • Examined hydrologic cycle; used analytical procedures to evaluate evapotranspiration, precipitation, infiltration, and streamflow
  • Wrote proposal and 10-page report on sustainable specifications for the _____ Building in downtown _____, with LEED Gold rating as goal
  • Investigated relationship between geology and health, in particular, reviewed published research on effect of water contamination on children’s IQ in India and Mexico
  • Learned fundamental concepts of evolutionary biology, including ________

Economics Majors

  • Used economic theories to study the free trade debate, market responses to environmental damage, earnings inequality, and antitrust legislation
  • Familiar with statistical methods: sampling distributions, conditional probability, descriptive statistics and graphs, random variables and their distributions, independence, the Central Limit Theorem, parametric and nonparametric tests of hypotheses, and multiple regression
  • Collected and analyzed data using ______ techniques
  • Designed research project on ________ culminating in ___ page paper and ___ minute presentation
  • Monitored fluctuations of the ________ to study impact on stock prices
  • Collaborated with _____ students to lead class discussions on _______
  • Used MS Excel and Minitab to _____________
  • Explored the relationship between China’s ________ and Japan’s ____________
  • Applied calculus models and concepts such as partial derivatives, exponential and logarithmic functions, and differential equations to ___________________
  • Utilized various primary and secondary sources
  • Maintained general ledger and reconciled discrepancies, wrote budget proposals, maintained budget and gave annual report as Treasurer of __________

English Majors

  • Compared and contrasted _________ with _________ resulting in 8-page paper and 10 minute class presentation
  • Conducted extensive literature review of academic essays about William Blake
  • Utilized Lexis-Nexus, EBSCO Host, Jstor and other electronic databases
  • Wrote extensively on topic of female concepts of power in 18th century France
  • Conducted close readings of texts
  • Examined “war writings” of 19th century Russia
  • Explored impact of poverty on expressions of faith in poetry of 17th century Europe; contrasted findings with translations of 17th century Chinese poetry
  • Led class discussion on the use of irony in Kurt Vonnegut’s Galapagos
  • Organized meeting times among 4 fellow students for group project

Finance Majors

  • Analyzed company’s financial needs and developed short and long term plans with 4 group members for case study
  • Explored conceptual relationship between expected return and relevant risk of individual assets and portfolios of assets
  • Familiar with basic time value methodology to general valuation and integrated cash flow applications
  • Developed and analyzed clients’ financial statements (balance sheet, profit and loss) for various case studies; presented analysis and approach to class
  • Assessed clients’ financial goals and utilized portfolio allocation models to create (mock) investment portfolios
  • Monitored fluctuations of the ________ to study impact on stock pricing
  • Used MS Excel and Minitab to _____________
  • Developed business plan which was selected by local non-profit organization out of 17 submissions, as part of Innovations class
  • Performed statistical analysis of financial data of 20 HMOs in order to __________
  • Examined economic stability of four Southeast Asian countries and posited two approaches for investors interested in this geographic area
  • Familiar with how to calculate a bond’s periodic interest payment and market value when market rates are different than coupon rate
  • Explain capital budgeting, identify the costs and returns of capital budgeting projects, to fellow students as Classroom Assistant/Finance Tutor

Government or Political Science Majors

  • Analyzed and compiled reports on the proposed European Union Constitution and various political speeches to better understand _____________
  • Analyzed United Nations voting records to explore the alliances between countries
  • Acquired knowledge of the lobbying process as part of ____________
  • Researched and wrote a policy paper on Reforming International Institutions
  • Explored the impact of the ________ Act by ____________
  • Collaborated with 3 students to lead class discussions on _______
  • Compared and contrasted the political systems of _________ in order to _____________
  • Explored the impact of the _________ elections on ________ resulting in a ______-page paper and 20 minute class presentation
  • Familiar with several electronic reference databases such as, _______________
  • Utilized various primary and secondary sources
  • Examined processes for developing scientific surveys and polls, including limitations, voter participation, political decision-making
  • Prepared and delivered speech as representative of _____ for Model UN

History Majors

  • Compared and contrasted French and Russian industrial revolutions, resulting in 12-page paper and 20 min. presentation
  • Studied warfare in classical antiquity from Homeric Greece to Roman Empire
  • Examined role of women in building communities in Greek, Hellenistic and Roman societies
  • Delivered “London’s Fall From Grace” poster presentation at 200_ NCUR (National Conferences on Undergraduate Research)
  • Participated in 4-student group presentation; taught full class session, including assignment of worksheets
  • Used various electronic databases to research primary and secondary sources
  • Encouraged by History department chair to become history tutor
  • Asked by theatre department to consult on period play
  • Tutored undergraduates and high school students on variety of history topics; helped students prepare for mid-term and final exams

Marketing Majors

  • Developed mock marketing plan for startup business, including internal/external situation analysis, internal marketing quality audit, target market identification, strategic and tactical goal setting, marketing mix development; feedback and evaluation system
  • Led lively class discussion on “Customer Service and Handling Dissatisfaction”
  • Designed sample marketing communications plan, including: advertising, personal selling, sales promotion, direct and web-based communications, and public relations
  • Delivered 10-minute marketing pitch to class, successfully advocating for _____
  • Studied Internet marketing, including SEM, direct marketing, online advertising, customer relations management, ____, ____, and ____
  • Analyzed marketing data using SPSS
  • Familiar with univariate and multivariate data analysis techniques
  • Designed market research project: formulated a research problem, designed questionnaire, selected a sample frame; collected, entered and analyze respondent data; wrote a comprehensive research report in collaboration with 3 students
  • Examined issues around global marketing, with close emphasis on role of cultural diversity
  • Member of team that won 1st place in 2008 AAF-NSAC District Competition

Mathematics Majors

  • Thorough knowledge of statistical modeling, techniques and practices
  • Formulated and analyzed mathematical models for a variety of real-world phenomenon, including ________
  • Analyzed, constructed, and verified ___________ algorithms
  • Formulated and assessed logical expressions and functions
  • Graphed quadratic, rational, radical, and absolute value functions, linear equations and inequalities
  • Determined convergence and divergence of sequences and infinite series using comparison tests, geometric series, ratio test, harmonics, integral test, root test and alternating series
  • Used MATLAB to ____________
  • Wrote SQL queries using SQL Server and Oracle
  • Manipulated large data sets for analytical studies
  • Regularly assisted professor in explaining complex mathematical concepts in easily-to-understand terms
  • Analyzed data for trends and supported findings through thorough documentation
  • Presented statistical results and technical findings to class of 25 students as part of 30 min. presentation

Neuroscience Majors

  • Explored emerging knowledge of the brain’s involvement in emotional behaviors, including physiological and psychological states, focusing on neural plasticity, human neuroscience methods, emotions, and pathophysiology of affective disorders.
  • Examined physiological and psychological processes by which we receive, transform, and use the information from the world acquired through our senses emphasizing visual and auditory perception, and allowing a more in-depth study of two perceptual systems and providing information useful to those interested in the visual arts and music.
  • Used EEG to observe alpha and gamma brain waves and the effects our visual working memory has during in-lab sessions.
  • Examined interdisciplinary ways in which behaviorally active drugs exert their effects, drawing on research in pharmacology, psychology, biochemistry, anatomy, and neurophysiology, and providing an understanding and appreciation of the role of behaviorally active drugs in people’s lives, today and in the past.
  • Worked on ______________ project with lab partner (give more details of your project from NESC 200).
  • Applied structural and quantitative models of chemical behavior in Principles of Chemistry: Energetics and Dynamics, covering bonding, thermochemistry, equilibrium, and kinetics.
  • Completed Organic Chemistry I, understanding the relationship between structure and function in organic compounds and utilizing instrumental analysis (NMR, IR, and GC-MS)  for compound identification

Physics Majors

  • Familiar with classical theories of physics, including ones relating to classical mechanics, thermal physics, electricity and magnetism
  • Designed research project on ________ culminating in ___ page paper and ___ minute presentation
  • Solved 3-D calculus-based problems using Kaleidagraph
  • Collaborated with _____ students to solve ______ theorems
  • Familiar with using linear programming for qualitative analysis of data; optimization in multiple variables
  • Wrote detailed lab notes, including all methods and procedures
  • Conducted weekly laboratory exercises on laser physics and optics
  • Explored relationship between physics and music, including vibrations, waves, interference, resonance, physics of musical instruments and impact of electronics
  • Senior research seminar: built a model and developed an hypotheses – __________ – based on the theory that ____________; conducted significant literature review
  • Familiar with computer-based approaches to graphical visualization, solution of ordinary differential equations, and evaluation of integrals
  • Examined fundamental properties of crystalline solids from experimental perspective
  • Analyzed, constructed and tested circuits used in present-day research with strict adherence to standard laboratory practice

Public Relations Majors

  • Studied various theories of communications, including ____, ____, ____ and ____.
  • Examined issues of age, ethnicity, and gender in relation to communication.
  • Wrote simulated memo to parents of first year students informing them about recent changes to residence policies; letter subsequently adopted by Residence Life.
  • Interviewed attorney, J. Smith, regarding issues slander, invasion of privacy and libel; gave 15 min. class presentation summarizing interview.
  • Developed communication portfolio for St. Mary’s Hospital in collaboration with three other students.
  • Studied crisis communication; presented comparison of Mattel vs. Fisher-Price management of toy recalls
  • Wrote several university press releases, including news of $2.5 million gift
  • Gave numerous mock news conferences, including announcement of tainted beef recall.
  • Developed 20-page, corporate communications package for mock Google buyout of Facebook and gave 30 min. class presentation as part of 3-person final project.

Psychology Majors

  • Read extensively about various child development theories, including those of Piaget, Mahler, Bowlby and Bandura.
  • Familiar with research design, reseach methodologies, and statistical analysis.
  • Conducted semester-long study examining response times to visual stimuli with and without auditory distractions, resulting in 25-page paper and 30 min. presentation.
  • Examined theory that employment duration among immigrant populations is longer than that of domestic populations.
  • Used various electronic databases, including PsychInfo, PsychARTICLES, and ProQuest.
  • Lead numerous class discussion on wide range of topics, such as anxiety’s effect on studying, post traumatic stress from 9/11, and therapeutic uses of music and song.
  • As part of 5-student group, observed learning strategies of 3-5 year old children at local daycare center.
  • Utilized SPSS to analyze research findings.

Sociology

  • Familiar with various theoretical perspectives, including systems theory, exchange theory, ____, _____ and ______
  • Led several class discussions on topics such as Feminist Response to Racism, Modernizing the Catholic Church, and Sociology of the Internet
  • Examined cultural influences on consumer behavior with specific emphasis on Japanese-American culture; wrote 15-page paper summarizing findings
  • As part of 4-person group, gave 45-minute presentation on Homelessness in Chicago, theorizing that __________
  • Familiar with models of research design, data collection techniques and data analysis
  • Compared media coverage of two celebrities and two political figures to examine role of media and popular culture on daily life
  • Conducted interviews of 30 professional women (employed full time)and 32 college women (employed no more than 20 hours/week) as part of field project that explored perceptions of high-end consumer items
  • Designed social network website, using Ning, to research “group think” within virtual communities; site later adopted by instructor to conduct future research

Statistics

  • Utilized a range of analysis techniques, such as linear and logistic regression, ANOVA, nonparametric methods, and effectively employed computational tools like cross-validation and bootstrapping
  • Analyzed datasets and conducted ANOVA analysis, validation testing, and hypothesis testing to estimate health insurance pricing
  • Acquired proficiency in data analytics and visualizations; conducted data cleaning, wrangling, manipulation, and modeling to provide meaningful visual representations of data
  • Created a Shiny App project that utilizes the R Language to display the frequency of different sorts of crimes in each state on an interactive US map
  • Proficient in statistical techniques including sample distributions, conditional probability, descriptive statistics and graphs, random variables and their distributions, independence, the Central Limit Theorem, parametric and nonparametric hypothesis tests, and multiple regression
  • constructed and enhanced classifiers by employing machine learning methodologies such as LASSO, KNN, Random Forest, Linear Regression, and MARS
  • Explored Bayesian statistics, contrasting with frequentist approaches; skilled in Bayes’ Theorem, hierarchical models, and Markov Chain Monte Carlo methods
  • Developed statistical theory with real-world applications, focusing on estimation and testing principles from both frequentist and Bayesian perspectives
  • Explored resampling methods such as permutation tests and bootstrap intervals
  • Used MS Excel and Minitab to _____________

Screenwriting Resources for Underrepresented Writers

Jonathan Hogan

Screenwriting, similar to professional creative writing, constitutes a small and highly competitive profession. Because of this, the internet is full of suggestions that come from highly privileged places. One website, for example, recommends quitting your job and writing 9 – 5 while also moving to L.A. (“How to Become a Screenwriter”). Such a focus on individual solutions to the restrictive nature of screenwriting obscures larger structures that make entry into the industry especially difficult for those with oppressed identities. The unhelpful nature of websites such as these is especially frustrating when one considers the most recent report on diversity in Screenwriting by the Writers Guild of West America.

According to the report, 56% of the industry identify as white men, 21% as white women, 13% as men of color, and 10% as women of color (Robb). When compared to demographics in the U.S. population, white male screenwriters are the only over-represented group, whereas representation of Native/Indigenous writers and Middle Eastern writers equates to “near-total erasure.” In light of the dual difficulties of a both restrictive and seemingly unaware industry, aspiring to become a screenwriter might seem an act in vain. Nonetheless, there are screenwriting programs that look to explicitly support underrepresented groups. I will explore three of these programs below, however, a full list of 10 programs is available here.

  1. Coalition of Asian Pacifics in Entertainment – New Writers Fellowship

The Coalition of Asian Pacifics (CAPE) is an organization seeking to “champion… diversity by educating, connecting, and empowering Asian American and Pacific Islander artists and leaders in entertainment and media” and dates back to 1991 (“CAPE’s Mission and History”). CAPE hosts multiple programs focusing on helping Asian Americans and Pacifica Islanders break through barriers in areas ranging from directing to screenwriting. Their New Writers Fellowship takes place in the Spring and sees accepted writers attend workshops while matching them with “a high-level industry mentor to help them revise their original script into professional-level writing samples” (“CAPE New Writers Fellowship — Developing Asian & Pacific Islander Screenwriters in TV and Film”).

2. The Black List WIF Feature Residency

The Black List Women in Film Feature Residency provides “six promising non-professional screenwriters who are of underrepresented genders (women, NB/GNC and/or trans, and others) to participate in a one year residency” (“2021 Black List / WIF Feature Residency | The Black List”). The residency’s focus is twofold. Namely, it focuses on improving residents’ writing skills, while also connecting residents with production companies (“2021 Black List / WIF Feature Residency | The Black List”). Although the program focuses on pursuing gender equality in screenwriting, it should be noted that “Women in Film,” the sponsoring organization, has a recently formed Black Member Forum and thus seems to at least be aware of the importance of an intersectional understanding of oppression.

3. Native American Media Alliance – Native American TV Writers Lab

Native American Media Alliance hosts a “5 week intensive scriptwriters program that prepares Native Americans for writing careers at major television networks” (“Native American Media Alliance | 6th Annual Native American TV Writers Lab Application”). During the program, writers will “complete an original plot… and receive feedback from peers and an experienced writing instructor” (“Native American Media Alliance | 6th Annual Native American TV Writers Lab Application”). At the end of the program, writers will then pitch their scripts to executives from various production companies. Although the program certainly focuses on getting Native American’s into the industry, a further goal of the program is “to improve media portrayals of Native Americans” (“Native American Media Alliance | Mission”).

Bibliography

“2021 Black List / WIF Feature Residency | The Black List.” The Black List, https://blcklst.com/partnerships/opportunities/94. Accessed 19 Apr. 2022.

“CAPE New Writers Fellowship — Developing Asian & Pacific Islander Screenwriters in TV and Film.” CAPE, https://www.capeusa.org/cnwf. Accessed 19 Apr. 2022.

“CAPE’s Mission and History.” CAPE, https://www.capeusa.org/mission-history. Accessed 19 Apr. 2022.

“How to Become a Screenwriter: A Pro’s Ultimate Guide.” Script Reader Pro, 14 June 2018, https://www.scriptreaderpro.com/how-to-become-a-screenwriter-one-day/.

“Native American Media Alliance | 6th Annual Native American TV Writers Lab Application.” Native American Media Alliance, https://nama.media/6th-annual-native-american-tv-writers-lab-application/. Accessed 19 Apr. 2022.

“Native American Media Alliance | Mission.” Native American Media Alliance, https://nama.media/mission/. Accessed 19 Apr. 2022.

Robb, David. “WGA West Screenwriting Inclusion Report: Women & People Of Color Continue To Make Progress In Hiring But ‘Remain Significantly Underrepresented.’” Deadline, 5 Nov. 2021, https://deadline.com/2021/11/screenwriting-inclusion-report-women-people-of-color-continue-progress-underrepresented-wga-west-1234869192/.

Jonathan is a Third Year German and Government major. He works as a Peer Educator to assist students in the CJW and GLI career communities. In addition to professional development, Jonathan is interested in the cultural construction of the modern nation-state, normative constraints on rational behavior, and all things German. You can schedule an appointment with him here to improve your resume, learn more about the CJW and GLI career opportunities, and work on anything else professional development-related.