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Martin Luther King, Jr. University Union

The Union is the hub of campus life. Through its programs and services it advances the educational mission of the University. The Union is a laboratory of leadership in community participation through its part in student governments and activity programs. The Union’s services include catering, restaurants, retail sales, recreation, and meeting locations.

The following is a listing of programs and services offered in the Union:

The Union Board advises the University on Union policies and operations. The facility is a self-sustaining program supported by student fees.

The Music Department offers many opportunities for students to participate in making music. All students in the University are welcome to participate in the activities of the Department.

Musical ensembles provide a setting for students to expand their performing skills and understanding of music. Instrumental ensembles include the Concert Band, Jazz and Lab Bands, Marching Band, Marimba Orchestra, Pep Band, Percussion Ensemble, Symphony Orchestra, Flute Choir, and Wind Ensemble. Choral ensembles include the Chamber Singers, Concert Choir, Mixed Chorus, Show Choir, Theatre/Opera Workshop, and Oratorio Chorus. Other special vocal and instrumental ensembles provide additional opportunities for students to study and perform.

Auditions for most ensembles are posted in the Music Department Office prior to the first day of classes.

The Doudna Fine Arts Building is under renovation; therefore, the Music Department’s administrative staff and faculty are temporarily housed in Lawson Hall. The Music Department’s practice, rehearsal and performance areas are temporarily located in McAfee Gym. McAfee Gym also accommodates a 150 seating performance area.

Radio and Television Center

WEIU-TV Channel 51 and WEIU-FM 88.9 are professional broadcast services of EIU. Carried on over 40 cable systems and reaching about 400,000 homes, WEIU-TV is a PBS affiliate. Its broadcasts include a nightly news program, Newswatch , as well as a weekly sports program, Sports Talk. The station produces a number of other specials throughout the year. WEIU carries classical, jazz, and alternative contemporary music programming and is predominantly staffed by students. WEIU also broadcasts a number of EIU sporting and cultural events. Communication Studies and/or Journalism majors hold most scholarship and paid student positions. Volunteer positions are available. Call (217)581-5956 for more information.

Student Publications

Student publications include The Daily Eastern News , a daily newspaper; the Warbler , a yearbook; Minority Today , a monthly newspaper; and the Vehicle , a literary magazine. The publications are produced by student staffs to whom faculty advisers are available. Staff positions on all publications are open to all students.

• The News is published Monday through Friday during Fall and Spring Semesters and twice weekly during the Summer Session.
• The Warbler is issued annually as a historical and pictorial record of the University year.
• Minority Today , published monthly each semester, focuses on issues relating to Eastern’s community of cultural and ethnic minorities.
• The Vehicle is published each semester. Creative material is solicited from all students.

A small portion of each student’s activity fees goes toward subscription to The Daily Eastern News and a copy of the Warbler .

Theatre Arts

The Theatre Arts Department houses two theatres and produces six main stage productions each year, plus a Summer Theatre program and student-directed Studio Theatre productions. Registered EIU students may participate in departmental activities, which include constructing scenery, properties, and costumes, and mounting lights under faculty supervision. Qualified junior and senior majors may also direct or design sets, lights, or costumes for mainstage productions. Any qualified student may join Alpha Psi Omega, the national honorary dramatics society. In addition to the Excellence in Fine Arts Scholarships, the Jorns Scholarship, and the Sullivan Memorial Scholarship, Theatre Arts also offers a number of other scholarships, some of which include a full tuition waiver. Paid internships are offered in setting, lighting, and costuming. In addition, paid apprenticeships and professional positions are offered in performance and technical areas in summer theatre. The department traditionally participates in the American College Theatre Festival.

The Doudna Fine Arts Building is under renovation; therefore, the Theatre Arts Department’s administrative staff and faculty are temporarily housed in Lawson Hall. The Department of Theatre Arts production facilities are temporarily located off-campus in The Village Theatre, located at 960 18th Street. This facility accommodates the departmental scene and costume shops, box office, and a 180 seating performance area. Also, all departmental studio courses are taught in this facility.

The Tarble Arts Center

The Tarble Arts Center, located on south Ninth Street at Cleveland Avenue, is a major cultural resource serving East Central Illinois. The Center presents a year-round schedule of changing visual arts exhibitions, art enrichment programs, visiting artists and lecturers, chamber music concerts, classes and workshops, poetry and fiction readings, and special events, frequently in cooperation with other Eastern departments and community groups. Annual exhibitions feature folk arts, works by the Art faculty and students, and children’s art, with a drawing/watercolor competition sponsored biennially. Other exhibitions present contemporary, historical, or international art in various media from other museums and galleries, private and corporate collections, and circulating exhibition agencies. The Center also maintains a permanent collection of art, with concentrations in contemporary Midwest works on paper, Illinois folk arts, American Scene prints, and Paul T. Sargent paintings. Various academic departments, area schools, and community groups utilize the exhibitions and facilities for study, tours, and meetings.

Campus Recreation

Campus Recreation offers intramural sport and informal recreation programs for all students regardless of skill level. Participation is voluntary. Intramural sport activities include nine team sports, 20 special events and five racquet sports. Informal recreation activities are available in a wide variety of aquatic, fitness and sport activity settings including the Student Recreation Center with six basketball/volleyball courts, a large fitness center with aerobic and body part machines and a 1/8-mile jogging track; a free-weight area; an aerobic/multi-purpose room; a dance studio, and a lobby/lounge. Additional facilities include a swimming pool; a gymnasium; a fieldhouse with a 220-yard, six-lane track and five tennis courts; five racquetball courts; and numerous outdoor courts, playing fields and a jogging trail.

Intercollegiate Athletics

The Athletics Department is committed to providing competitive, culturally diverse, gender-equitable sports program that operates within the rules and regulation of Eastern Illinois University, the Ohio Valley Conference, and the National Collegiate Athletic Association. The department strives to recruit academically sound student-athletes who have the desire and motivation to graduate and to become responsible citizens.

Athletic department personnel and student-athletes shall act with honesty and sportsmanship at all times representing the honor and dignity of fair play and the universally recognized high standards associated with wholesome competitive sports.

The intercollegiate athletics program is dedicated to a belief that athletic participation promotes the development of sportsmanship, good character, and a strong work ethnic. The overall physical and mental well being of student-athletes is a top priority of the athletic department. University spirit and community pride will be developed through a successful athletics program. The University Division I program of intercollegiate athletics for men includes football, basketball, baseball, track, cross country, tennis, golf, soccer, swimming, diving, and wrestling.

The University Division I program of intercollegiate athletics for women includes basketball, cross country, volleyball, softball, track, golf, swimming, diving, tennis, soccer, and rugby.

The University adheres to the intercollegiate athletics policies of the National Collegiate Athletic Association and is a member of the Ohio Valley Conference. The University is also a member of the Missouri Valley Conference for men’s soccer.

Through the Department of Communication Studies, students of undergraduate standing are offered the opportunity to gain intercollegiate tournament experience in individual speaking events and debate.

Members of the forensics teams engage in competition with teams from major colleges and universities. Scholarships and tuition waivers are available through the Forensics Program.

Affiliation is maintained with several regional and national forensic organizations including: Interstate Oratorical Association; American Forensic Association; National Forensic Association; Mid America Forensic League; and the Cross Examination Debate Association.

Student Government

Student government is organized on the same level as the federal government with its executive, legislative, and judicial branches. Student executive officers and student senators are elected in campus-wide elections held Fall/Spring. Students have the opportunity to run for five executive officer positions, 24 student senator positions, as well as to be appointed to various faculty/student boards. Student government is concerned with matters pertaining to student welfare, student activities, and student participation in University planning and administration.

Student-Faculty Boards

Student members of the student-faculty boards are appointed by the Student Body President with the approval of the Student Senate; faculty members are appointed by the Faculty Senate. The Executive Vice President of the Student Body or his/her representative is an ex-officio member of all boards. The boards are as follows: Apportionment, Council on Academic Affairs, Council on Graduate Studies, Council on Teacher Education, Council on University Planning and Budget, Health Service Advisory, Intercollegiate Athletics, Judicial, Library Advisory, Parking and Traffic Appeals, Radio and TV Center, Sports and Recreation, Student Housing, Student Legal Service, Student Publications, Textbook Rental Advisory, University Union, and Women’s Studies.

University Board

University Board -“students programming for students”- is the campus entertainment programming committee comprising 11 sub-committees - Comedy, Lectures, Special Events, Concerts, Homecoming, Human Potential, Productions, Movies, Marketing, Public Relations, and Mainstage. Annually University Board sponsors over 60 major campus-wide events and programs that include Quakin’ the Quad, Family Weekend Concert, Homecoming Week, Spring Fling, comedians, hypnotists, bands, and cultural events.

Departmental Clubs

Most of the departments at Eastern have student organizations for their majors. These clubs provide students with the opportunity to meet others with the same majors and interests. Some of these organizations are honoraries and give recognition to students who excel in their major field. Contact the Department Chairperson for information on the organizations within each major.

Religious Organizations

Most of the major religions or denominations are represented by student groups on campus. The Office of Student Life makes available a current listing of campus organizations, which may be obtained in Room 316, University Union.

Residence Hall Government

The Hall Council in each residence hall is composed of representatives from each corridor, elected hall officers, and committee chairpersons according to the constitution of the hall. The Council is the governing body of the hall and is the channel of communication to the Residence Hall Association and/or the Office of University Housing and Dining Services. Residents are encouraged to take an active role in the government of the hall. Specific procedures regarding residence hall governments are outlined in the University Housing Calendar/Handbook.

The purpose of the Residence Hall Association (RHA) is to deal with matters of mutual interest and to coordinate the joint activities of the member buildings. The RHA consists of two or more representatives from each hall depending upon the size of the building. RHA has the responsibility of reviewing and making recommendations relative to University Housing Policies and Procedures for the betterment of the University Housing of EIU. Suggestions for the betterment of a building are made to the RHA representative.

Reserve Officers’ Training Corps (ROTC)

Army ROTC offers activities and classes for freshmen through seniors that are challenging and require no military obligation for first and second year ROTC students. ROTC activities are a combination of classroom and outdoor events including but not limited to rappelling, land navigation, basic rifle marksmanship, confidence courses, water survival training, aircraft orientation flights, and orienteering. Students participate in physical and mental challenges that instill self-confidence, teach leadership, and promote individual characteristics and values that contribute to success in all occupations across the spectrum of the job market. State and federal scholarships are available, many without obligation. Junior and senior students can enroll to obtain a commission as a second lieutenant in the United States Army and pursue an academic minor in Military Science.

ROTC organizations include the Pershing Rifle Honor Society, Rifle Team, Leadership Excellence Club and the Officer Christian Fellowship Organization. These organizations participate in a variety of activities such as posting of the colors at university and other events, seminars, rifle competition, historical staff rides, camping, canoeing, field trips and paintball.

For its many benefits, Army ROTC requires only a few hours a week; it is compatible with all other university curricula. Anyone can take basic course ROTC classes with no military obligation.

Recognized Student Organizations

There are over 150 recognized student organization and clubs representing the academic, social, service, cultural, athletic and religious and special interests of Eastern students. These include but are not limited to the Ice Hockey Club, Black Student Union, RHA, Alpha Phi Omega, Inter-varsity and International Students Association. Student organizations provide students with opportunities to make friends, develop skills, and share special interests.

Interfraternity Council

The Interfraternity Council is comprised of one representative of each member fraternities and has an elected executive board that guide the day-to-day operations of fraternity life on campus. The IFC establishes policies related to the entire fraternity system and also cooperate with the Panhellenic and National Pan-Hellenic Councils in planning proactive programs educating on critical issues related to Greek organizations and all college students such as scholarship, volunteerism and philanthropic events, and healthy life-styles. The following fraternities are represented on Eastern’s campus.

Delta Chi, EIU Chapter Delta Sigma Phi, Delta Psi Chapter Delta Tau Delta, Zeta Rho Chapter Lambda Chi Alpha, Phi Alpha Chapter Phi Kappa Theta, colony status Pi Kappa Alpha, Zeta Gamma Chapter Sigma Chi, Eta Mu Chapter Sigma Nu, Lambda Gamma Chapter Sigma Phi Epsilon, Illinois Nu Chapter Sigma Pi, Beta Gamma Chapter

Panhellenic Council Association

The Panhellenic Council is comprised of one representative of each member sorority and has an elected executive board that guide the day-to-day operations of sorority life on campus. The PHC establishes policies related to the entire sorority system and also cooperates with the Interfraternity and National Panhellenic Councils in planning proactive programs educating on critical issues related to Greek organizations and all college students such as scholarship, volunteerism and philanthropic events, and healthy life-styles. The following sororities are represented on Eastern’s campus.

Alpha Gamma Delta, Beta Iota Chapter Alpha Phi, Zeta Alpha Chapter Alpha Sigma Alpha, Gamma Omega Chapter Alpha Sigma Tau, Beta Pi Chapter Delta Zeta, Gamma Nu Chapter Kappa Delta, Delta Beta Chapter Lambda Theta Alpha, Latina Fraternity Sigma Kappa, Gamma Mu Chapter Sigma Sigma Sigma, Alpha Psi Chapter

National Panhellenic Council

The National Panhellenic Council is the governing organization of the five historically black Greek-lettered fraternities and sororities listed below with one Latin associate member. The organization’s purpose is to promote and coordinate activities that assist member organizations in attaining their fraternal, educational, cultural, and social objectives. It is also the organization’s purpose to maintain a high standard of sorority and fraternity life, as well as interfraternal relations.

The NPHC works throughout the year on various social, educational, and community service projects that benefit the campus community as a whole. Member organizations are as follows:

Sororities Delta Sigma Theta, Theta Zeta Chapter Sigma Gamma Rho, Delta Beta Chapter Zeta Phi Beta, Omicron Delta Chapter

Fraternities Alpha Phi Alpha, Zeta Nu Chapter Phi Beta Sigma, Delta Chi Chapter

The Center for Academic Support and Achievement (CASA)

CASA, located in Ninth Street Hall, serves three major purposes. First, it coordinates the university-wide plan for the assessment of student learning. Second, CASA is the academic home of all students who (1) are beginning freshmen; (2) have not yet been accepted into a major program of study offered by one of the degree granting colleges of the University; or (3) are undecided about the major field in which they wish to pursue a degree. Third, CASA is the organizational unit that offers many of the academic support services available to students. CASA provides assistance to students in selecting an appropriate major, makes referrals for students who need or want tutorial assistance, offers study skills advice and time management advice, administers the University Foundations course, and provides academic services to students with disabilities. The telephone number is (217) 581-6056. Units within CASA include:

Academic Advising Center

The Academic Advising Center provides assistance with academic planning. The Center serves all beginning freshmen, native and transfer students who are undecided about a major, and all students working toward acceptance in University programs with special admission criteria. Besides course selection advice, students also are supplied with information about graduation requirements, opportunities for exploration of various majors and interpretation of campus academic policies and procedures. The telephone number is (217) 581-2313.

New Students New students are assigned to an advisor who assists them in the preparation of their academic program. During orientation or enrollment days the advisor and the students plan the program jointly. It is expected that students will select one of the curricula of the University and that they and their advisor will plan courses that are consistent with University requirements.

Former Students After the application for readmission has been approved, a student is assigned to an academic advisor.

Students Changing Majors Students who wish to change their degree, major, option or minor should consult with their advisor and then complete the proper form in the Registration Office. It is important to make the change prior to registering.

Academic Assessment and Testing

Academic Assessment and Testing provides information and registration materials for national tests such as the ACT Assessment (ACT), Graduate Management Admission Test (GMAT), and Graduate Record Examination (GRE). The Office of Academic Assessment and Testing administers the College Level Examination Program (CLEP), the Millers Analogies Test, The ACT Residual, and the Math Placement Test. The telephone number is (217) 581-5986.

All students admitted to EIU are expected to participate in a variety of assessment activities. Some activities, like the Electronic Writing Portfolio (EWP), are part of the graduation requirements (see Graduation Requirements in Section V) while others are embedded in courses such as the Senior Seminar. Embedded activities may include tests, surveys, and other instruments that assess student learning.

For first-time freshmen and transfer students with fewer than 30 semester hours of credit, basic skills are evaluated through ACT scores and instruments developed by the University. Placement in courses such as General Studies 1000, English 1000, and Mathematics 1020 or 1070 may be required. Transfer students with more than 30 semester hours of acceptable credit may be required to undergo assessment of basic skills as is deemed necessary.

Academic Success Center

The Academic Success Center provides all students with assistance in pursuing academic success. The Center offers support in problem solving about academic roadblocks; the solutions may include group and/or individual tutoring, referral to campus specialists for assistance in reading, writing and math difficulties, time management training, and coaching in study skills strategies. The telephone number is (217) 581-6696.

Disability Services

In accordance with Section 504 of the 1973 Rehabilitation Act and the ADA of 1990, all students with disabilities admitted to the University are provided as nearly as possible with an educational experience equivalent to that provided for all other students. The University wishes to make any reasonable accommodation to allow participation in collegiate life by those persons broadly defined as disabled. Students who believe they may need assistance should contact the Assistant Director of the Office of Disability Services for answers to questions concerning accommodations, auxiliary learning aids, and physical accessibility. Students will be required to submit diagnostic information regarding the disability so that the most appropriate accommodation can be arranged.

Students should contact the Assistant Director as soon as they have determined to enroll at the university so that documentation can be completed before an accommodation is required. In every case in which accommodation is requested, advance notification is recommended to ensure that timely arrangements can be made. All records of disability are maintained in strictest confidentiality. The telephone number is (217) 581-6583.

Counseling Center

The Counseling Center provides free, confidential services to enrolled students struggling with personal issues. Concerns frequently presented by students include relationship problems, depression, being overwhelmed by feelings of anxiety and stress, eating disorders, and difficulty adjusting to university life. Counselors also provide crisis intervention to students experiencing psychological emergencies and consult with parents, faculty, and staff who are concerned about a student’s well being.

The Counseling Center is staffed by a caring, diverse group of psychologists and counselors who are dedicated to helping students derive maximum benefit from their experiences at EIU. The telephone number is (217) 581-3413.

Education Abroad

The Education Abroad Curriculum at Eastern Illinois University includes an annual program of EIU courses that are offered at international sites, exchange and consortia agreements that support a term or year of study at an approved international site, and support for Fulbright Scholarships, Rhodes Scholarships and other global educational opportunities. The mission of the education abroad programs is to offer qualified students and faculty the opportunity to experience courses at an international site in order to integrate the curriculum within the context of an international culture. The Education Abroad Coordinator provides a full range of comprehensive services for students seeking education abroad courses and programs of study. An Education Abroad Laboratory is available in Coleman Hall to support independent study of education abroad opportunities for students. Campus wide seminars are offered each year to provide additional information on education abroad programs and opportunities.

EIU4 Program

EIU4 is a graduation incentive program designed to help students earn their degrees in four years or less. Admission to EIU4 is subject to certain initial and continued eligibility requirements. Consult the EIU4 web site at http://www.eiu.edu/~eiufour/ .

International Programs

International Programs at Eastern Illinois University, in consultation with International Programs Advisory Council, establishes and monitors international education policies. International Programs recruits students and reviews applications to ensure that documents, visas, and immigration files meet the requirements in accordance with EIU admission policies and Immigration and Naturalization Service regulations pertaining to student status. The office provides arrival assistance, orientation, academic support, advisement, and social programs for the international student population.

Booth Library, the general library of the University, is named in honor of Miss Mary Josephine Booth, who served as Head Librarian at Eastern from 1904 to 1945. A comprehensive program of Library Services is offered to students, faculty and citizens of Illinois. For the most current status of services and collections and a wealth of electronic publications, always check the library’s website at http://www.eiu.edu/~booth .

The library collection consists of more than one million cataloged volumes, approximately 1.3 million microtexts, as well as maps, music scores, and pamphlets selected to support the University’s educational mission. The government documents collection includes United States and Illinois State publications. Booth Library is also home to the Coles Ballenger Teachers’ Center housing K-12 curriculum materials, an extensive juvenile collection, and a variety of non-print materials related to teachers and teaching. Leisure-time reading interests are served through materials from the general book, serial, and newspaper collections, as well as the latest best sellers, films, and popular materials. The general book collection and the periodicals collection are arranged according to the Library of Congress classification scheme.

Following a $22.5 million renovation and expansion completed in 2002, Booth Library has been transformed into a state-of-the-art facility. Patrons can enjoy many enhancements, including study and conference tables wired for data and power, more student study areas and new group study rooms, improved accessibility including three elevators, and browsable media collections. User guides and collection location maps are available in print and from the library’s web site at http://www.library.eiu.edu .

Booth Library’s public catalog is part of ILLINET Online (IO), the statewide network of 65 academic libraries. Additional electronic systems provide online access to a variety of periodical and subject databases. For the university community, interlibrary loan services supplement Booth Library’s resources by making available materials that are owned by other libraries. IO may be accessed from the library’s web site, listed above.

Reference Services provides professional help to students and faculty in their use of the library and its resources. The Reference department provides individualized assistance, instructional materials, orientation tours, and (by appointment) specialized research clinics. Web, phone, and fax access may be used to contact Reference staff.

Library Technology Services provides students with non-print media materials, open computer labs, and technology training workshops. The department makes available non-print materials such as sound recordings, CDs, DVDs, and videos. Study carrels equipped for independent viewing and listening are provided in the area as well as rooms for group listening and viewing. The open computer labs have many computers for patron use, equipped with a variety of software packages and Internet applications. Library Technology Services provides the university community with computer training and technology workshops in its E-Classroom.

Circulation Services will assist you in charging out and returning materials to Booth Library or other libraries in Illinois. Library materials must be returned when due to avoid fines. All library fines and charges must be paid promptly. Failure to do so will result in the loss of borrowing privileges throughout the statewide library system, and an unclear academic record may result.

The library staff invites you to use the facilities for work, study, research, and recreational reading. Librarians are available to provide personal assistance to all library users, assist in locating materials or find information, and instruct in efficient use of electronic resources. Always ask the library staff when you cannot locate something or when you need help in getting started on a research project.

Library Hours

Persons calling (217) 581-6423 may obtain a list of library hours by recorded message, which is updated each Friday. During academic vacation periods, library services usually are available Monday through Friday, 8 a.m. to 4:45 p.m. A calendar of the library’s hours of operation is published annually and made available in both print form and on the library’s web site.

Mathematics Diagnostic Center

The Mathematics Diagnostic Center (MDC) is located in the East wing of the 3rd floor of Old Main, Room 3030. The MDC is designed to assist students who are under-prepared in mathematics. Use of the MDC is restricted to students enrolled in Mathematics 1020 or 1070. Placement in Mathematics 1020 or 1070 is by referral and by a student’s score on the ACT Mathematics Placement Exam, or the Compass Placement Test. Students who need to enroll in the MDC (Mathematics 1020 or 1070) should do so during any regular registration period.

The purpose of the Mathematics Diagnostic Center is to provide a laboratory environment in which students can develop the skills and knowledge needed to complete the mathematics courses required for their majors. There are two strands of diagnostic tests and prescriptive programs available: Math 1070 for students preparing to take the Mathematics 1270-1271 sequence and Math 1020 for students planning to take the Mathematics 1420-2420G sequence. Concurrent registration in 1270 or 1420 is required. Since this laboratory has scheduled classes up to 12 hours daily, it is not normally available on a walk-in basis. Students seeking tutoring in specific mathematics courses should contact the Mathematics Department for details on tutoring services available.

Reading Center

The Reading Center, located in Buzzard Hall, provides a variety of services related to the improvement of reading and study skills. Small group instruction is provided through GST 1000, Reading and Study Improvement. Individualized assistance/tutorial services are provided on a walk-in basis. The Reading Center’s services are available for students who wish to expand their reading skills in preparation for advanced degrees. Diagnosis and remediation are offered for teacher education candidates preparing to take mandated professional tests.

Speech-Language-Hearing Clinic

The Speech-Language-Hearing Clinic is housed on the second floor of the Human Services Building. Under faculty supervision, senior and graduate students majoring in Communication Disorders and Sciences obtain required clinical practice by working with speech-language-hearing impaired adults and children. A full range of diagnostic and treatment services is available. Diagnostic services include assessment of speech, language, and hearing processes. Treatment services for speech, language, hearing disorders including aural rehabilitation, classes for reduction of foreign accent, voice problems, and stuttering are provided. The services are available to University students and to children and adults in east central Illinois. Except for University students, there is a fee for services.

Term Paper Clinics

Term Paper Clinics are held in Booth Library each semester. Clinics are designed to help students develop a plan of basic research. Students are assisted with refining their topics for research and with selecting and locating appropriate sources of information in the library. Clinics are held on an individual basis, by appointment only. Students may contact the Head of Reference Services, Booth Library at (217)581-6072.

Many of the departments on campus offer tutoring. For further information, students may contact departmental offices or see an advisor in the Academic Advising and Learning Assistance Center.

Writing Center

The Writing Center is located in Coleman Hall, Room 3110. The Center is available free of charge for all students at Eastern. Writing Center tutors will answer questions, offer suggestions, and analyze writing problems. Students submitting essays to the Electronic Writing Portfolio or preparing for the Writing Competency Examination can arrange to work through materials available in the Writing Center. Service is provided on a walk-in or appointment basis. The telephone number is (217) 581-5929, and the web site is at http://www.eiu.edu/~writing .

Career Services

Career Services maintains a close liaison with hiring representatives from education, business, industry, and government in order to provide the most current information about hiring trends and desired qualifications. The Office seeks to help students and graduates build networks, job knowledge, secure internships and job shadowing opportunities, and ultimately to obtain full-time professional positions for which they are qualified. It is recommended that students develop a relationship with their career counselor as early as their freshman year for all undergraduate students and in their first semester for graduate degree candidates.

Career Services is located in 1301 Human Services Building, and is open 8 a.m. - 4:30 p.m., Monday thru Friday. The office also has an extensive web site with helpful information for students, alumni and parents. The link to that web site is http://www.jobsrv.eiu.edu .

Undergraduate Student Placement Services are available to EIU students who are completing their first degree. Those services include 1) Access to professional career counselors who specialize in job searches for certain industries; 2) skills and interest assessment to support selection of appropriate academic majors and career paths; 3) access to 1,000+ internship listings and 15,000+ job listings throughout the U.S.; 4) four job fairs and one Graduate School Information Day each academic year; 5) extensive career development workshops, and 6) registration services, which for a nominal one time undergraduate fee of $20.00, provides online resume services, resume referral, credential files, and access to campus interviews.

Alumni Placement Services include placement re-registration, online and hard copy vacancy bulletin subscriptions, mailing of placement credentials, access to professional career counselors, job fairs and Graduate School Days, Career Library materials and assessment tools, workshops, and our extensive employer contact information. Minimal service fees are charged for these alumni placement services.

Medical Services

The Health Service, located in the Human Services Building, provides full- and part-time students with outpatient medical services. Departments within the Health Service consist of Primary Care, Women’s Health, Nursing Triage (including Tel-A-Nurse telephone triage), Preventive Medicine, Laboratory, X-ray, and Pharmacy. The Health Education Resource Center is located on the 3rd floor of the Student Services Building.

Services are available Monday through Friday, 8 a.m. to 5 p.m. and Saturday, 10 a.m. to 2 p.m. During the summer, Health Service is available Monday through Thursday, 8 a.m. to 4:30 p.m. and Friday, 8 a.m. to 12 noon.

The cost of visits to the Health Service and use of the pharmacy is supplemented by the “Health Service” student fee, with minimal charges for some services, equipment and/or medications. Services available to students at the Health Service include: medical treatment, exams and consultation, laboratory and x-ray procedures, x-ray copies, pharmacy services, over-the-counter medications, non-returnable medical supplies, TB testing, flu shots, allergy injections, women’s health exams and consultation services, STI exams, immunizations, ECG, health information, programs and student involvement through peer education programs. Please contact the Health Service for additional information, (217) 581-3013.

Office of Civil Rights and Diversity

The Office of Civil Rights and Diversity (1011 Old Main) protects the civil rights of all students, faculty, and staff. Discrimination against any individual on the basis of race, color, gender, religion, age, national origin, ancestry, marital status, disability, veteran status, sexual orientation, or sexual harassment, is prohibited by law. The Office will assist any individual who feels that these rights have been violated.

The Office provides education to the campus on issues relating to cultural diversity, sexual harassment, and other forms of discrimination, and regularly holds class presentations, training workshops, and discussions on these issues for faculty, staff, residence assistants and students. For additional information, contact (217) 581-5020.

Student Insurance

By action of the Board of Trustees of Eastern Illinois University, students who register for nine or more on-campus hours are required to be covered by health insurance.

All graduate assistants under contract to the University who register for 9 on-campus hours and graduate assistants enrolled only in Continuing Education with a minimum of 9 hours Fall/Spring Term or 3 hours Summer Term, are eligible for coverage. These students should contact the Student Insurance Office at 581-5290 to confirm coverage.

These students are assessed a fee for group health and accident insurance administered by the University. The Health Insurance Fee will be included in all such eligible students’ tuition bill and these students are required to pay this fee for the period for which they register, otherwise, submitted claims will be denied.

Students enrolled only in Continuing Education are not eligible for coverage.

Students enrolled in a combination of Continuing Education and regular on-campus classes should contact the Student Health Insurance Office for coverage eligibility during the first ten class days of Fall/Spring Term and during the first five days of Summer Term.

Students who register for six, seven, or eight on-campus hours may purchase the insurance coverage during the first ten class days of each Term (first five days of Summer Term) providing they meet the other eligibility requirements. DEPENDENT AND/OR SPOUSE COVERAGE IS NOT AVAILABLE.

Insurance is available for all three terms of the calendar year. Insured students attending Spring Term, who wish summer coverage and do not plan to enroll Summer Term, or plan to enroll part-time (less than 9 hours), must apply for this insurance through the last day of the Spring Term.

An insurance brochure describing details of the coverage is available on our website at www.eiu.edu/~finaid/pdf/insbrochure04-05.pdf, or in the Office of Financial Aid, Student Health Insurance section, or by calling (217) 581-5290. Basically, the Plan of Medical Coverage provides for a lifetime maximum of $15,000 for any one accidental bodily injury or illness and $5,000 combined lifetime maximum for mental illness and substance abuse treatment. The Plan is considered secondary or excess insurance, meaning, if the student is covered by other valid and collectible insurance, all benefits paid by such insurance will be determined before benefits are paid by the Eastern Illinois University Plan.

Students with equal or better coverage may apply for cancellation of their student medical coverage by completing a Waiver Form and submitting it to the Student Health Insurance Office during the first ten class days Fall/Spring Terms or during the first five class days of Summer Term. Please note that students participating in the Inter-Collegiate Athletic Programs and Varsity Cheer Team members are ineligible for the medical coverage cancellation. In addition to completing the Waiver Form, students must present evidence of personal health insurance coverage. The waiver from the Student Health Plan will continue in effect until such time as the student requests reinstatement or re-enrollment to the Plan or does not respond to a periodic request for verification that he/she continues to be covered by another health insurance plan.

All students enrolled for a minimum of six on-campus hours are eligible for re-enrollment in the EIU Student Health Plan by completing an application and making payment of the insurance fee within the first ten class days of either the Fall or Spring Term, and the first five class days of Summer Term. The insurance coverage will become effective the day application and payment are received. Please note that summer insurance coverage is available to all students who were insured during the prior spring term; otherwise, the student must be enrolled a minimum of six on-campus hours to be eligible for summer insurance coverage.

For reinstatement of the EIU Student Health Plan to become effective anytime during the semester, students must show proof of involuntary cancellation by their insurance plan within 30 days of the cancellation. For additional information, please contact the Student Insurance Office located in the Financial Aid Office or call 581-5290.

Textbook Rental Services

Basic textbooks for courses are rented to students through the Textbook Rental Service. The rental charge is included in the student fees.

Students not returning textbooks by announced deadlines at semester or term ends are subject to fines of up to $10.00 per book. Lost textbooks must be paid for at full replacement cost. Students may also be required to pay for textbooks in which they have written or highlighted, which have been subjected to unusual wear, or which have been water damaged. The total charge for both lost and damaged textbooks will include late fines of up to $10.00 per book.

During announced sales periods, students may purchase textbooks for courses in which they are enrolled, subject to the availability of replacements.

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When you have to convey your whole professional self in one page or less, every word counts! For resume best practices, check out some of our resources here to make sure you have the most compelling portrayal of your brilliant self imaginable.

Need more? Be sure to stop by the Career Hub (SPEA Suite 200) any time Monday – Friday, 11am – 3pm for guidance. No appointment needed!

Getting Started

Not sure where to begin? Start with our resources below to craft your general resume. You’ll want to focus on clean formatting, strong actions verbs, and detailed yet concise accomplishment statements. Upload your general resume to the resume platform, Quinncia, to receive dynamic resume analysis and personalized guidance.

Undergraduate O’Neill Resume Standard

The Undergraduate O’Neill Resume Standard is straight forward and has everything your future employer needs to know in a simple, easy-to-scan format.

Graduate O’Neill Resume Standard

The Graduate O’Neill Resume Standard includes more details and has the option to reach two full pages. It is still straight forward and has everything your future employer needs to know in a simple, easy-to-scan format. You can also choose a resume standard specific to your degree.

Effective Accomplishment Statements

The Effective Accomplishment (bullet point) Statements resource helps you create a marketable resume. Too often resume bullet points become a list of job tasks or basic duties without any connection to skills employers seek or accomplishments to demonstrate performance ability. This will help you stand out against the competition.

Resume Action Verbs

The Resume Action Verbs list will give you ideas of strong actions verbs to start off your accomplishment statements. Action verbs help keep your statements concise but impactful.

Adding Impact & Quantifying

Adding Impact & Quantifying is extremely important in giving your resume a distinctive edge. This resource helps guide you as you develop each of your accomplishment statements.

Quinncia Resume Review Platform

The Quinncia Resume Review Platform should be utilized by all O’Neill students and students who are enrolled in O’Neill School courses. You’ll receive tailored advice and suggestions to strengthen your resume.

Top Soft Skills for 2023 [+90 Examples for Your Resume]

The Top Soft Skills for 2023 are core skills sought after in every profession. Soft skills consist of a combination of people, social, and communication skills, character traits, attitudes, and mindsets, as well as social and emotional characteristics, among others, which are sought for in all professions. Some examples include: teamwork, leadership, and problem-solving.

Transferable Skills

Transferable Skills are common soft skills found in nearly every job posting. Employers have expressed hard skills can be taught, but they want candidates to learn soft skills before applying; we have found them to be consistent across the board as far as skills they seek.  These skills deserve space on your resume.

Curriculum Vitae (CV) Standard – For teaching/research positions

The Curriculum Vitae (CV) Standard is a comprehensive document of your background and academic credentials. The CV is typically used when applying for positions in academia, the sciences, graduate or professional school and various areas of research.  The CV is different from the resume in that readers will take extensive time to read the document.

Tailor Your Resume for an Application

A tailored resume is a general resume that has been edited (tailored) to a specific industry or job/internship posting. Whenever you apply for a position, the resume you submit should be tailored to that role and organization by using keywords and phrases you noticed in the position posting.

How to Tailor Your Resume

How to Tailor Your Resume gives you a brief overview of how to alter your resume to fit the position you’re applying for. Whenever you apply for a new position, you will want to tailor your resume.

Tailored Resume Worksheet

The Tailored Resume Worksheet will help you brainstorm and get started on tailoring your resume towards a specific role. Having a great general resume is important, but in today’s world it’s not enough to land the job you want. You have to research the company, the role, and the job description combing for key words and tie what they are looking for into the experiences you’ve had.

Accomplishment Statement Examples (Student Employment & Campus Involvement)

Accomplishment Statement Examples for Student Employment & Campus Involvement will help you highlight your university involvement on your resume.

Federal Resumes

Are you applying for a federal internship or job? You’ll need a Federal resume, which is a bit different from your general resume. For formatting, we recommend using the Resume Builder in your USAJobs.gov profile.

Federal Resume Example with Notes

Federal Resume Template with Notes is a useful tool to use when you need to create a federal resume. Download the document and refer to the notes that are included to understand why and how a federal resume is different from a traditional resume.

Federal Resume Template

Federal Resume Template is a downloadable document to help get you started. We also recommend using the resume builder within USAJobs.

Federal Resume Tips

Federal Resume Tips from the United States Office of Personnel Management will help you write an effective federal resume.

USAJobs.gov

USAJobs.gov is where you’ll go to create your profile and utilize the recommended Resume Builder. The FAQs Page includes great information regarding what to include in your federal resume and what to leave out. The Events Page includes a plethora of resume writing virtual sessions that are free, so be sure to sign up for those if you feel stuck.

Other Resume Resources

Need more? Check out other relevant resources below. And be sure to stop by the Career Hub any time Monday – Friday, 10am – 4pm for guidance on resume writing!

O’Neill Professional References Sheet Template

The O’Neill Professional References Sheet Template will help you prepare your list of professional references. Employers will oftentimes request a list of professional references from you at some point in the application/interview process.

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Career pathways ⌄, professional development advice ⌄, jobs and internships ⌄, pre-health at illinois ⌄, resources for international students ⌄, how to write a resume, purpose of your resume.

Your resume is a document that outlines your experiences—professional, academic, extracurricular —and the skills you have acquired as a result.

Think of your resume as an advertisement for yourself. A strong resume should demonstrate your excellent written communication skills and make the reader want to interview you.  

What if I don't have a lot of experience yet?

A resume is always a work in progress, and students who start early benefit from improving and refining the document over time. It is good to keep your resume updated regularly to reflect new experiences, ensuring that an up-to-date resume is available whenever necessary.

You never know when and where your resume will be needed.

Not necessarily.

There is no right and wrong when it comes to resume content and format. Each resume is as unique as the individual it represents. It is up to you to select the appropriate content that best highlights your skills for the employment you hope to acquire, and then effectively communicate your qualifications in a format that is clear and easy to read.

Tips for Writing Your Resume

• Proofread carefully to ensure correct spelling and grammar.
• Keep verb tenses consistent throughout. Use present tense for current activities and employment. 
• Use past tense for activities and employment not presently held.
• Avoid the use of first and third person pronouns, such as “I,” “he,” or “she.” 
• Phrases, rather than complete sentences, are generally most effective. 
• Use a variety of action verbs to bring your skills and experiences to life. 
• Avoid using each verb or adjective more than once. 
• Spell out all acronyms the first time they are used, followed by the acronym in parentheses. Thereafter, in the same document you may use the acronym alone.
• Industry-specific jargon should be used sparingly or in a context that the average person could understand. The person reading your resume may not be an expert in your field (they might be an HR manager, for example).
• Use professional language and tone
• If bringing copies of your resume to a career fair, networking event, or interview, be sure they are of high quality.
• While it is not necessary to purchase special paper, if you choose to do so, use neutral colors such as white or cream.
• If you are including a cover letter, it should be printed on the same type of paper as your resume.
• Have your resume reviewed multiple times. This gives you varied insights and multiple perspectives. The Career Center provides opportunities to have your resume reviewed.  
• Faculty, academic advisors, family, and friends can also provide good insight.

Formatting Your Resume

• Take advantage of white space. Use it as a mechanism to appropriately convey emphasis and organization to your information and skills. 
• Be consistent with alignment and appropriately use left, center, and right alignment.
• Make use of bold, underline, and italics to emphasize different aspects of your resume, such as headings and titles. 
• Special fonts, layouts, and images or graphics are often problematic for other people's computers. They may not render properly, might be rejected by Applicant Tracking System scanners, and may not be read correctly by accessibility software like screen readers. You don't know what's on the receiving end, so keep it simple!
• Don't include a headshot photo unless specifically requested in the job ad or expected by the industry.
• Pre-made templates are often the culprit for introducing unusual colors, fonts, graphics, and layouts. We usually recommend avoiding the templates that come with word processing or design software for this reason.
• The length of your resume depends on your degree level, academic major, and number of relevant experiences you have conducted.   
• Rather than being creative in the design and format of your resume, demonstrate your creativity in the content you choose and the way you describe it.

Not sure if you need a resume or a CV? Check out our Resume vs. CV guide .

Customizing Your Resume: Consider Your Audience and Reader

• Investigate industry standards and each potential employer. Consider preferences for length, format, and content of your resume. 
• Be sure to follow special instructions for supplemental application materials. Provide all documents requested, and determine if appropriate to send additional, e.g. reference list.
• If possible, save all of your documents in one PDF and attach them to your application.
• A potential employer typically spends around 30 seconds initially reviewing a resume. Therefore, it is important to carefully select experiences that emphasize the skills most relevant to your desired position. As you make your choices, remember to stress quality over quantity.
• Review the job description and consider the responsibilities for each position you apply to. Consider the perspective of the potential employer, and what the organization would desire in the ideal candidate for the position. Make changes to your resume accordingly.
• Reflect upon your specific experiences that demonstrate the skills and credentials listed in the position announcement.
• Think about using words from the job posting, highlighting different relevant coursework, or using example projects or outcomes that more closely match that specific position's requirements or job duties. The changes you make may be small, but the impact could be huge!

Title Related Resources

• Resume/Cover Letter/LinkedIn Review Services
• Action Words (pdf)
• Sample Resumes (pdf)
• Resume vs. Curriculum Vitae (CV)
• Sample Curriculum Vitae (pdf)

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A resume is a marketing tool to get you an interview for a particular opportunity. It’s not a record of everything you’ve ever done, and  the best ones are never generic.

Your resume needs to be focused, concise and tailored to each opportunity you’re applying to because people tend to skim a resume in 30 seconds or less. To help you focus on what’s  most relevant to the position,  we recommend making a  professional inventory  before creating your resume.

While it’s fine to use examples to inspire you, it’s best to create your own resume rather than use a template (looking fancy and being effective aren’t the same thing). Here are some page set-up guidelines:

Number of Pages

One page is typical for limited relevant experience and new professionals. Two pages are acceptable for extensive relevant experience, experienced professionals, and/or people with graduate degrees.

Margins should be:

• the same on every side
• half inch minimum
• one inch maximum

Start with a half inch margin to maximize space. You can always make it wider later if needed.

Resumes should be single-spaced, with even line spacing between main sections and even spacing between entries within sections. See the  resources page  for examples.

Justification

Left justification is best. We read left to right, and we skim the same way. Centering is usually only a good option for letterhead and is never good for entries or blocks of text.

Good font choices

The best fonts for resumes are clean, readable, and business-like.  Serif  fonts are more common in hard copy or for a “classic” look;  Sans-serifs  are easier to read on-screen and look more “modern.”

Sans-Serif:

• Proxima Nova

Font choices to avoid

Arial ( overused ) Brush Script ( script fonts are not good for this ) Century Gothic ( also overused ) Comic Sans ( resumes aren’t for toddlers ) Courier ( the typewriter is dead ) Hobo ( decorative ) Impact ( too bold for body text ) Papyrus ( it’s not an ancient Egyptian scroll ) Stencil ( great on ammo crates and nowhere else ) Times New Roman ( overused everywhere for everything )

The next section talks about font sizing.

Because employers more frequently skim resumes than read them, you should use headings, subheadings, and a few simple text alterations (like bold, italic, and size) to make that easy for them.

• Body text (your entries): 10 pt minimum, 12 pt maximum.
• Entry Headings: same size as body, but altered to stand out
• Main Headings: 2 pts bigger than your body text
• Your name: 4-8 pts bigger than your body text

Here’s an example:

Arya Stark  [name] 123 4th St, Cheney, WA 99004 | 509.555.1212 | [email protected]

Experience  [main heading] Research Assistant  | Fall 2013 [entry heading line 1] Eastern Washington University, Cheney, WA  [entry heading line 2] + Conducted analytical experience on gene expression [body text] + Performed purification of protein [body text] + Generated statistical summaries and reports of collected data [body text]

Black is really your color. Using any other color is usually a bad idea for anyone whose job isn’t actually about the use of color. Bright colors are distracting and gray or soft pastels can be difficult to read. Black is classic. It behaves itself. It won’t get you in trouble.

Don’t include pictures or graphics. Bluntly, if you’re not applying to be an actor, dancer, or model, your future employer doesn’t need your headshot. Submitting a photo with your resume puts a potential employer at risk for violating Equal Opportunity legislation. Many employers won’t interview those who submit a personal photo . 

You also don’t put graphics or clip art on your resume.

Required Sections

At a minimum, your resume  must  have these three sections. It might have more, but those sections are optional according to the needs of your audience and the content you want to deliver.

The letterhead contains your contact information at the top of the page. It should include:

• Your phone number
• Your  professional  email address (see below)
• Your mailing address (optional)

Stuart Griffin 111 Adams Ct., Spokane, WA 99201 | 509.555.1212 | [email protected]

Email Addresses

A  professional  email address is one that is as close to your name as possible with as few numbers as possible (i.e., [email protected], or [email protected]).  Anything  that doesn’t meet that criteria (e.g., [email protected], [email protected], etc.) is an  unprofessional  email address and should not be used.

Optional mailing address

Your prospective employer needs to know how to contact you, but in the age of the internet, they’re not likely to do that through the mail. If you’re applying to a job in another city, however, it’s often a good idea to list your city and state so they can structure interviews appropriately.

You can put your Education either before or after Experience. Before is more common for current students and new professionals. After is more common for experienced professionals.

Education entries  must  contain four elements:

• The official name of your degree (e.g., Bachelor of Science in Computer Science, Bachelor of Arts in Theater, etc.)
• The month and year you graduated or will graduate
• The name of the institution
• The city and state where you attended

Start with your most recent degree, either completed or in progress, and work backward in time.

EDUCATION Master of Arts: Rhetoric and Technical Communication  | June 2018 (Expected) Eastern Washington University, Cheney, WA

Bachelor of Arts: English Literature  | June 2016 Whitman College, Walla Walla, WA

It’s really that easy.

Other items you can   put in your Education section:

• Minors, if you have them.
• Certificates, if you have them.
• GPA (only if it’s 3.0 or higher),  or  your honors designation if you graduated with honors – but usually not both
• Relevant special coursework
• Competitive academic awards, if relevant

Don’t include the following:

• High School (unless you’re Running Start – then it’s okay)
• Associate Degrees (under most circumstances, but see below)
• Dean’s List if your GPA is over 3.5 (it’s assumed)
• Irrelevant coursework, or classes common to your degree
• Irrelevant awards

When to list an AA:

• When it’s the highest degree you’ve earned, and you’re applying to a job that lists an AA as a minimum requirement.
• When you have an AAS or special certificate in a field of study that’s relevant to your career (Fine Arts, Electrical Engineering, etc.)
• When applying for a job at a community college. They like people who are familiar with the environment.

A well formatted and  relevant  experience section is crucial to getting noticed and getting an interview. Your experience section should contain the experiences you’ve had that  best  demonstrate your qualifications for the opportunities you want.

Experiences don’t necessarily have to be  paid  experiences as long as they gave you knowledge, skills, and abilities that will be useful to your prospective employer.

Learn more about experiences you might include and ideas for getting experience here:

• Getting Experience

Formatting the entry heading

Your experience entries should follow the same layout and arrangement as your entries in your education section. They should be listed in reverse chronological order and contain:

• position title
• dates (month and year)
• organization name
• location (city and state)

Do not include additional details such as street addresses, phone numbers, supervisor names, or wages.

Describing Activities & Demonstrating Relevance

Next, describe your activities in that experience that are relevant to your audience.

• Use bullets, not paragraphs – bullets are easier to skim.
• 3 – 5 bullets per entry is ideal. One is not enough. Eight is too many.
• Bullets are often one line long, but particularly important ones might be two lines.
• Use phrases, not complete sentences.
• Begin each bullet with strong action verbs in past tense, even for experiences you’re currently engaged in.
• Each bullet point should demonstrate a different skill used, relevant to what you are applying for.
• Don’t include items that do not bring value to your future position.

The basic bullet formula is:

Action Verb + What You Did + How You Did It + Quantities + Frequencies + [Results if applicable]

If you follow this formula, your bullets will have consistent phrasing and won’t be flat, shallow, and generic. Using quantities and frequencies proves your level of competence at that skill.

Communications Intern  | January 2019 – March 2019 Spokane AIDS Network, Spokane, WA

• Wrote weekly press releases resulting in 24 publications in three local news papers
• Developed script for Sub for Santa segment on Good Morning Spokane news program
• Assisted in coordination of donor recognition event, hosting more than 150 guests and 15 high profile donors
• Edited “Spokane AIDS Walk” campaign pamphlets and website, ensuring seamless transition during new media campaign
• Provided creative ideas for 15 second commercial, supporting Communications Director in development of workable concepts and script

Optional Sections

Introduction sections are optional but common. If you have one we recommend having a Summary (also called a Profile). Guidelines include:

• It should be one to four short sentences or lines
• It can be in paragraph style with sentences or bullet style with phrases
• It should focus on the needs of the employer rather than the needs of the candidate.
• It should act as an abstract for the reader, giving them top level information at a glance, so it’s best to write it last.

Here’s an example in paragraph format:

Health Services Administration graduate with experience in rural health care. Successfully established multiple clinics with nonprofit health care groups, providing service for thousands of rural patients from infants to the elderly. Bilingual in Spanish and English.

Here’s an example in bullet format:

• Skilled fundraiser with three years of experience.
• Plan and execute events for nonprofit organizations.
• Strong interpersonal skills with training in conflict mediation.
• Proficient in current web design technology.

We don’t recommend objectives because they’re outdated and usually aren’t very effective, as they are all about what the candidate wants instead of what the employer wants.

Valuable experience isn’t always attached to a job, internship, or volunteer opportunity. Depending on the industry, valuable experience can also be demonstrated through projects, public presentations, and publications.

Entries in a projects section should be formatted just like your experiences and given activity details in the same way.

PROJECTS Event Management and Student Check-in System  | Sep 2016 – May 2017 Eastern Washington University, Cheney, WA + Designed system to track student registration and attendance for weekly events, and schedule events and facility resources + Implemented using CodeIgniter, PHP framework, MySQL, JQuery, and CSS3

Publications and Presentations

Listing important publications or presentations works just like listing them on a Works Cited/References/Bibliography page in a paper. Pick an appropriate style format, (like MLA, APA, or Chicago), and use it consistently.

Here’s a presentation example:

Weldon, T., Field, N. (2014, April). Cambodian Genocide and Intergenerational Attribution of Blame. Poster presented at the annual Western Psychological Association Conference, Portland, OR.

Here’s a publication example:

“Gadamer, Dewey, and the Importance of Play in Philosophical Inquiry.” Reason Papers, Vol. 38 (1) [Spring 2016] 8-20

Skill lists should be brief and contain only the skills most relevant to the opportunity you want. Skills are always specific, named, trained things:

• relevant tools you know how to use, whether hardware or software
• languages you can speak (or code in!)
• methods and strategies to accomplish goals that people without your education or experience aren’t likely to have.

Skills are not personal qualities that make you a wonderful human being. Also, they are not the ability to be a functional adult at a basic level. (Those are very good things, but they don’t go here).

Things you should not list as skills:

• Basic computer skills ( e.g., email, basic word processing, being able to switch between operating systems )
• Social media ( unless you’ve managed it as a job )
• Languages you can’t have an actual business conversation in
• Time management
• Quick learner
• Team player ( demonstrate this in an activity bullet instead )
• Good communicator ( same here )
• Passionate (also avoid  dynamic, engaged, thought leader, out-of-the-box thinker, etc. )

And, of course, anything that isn’t true or is exaggerated.

If you have won competitive awards that are relevant to your future career, you might list them in a section on their own. Usually it would be the last section. Simply name the title of the award, the organization who awarded it to you, and the date it was awarded.

Related Resources

• Resume Explainer (PDF)
• Make a Professional Inventory (PDF)
• Language Tips (PDF)
• Action Verb Examples (PDF)
• Resume Myths (PDF)
• Resume Format Example (PDF)
• CV Format Example (PDF)
• Cover Letter Format Example (PDF)

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Create a Resume/Cover Letter

Crafting a compelling resume and cover letter is not just a task – it’s an art. At Career and Talent Development, we understand that your job application documents are the key to unlocking doors to exciting opportunities.

Crafting Your Unique Resume: Your resume is not just a document; it’s your personal marketing tool. It should speak volumes about who you are, showcasing your education, experiences, and the unique set of skills that define you.

Cover Letters: Cover letters are your first introduction with potential employers. Learn the art of crafting personalized, attention-grabbing cover letters that speak directly to a particular person and tailor your qualifications to the specific job and company of interest.

Additional Resources

Scroll to the Career Resources below to access digital handouts dedicated to crafting a compelling resume or cover letter. Take advantage of our Hybrid Drop-in Program to get help with your resume or cover letter with a Peer Career Advisor.

VMock SMART Career Platform

Get started right away by accessing the VMock SMART Career Platform , which will help you improve your resume through its powerful AI, by giving you instant feedback on your resume within seconds of uploading it.

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Use the following samples to help write your own resume content. Do not plagiarize! These resume samples are not intended for copying and pasting or misrepresenting as original writing.

Start your resume writing process by analyzing the job posting for which you are applying. As you write your resume, highlight the ways in which your background matches the job description.

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Resume Styles

Chronological resumes present your job-related experiences in reverse chronological date order (most recent listed first and then going backwards in time). Consider using this style if you have an established career direction and you are continuing on the same or similar career path.

Functional resumes group your skills and experiences together based on job-related functional areas. Place your experience statements together beneath job-related functional areas. A chronological listing of employment history should also be included. Consider using this style if you are changing career direction or if you have skill sets from past experiences that may not be directly related.

Combination resumes bring relevant work experience/ history to the forefront by breaking the experience/work history in to two sections: “Related” and “Other/Additional.” The combination resume generally starts with a functional resume format that allows the reader to see your skills, accomplishments, and qualifications. It first lets the reader see the experience you have that is related to the job opening, then lets the potential employer look at your work history. This style allows the reader to first match your qualifications against the needs of the job opening, and then gives the reader a sense of where the accomplishments took place.

Resumes and a Curriculum Vita are different styles of document with differing information. For more information   click here .

Cover Letter

While the resume serves as an “advertisement” and overview of your background, the cover letter can heighten the employer’s incentive to learn more about you and connect your skills to the opportunity.  Tailor your letter to the requirements of the position and the employer’s needs.

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PROFESSIONAL RESUME

michael b. leyden

an introduction

Michael B. Leyden is a native of Attica, New York, where he attended local schools and his collegiate experiences are cited below. After teaching JHS for three years he completed his Masters and then joined a college science staff where he also taught for three years. It was at this time his children were born: Andrew in 1966 and Margot a year later. He then finished his doctoral studies and assumed his science education career in 1970. His dissertation is entitled:

"A Laboratory-Oriented College Course in Environmental Geology"

Dr. Leyden has conducted scores of workshops and presented the keynote address at many conventions throughout the country. The topics are varied but center on the various themes in science education; Piagetian thought, and brain functioning.

 Michael has written numerous journal articles / textbooks that are listed elsewhere.

Home 2610 South Fifth Street --------- Charleston, Illinois 61920 Phone: 217 -  345  -  2326

  Retired Professor  Elementary Education -- Eastern Illinois University -- Charleston, Illinois 61920

  Internet: [email protected].   Home Page: http://www.eiu.edu/~scienced

BS 1961 - Elementary / JHS Education State University New York - Brockport

MED 1965 - Earth Science Education University of Florida - Gainesville

  EdD 1970 - Earth Science Education University of Florida - Gainesville

TEACHING EXPERIENCE

1989-1999 --- Eastern Illinois University - Charleston

1988-1989 --- National Science Consultant - Addison-Wesley Publishers

1970-1988 --- Eastern Illinois University - Charleston

• Science in the Elementary School
• Science Curriculum in the Elementary School
• JHS Science/Mathematics Methods
• Materials/Activities in Science
• Developing Student Creativity
• Senior Practicum Supervision
• The Interdisciplinary Curriculum in the Middle School
• Computers in Education
• Accessing  /  Assessing Internet Science Resources (this is a Web-Based course; no direct classroom instruction)
• Senior Seminar: Controversial Issues in Education

1965-68 --- State College - Westfield, Massachusetts

• Physical Science

1961-64 --- Junior High School - Batavia, N.Y.

• 7th / 8th / 9th Grade General Science
• 9th Grade Mathematics
• 10th Grade Biology Labs

Guest Faculty:    Short Course

• '74 -- U. Wisconsin - Superior
• '86 -- Alaska Pacific University
• '86 -- U. Alaska - Fairbanks
• '89 -- U. California - Long Beach
• '90 / '91 / '93 / '95 -- U. Nevada - Las Vegas

NSTA Honors Seminar Presenter:

• Summ '84 -- U. of Iowa
• Summ '85 -- Temple U.

Seminar: The Brain and The Curriculum

• Spring '83 -- Indiana University - S.E.
• Summ '83 / '84 -- Chicago Museum of Science / Industry

Hashemite Kingdom of Jordan:

For three months in summer of 1994, and again in December, he was the chief curriculum consultant for a 1st-8th grade textbook writing project in the Ministry of Education -- Amman, Jordan.

King Alfred's College - Winchester, England

1998 - Spring Semester Sabbatical -- Visiting Professor

Tekyio University - Europe: Maastricht Center For Trans  Atlantic Studies  --- Maastricht,   Netherlands

2000 - Spring Semester:  Water and Earth - A College Geology Course

GRADUATE EXPERIENCES

Dr. Leyden's unique graduate record of  over nine years of study at 23 colleges and field sites in 13 states and 6 countries on 5 continents is the result of a dozen grants from the National Science Foundation; New York State and a graduate assistantship during his doctoral studies in at the University of Florida. It testifies to his belief in lifelong learning.

State University New York: Buffalo Biology Field Methods ---- Fall 1961 Human Biology ----------- Sprg 1962

State University New York: Oneonta Physiology of Man ---- Summ 1962 Historical Geology ---- Summ 1962

State University New York: Brockport Evolution ---------------------- Fall 1962 Adolescent Psychology ----- Sprg 1963 Radiation Biology ---------- Summ 1963 Selected Topics: Physics ------ Fall 1963 Selected Topics: Physics ---- Sprg 1964

University of Florida: Gainesville Masters Degree Program Fall 1964 -- Summ 1965

Smith College: Northampton, Massachusetts Chemistry ----- Fall 1966 Chemistry ---- Sprg 1967

Gulf Coast Research Laboratory: Biloxi, Mississippi Chemical Marine Geology ---- Summ 1967 Physical Marine Geology ----- Summ 1967 

State College: Westfield, Massachusetts Elementary Statistics ---- Fall 1967 

Rice University: Houston, Texas Gulf Coast Geology ---- Summ 1968 

SW Center For Advanced Studies: Dallas, Texas Experimental Petrology ---- Summ 1968 Isotope Geochemistry ------ Summ 1968 Rock Magnetism ------------- Summ 1968 

University of Florida: Gainesville Doctoral Degree Program Fall 1968 -- Summ 1970 

East Central State College: Ada, Oklahoma Elementary Science Curricula ---- Summ 1971 

University of California: Berkeley SCIS Workshop ---- Fall 1972 

University of Wisconsin: Superior  ESS Workshop ---- Summ 1974 Physics ----------------- Fall 1974 Physics ---------------- Sprg 1975 Outdoor Workshop -- Summ 1975 

Ohio State University: Columbus JHS Science Curricula -- Summ 1975 

Western Kentucky University: Bowling Green Science & Development of Reasoning --- Sprg 1980 

South Dakota School of Mines: Rapid City Geology Field Camp ---- Summ 1981 A four week program sponsored by EIU and hosted at SDSM 

Eastern Illinois University: Charleston Environmental Biology ---- Summ 1972 Photography ------------------ Sprg 1974 Modern Global Geoscience --Summ 1975 Basic BASIC: TRS-80 ----- Summ 1979 Basic BASIC: Apple --------- Sprg 1981 Brain and Mind ------------- Summ 1981  Geology Field Camp ------- Summ 1981 Petroleum Geology --------- Summ 1982 Math Anxiety ----------------- Summ 1982 Martin Luther & Reformation - Summ 1984 The Creation-Evolution Debate - Summ 1987

Lakeland College : Mattoon, IL Stock Market Investing  ---------- Sprg 1987

Digital Photography  ---------- Sprg 2011

Dr. Leyden has been a research participant on Earthwatch expeditions associated with . . .

University of Tarapaca: Arica, Chile  Pre-Columbian Peoples ------- Summ 1986

University of Zurich: Zurich, Switzerland  Life & Death of Plateosaurus ------- Summ 1988

University of Newcastle: Newcastle, England  Roman Fort on Tyne ------- Summ 1995

University of Notre Dame Field Station: Fort Peck, Montana End of the Dinosaurs  ------  Summ 1997

University of Notre Dame Field Station: Kunming, Yunnan Province, China Dinosaur Discoveries  ------  Dec 1997-Jan 1998

  University of Notre Dame Field Station: Fort Peck, Montana K-T Dinosaurs  ------  Summ 1998

University of Notre Dame Field Station: Fort Peck, Montana End of the Dinosaurs  ------  Summ 2000

University of Notre Dame Field Station: Fort Peck, Montana TRexes & Triceratops  ------  Summ 2003

PUBLICATIONS

About 100 million students have investigated their environment with the numerous curriculum activities that Dr. Leyden has designed.

Science Activities

• Feb 72 --- The Girth Of The Earth
• May 72 --- Window Astronomy - On Plotting Celestial Motions
• Jan 73 --- Piaget and the National Clay Boat Contest
• Mar 73 --- The Helium Balloon Project - Expanding Student Horizons
• Oct 73 --- Testing For Process
• M-J 74 --- Analysis of That Mysterious Figure 8
• J-F 75 --- Telephone Poles, Pencils and Inquiry
• S-0 75 --- Carbonated Beverages - The Bubble Machine
• M-J 76 --- Bubbles - A Many Sided Project
• S-O 76 --- Lunar Movements - A Teaching Model
• Spg 78 --- Oh Nuts! I Don't Understand Acceleration
• F-M 80 --- Science Can Be Wheel Fun
• S-O 80 --- Piaget and One Square Inch of Thought
• N-D 80 --- Hamburger Mathematics
• F-M 8l --- Rocks in a Box
• A-M 8l --- Directory Assistance
• N-D 83 --- Einstein, Relativity, and the American Revolution
• F-M 84 --- Tick-Tock: Time On My Hands

Science and Children

• J-F 73--- Domestic Oases: A Study of Household Water Use
• J-F 74--- Letters: The Helium Balloon Data Bank
• Nov 73--- Goo
• Nov 74--- CB IV: The Fourth National Clay Boat Championships
• N-D 75--- Histograms and Raisin Bread
• N-D 75--- Phenomena for Inquiry: Transmission Poles
• N-D 77--- Phenomena for Inquiry: Radio Reception
• Feb 76--- Blackboard Ellipses
• May 78--- Changes - A Study of Solar Motion
• Apr 84--- For Its Only A Paper Moon

Summer l984 - Named Editor of Early Adolescence Column (EAC)

• Oct 84 --- EAC - (Bettye Sue Tubertini) A Camp Out - Conference Style
• N-D 84 -- EAC - Patience, My Child! Patience
• Jan 85 --- EAC - The Great String Drop
• Feb 85 --- EAC - Good Vibrations
• Apr 85 --- EAC - Celestial Meetings -- Synodic Periods
• Sep 85 --- EAC - The Strange Silo Problem

The Science Teacher

• Nov 73--- Clay Boats: Classroom or National - Idea Bank
• Apr 76--- Stepping Into Water and Mud to Move With River Rhythms
• Oct 76--- Letters - response to above
• Dec 76--- Repair of Thermometers - Idea Bank
• Mar 77--- Retelling the Barometer Story
• Apr 80--- Calling Scientists
• Mar 84--- You Graduate More Criminals Than Scientists
• Nov 84--- The Elliptical Johannes Kepler : ( Washington Educational Press Award )
• Sep 85--- Reflecting on William Herschel

1996-97 -- NSTA / EXXON Energy Posters He was a member of the author team who created ten posters - (22" x 34") - distributed by NSTA in their journals: The Science Teacher , and Science Scope . He designed and wrote THE SUN ; and THE EARTH .

Science Scope

• Sep 84 --- The Water Planet - An Illusion
• Apr 86--- Nature's Angles
• Oct 86--- A Drop In and Out of the Bucket

School Science and Mathematics

• Oct 74--- An Analysis of Helium Balloon Data
• Apr 76--- Science, Careers and the Elementary School
• Apr 8l--- A Funny Thing Happened To Me While Waiting for a Hamburger

Science Education   (Book re-vus)

• Jan 73--- Imagination and the Growth of the Sciences
• Apr 73--- A Sense of the Earth
• Oct 73--- Red Rock Country: The Geologic History of the Colorado Plateau
• Jan 74--- Teaching and Earth Science in the Secondary School
• Jan 74--- Trends in American Geological Education During the Critical Years (l954-60)

FAST Journal - Florida Association of Science Teachers

• Sum 79--- Quantifying the Moon's Motion
• Fall 84--- You Graduate More Criminals Than Scientists

ISTA Spectrum - Illinois Science Teachers Association

• Fall 76--- Clay Boating in America
• Fall 83--- The Triangle-Square Problem
• Dec 86--- Earthwatch: Pre-Columbian Culture

Current Science ----- Jan 9, 1978

• Can You Drink With a 50' Straw?

Journal of Geological Ed ----- Jan / Feb 1979

• Simulated Three-Point Problems

Transescence ----- The J. of the Emerging Adolescent Education -- vol xi #1 1983

• The Learning Cycle: A Teaching Strategy for the Middle Grades

ESTES   Educator News ----- May 1985

• Myths Of Teaching Science

USA  Today -----   July 26, 1985:  Illinois: Are Wyatt's Priorities Confused?    Dec 4, 1997:    Goodbye & Thanks to Gramblin Coach   Feb 22, 1999:   Definition Elusive   Mar 16, 2001:   Academics Come Second   Jan 13, 2004:   Gateway to nowhere

  Mar 15, 2011:   If Unions Lose, So Do People

    Aug 10, 2010:   Attention spans get rewired – interviewed w/r to the impossibility of brain multi-tasking.

                              The brain works on one thing at a time.   When you go to Task #2, it stops working on

                               Task #1.   So you are EITHER driving the car -   OR   - texting.   Not both.

    Jan 14, 2012:    Pick Outsider for Next Coach

  Mar 15, 2012:    Poll Questions Deceptive

  Apr 26, 2012:    Buffett Rule is a Start

  Aug 14, 2012:    Focus on Relationships

Earthwatch ---- Apr 1989

• Guest Commentator: "Nothing to Declare"

Addison-Wesley Science Professional Information Bulletin: 1989

• Teaching Controversial Issues: Evolution

Journal of Geological Ed :  1992: V. 40, p. 194

• Sander, P.M.; Gee, C.T.
• A Volunteer-Powered Dinosaur Excavation in the Upper Triassic of Switzerland
• Dr. Leyden was a member of the Earthwatch research team who uncovered 
• the dinosaur bones cited in the title

Yearbook Chapters

1979 AETS Yearbook  Theme: Science Education/Society -  A Guide to Interaction and Influence -- Career Education

1987 ATE Proceedings Theme:  Diversity & Challenge in Teacher Education ---  "Earthwatch: Dead Men in Chile"

Charleston Times Courier

• Jan l2, 1989 ---  Guest Column: If Abortion Is Outlawed
• Jun l9, 1990 ---  Letters: Flag Flap Harder on Rule Makers
• Jan 20, 1991 --- Guest Column: Gulf War Death Toll Bound to Get Higher
• Mar 22,1991 ---  Letters: Here's Another Way To Pay For Freedom
• Mar      1992 --- Letters: Who Gets The Bill?
• Oct 22, 1992 --- Letters: Be Careful What You Wish For
• Nov 19, 1994 -- 'Reporting LIVE from Jordan - It's Michael'
• Mar 6, 1996  --- Political Debates Are Foreign to This Voter
• Apr 1997 ---      'Keep Your Nose Clean' Takes On New Meaning
• Dec 7, 1998 --   'Mascot Name Irks Prof'
• Apr 29, 1999 --    Multiply Columbine Terror By Six ....
• Mar      1999  -- 'Digging For Dinosaurs'
• May 10, 2001 -- Listening to The Dead Silence - Mummy Autopsy in Chile
• Oct 4, 2008 – Russia By River
•   Mar    2010 – Parental NUMB3RS – Apollo 7 Astronauts & Apollo 7 Conference Parents
• Apr 20, 2011 – Some ‘shots’ Count More Than Others
• Jly      , 2011 – EGYPT – Land of Contrasts

TEACHING Pre-K-8 - Science Corner Columnist: 1989-99

  This journal has a subscription base of about 150,000 teachers.

• A/S --- Shadow Watching
• N/D --- Books For Young Scientists
• Jan --- An Ice Way To Start The Year
• Feb --- Bouncing The Beams
• Feb --- Acids, Bases And Acid Rain
• Mar --- Pendulum Pondering
• Apr --- Exploring The Planet
• N/D --- Waste Not, Want Not
• May --- The Worms' Turn
• A/S --- It's Getting A Little Crowded In Here
• Oct --- Going Through A Phase
• Feb --- Oil Spills Make For Troubled Waters
• Feb --- Discrepant Events
• Feb --- Science Bookshelf
• Mar --- It's Not The Heat ... It's The Humidi ty
• Apr --- An Earthshaking Unit
• May --- Super Bubbles
• A/S --- Getting Off to a Wonderful Start
• Oct --- Pulling the Plug on Science
• N/D --- A Walk In Outer Space
• Jan --- Up, Up and away
• Feb --- A Diet Report Card: F Is For Fat
• Mar --- Birds, Bears And Bicycles
• Apr --- Water On The Brain
• May --- Discovering Density  
• A/S --- Start The Year With A Pop
• Oct --- How To Give Science A Spin
• N/D --- The Hole Thing
• Jan --- Athletic Pressure At The Winter Olympics
• Feb --- Discovering Density
• Mar --- Every Breath You Take
• Apr --- Sneakers, Muscles and Science
• May --- Radiant Energy: What It Is & What It Does
• A/S --- Science At Your Fingertips
• Oct --- Expansion & Contraction Matters
• N/D --- 'Building' a Balloon in a Bottle
• Jan --- A Model Thinker
• Feb --- The Egg & I
• Mar --- Air Pressure "Eggs-periment"
• Apr --- An Attractive Science Lesson
• May --- Pedaling Into Summer
• A/S --- Round and Round We Go
• Oct --- A Picture Perfect Activity
• N/D --- Seat Belt Science
• Jan --- An Activity to Whet Students' Enthusiasm
• Feb --- How Many Liters in a Wet Blanket
• Mar --- A Lesson Centering on Gravity
• Apr --- Beats The Daylight Out of Me
• May --- Ripping Into Science  
• A/S --- The Eyes Have It
• Oct --- Eclipsing The Light . . . Fantastic
• N/D --- Eclipse Seasons
• Jan --- A Weighty Gravity Lesson
• Feb --- The Sounds of Science
• Mar --- "Sinkers" and "Floaters"
• Apr --- A Scientific Eggs-ercise
• May --- Silver Anniversary Science
• Sep --- Following the Sun : Sundials
• Oct --- Rising Raisins and Sinking Divers
• N/D ---The Soup-Can Olympics
• Jan --- Hot and Cold and Really Cold
• Feb --- Shadows on the INTERNET
• Mar --- Bubbles Science
• Apr --- Cool, Clear Water
• May --- Science Is a Household Word  
• Sep --- Toasting and Testing
• Oct --- Living In A Red, White and Blue World
• N/D --- A Spiral Curriculum
• Jan --- Silos: Surface Area / Volume Relationships
• Feb --- Measuring Seasonal Changes
• Mar --- Getting Into the Swim With Dinosaurs
• Apr --- Having A Ball With Science
• May --- Reflections On A Year of Science
• Sep --- The Notion of Motion
• Oct  --- Energy On The Move
• N/D --- Lighting the Lamp of Knowledge
• Jan ---  An Attractive Lesson
• Feb --- Geologic Time
• Mar --- Basking in The Sun
• Apr ---  Author Says Good Bye - Plans For The Future

About 18 million students have used his books as the basis of their yearly science curriculum. Some of his writings are published in Arabic; Spanish; Dutch; German and French.

Middle School Texts : Addison-Wesley: Canada Publisher

1981 ----- Barr / Leyden Science 7-A / 7-B 1983 ----- Ecologie principes de base --- French translation 1992 ----- Consulting Author: Explorations in Science -- Grades 1-6

Addison-Wesley Publishers

1979 ----- Barr / Leyden - Life Science 1984 ----- Barr / Consulting Author, Leyden - Life Science 1986 ----- Barr / Consulting Author, Leyden - Life Science 1990 ----- Barr / Consulting Author, Leyden - Life Science

1984 ----- Barr / Johnson / Leyden - Physical Science 1988 ----- Johnson / Barr / Leyden - Physical Science 1988 ----- Leyden / Johnson / Barr - Introduction to Physical Science

Elementary K-6 Textbooks : Addison Wesley Science

1989 ----- Barman / Gutherie / Leyden / Mercier / DeSpezio / Ostlund 1992 ----- Barman / Gutherie / Leyden / Mercier / DeSpezio / Ostlund 1995 ----- Brummett / Lind / Barman / Leyden / DeSpezio / Ostlund - et. al. -- Contributing Author

1994-1995-1996 Leyden: ---Consulting Author --- Hashemite Kingdom of Jordan --- 1st thru 8th grade textbooks

Others: Houghton-Mifflin  1975 ----- Leyden / Peterson --- Career Education and Physical Sciences

  Silver Burdett Publishers   1982:   Barman / Johnson / Leyden / Rusch Teaching Science: Grades 5-9

Indiana University Press  1986:  Barman / Cooney / Leyden

Thinking About Learning - Learning About Thinking

Tel-Education Productions   1987:  Leyden - "Little Things Make Kids Wonder" -              90 min Video / Video script / Teacher Guide

Greenwatch: London Publisher  1993:  Leyden --

Air Pollution --- Middle School Activity-Centered Modules

Essential Learning Products  1996:  Science Content Editor: K-6 Series

Encyclopedia Brittanica  2001:  Contributing author on K-9 Internet Modules

Publications International, Ltd.  2005:  Look, Find & Learn: Science & Nature             Science Content Editor

Editorial Referee

                                                     Science Education   --   School Science and Mathematics   --   Highlights Magazine

Editorial Consultant

• Harcourt, Brace and Jovanovich

• Prentice Hall

• Laidlaw Brothers

• Scott-Foresman

• Harper Collins

• Allyn & Bacon

In addition to his formal educational, Michael has traveled extensively outside the United States. These experiences have significantly contributed to the diversity of his education.

1983 England ----- Wales ----- Scotland ----- Ireland

1984 England ----- Denmark ----- Norway ----- Sweden ----- West Germany ----- Holland

1985 Newfoundland ---- Italy ---- Sicily ---- Switzerland ---- France ---- San Marino

1986 Peru ---- Chile ---- Jamaica

1988 Switzerland -- Luxembourg -- Netherlands -- Belgium -- Austria -- W / E Germany -- W / E Berlin

1990 Puerto Rico

1991 Puerto Rico ---- Australia ---- New Zealand ---- Tahiti

1993 England

1994 Jordan ---- West Bank ---- Golan Heights ---- Israel ---- Palestine --- Jordan

1995 England ---- Scotland ---- France

1996 England ---- Wales ---- Ireland ---- Northern Ireland ---- Newfoundland

  1997 England ---- Belgium ---- France ---- China

  1998 China ---- England ---- Spain ---- Portugal ---- Spanish Ceuta ---- Morocco

  1999 Romania  (Solar Eclipse) ---- Turkey ---- Greece ---- Germany ---- Belgium ---- Netherlands

  2000 Netherlands ---- Germany ---- Belgium ---- Kenya ---- Ireland ---- Italy --- Vatican City --- France --- Monte Carlo ---- Ireland

2001 Scotland ----- England ----- Ireland

2002 Ireland ---- Northern Ireland ---- England

2003 England ---- Switzerland ---- Austria ---- Italy

2004 England ---- Belgium ---- France

2005 Hong Kong ---- Macau ---- Sweden ---- Lapland ----- Finland ---- Estonia

2007 England --- Scotland --- Isle of Mull

2010 Ireland - Northern Ireland - England

  Curaçao - Aruba - Costa Rica - Panama - Bahamas

  England

PROFESSIONAL MEETINGS AND WORKSHOPS

Dr. Leyden has presented many workshops to school districts, state and national conventions.

His sessions are filled with activities, slides, and student participation

which present the topic in a creatively cognitive and humorous style.

 A sampling of the titles --

• Discrepant Events, Piaget & the Brain's Reticular Activating System
• Help! I'm Being Held Prisoner in a Science Methods Course
• Left Brain/Right Brain: Fact, Fiction and a News Update
• The Learning Cycle - Sensible Styles of Teaching
• Critical / Creative Thinking in Children and Adults
• But I Don't Have Time to Teach Science
• There's a Sucker Born Every Minute
• Acid Rain and the Learning Cycle
• You Can Teach The "Right" Way
• We Teach Teachers 'Real Good'
• Did'ja Ever Wonder?

He presents workshops at Regional and National NSTA Conventions

 Milwaukee ('71) -- Detroit ('72) -- St.Louis ('72) -- Memphis ('74) Indianapolis ('75)  -- Philly ('76) -- Minneapolis ('76) -- Cincinnati ('77)

D.C. ('78) -- Milwaukee ('78)  -- Atlanta ('79) -- Anaheim ('80) NY ('8l) - - Chicago ('82) -- Dallas ('83)   -- Boston ('84)

Albuquerque ('84) --- Cincinnati ('85) -- Hartford ('85) -- S. F. ('86) Indy ('86) -- Anchorage ('86) -- Washington ('87) - - Pittsburgh ('87)

San Antonio ('87)  -- Miami ('87) -- St. Louis ('88) -- Portland, ME ('88) Little Rock ('88) -- Charleston, SC ('88)  -- Seattle ('89)

Atlantic City ('89) -- Tulsa ('89) -- Atlanta ('90) -- Puerto Rico ('90) Houston ('91) -- Reno ('91) -- Boston ('92) -- Kansas City ('93)

Louisville ('93)  -- Anaheim ('94) -- Philadelphia ('95) -- St. Louis ('96)

NSTA Keynoter:

1985: Cincinnati -- 1989: Phoenix -- 1990: San Juan, P.R. -- 1991: Reno

Additional sessions in --

 Cincinnati ('74) -- Green Bay ('83) -- Port Huron ('73) -- New York ('79) Honolulu ('83)  -- Superior, WI ('78) -- Indy ('81) -- S. Diego ('83)

Storm Lake, IA ('81) -- N. Orleans ('81)  -- Long Beach ('82) -- Kingsport, TN ('82) -- Long Beach ('84) -- Denver ('85) -- Madison ('82)

 Indianapolis ('82) -- Cedar Rapids ('85) -- Wausau ('82) -- Milwaukee ('82) Denver ('86)  -- Salem, IN ('83) -- W. Des Moines & C. Rapids ('82)

Anchorage ('86) -- Lakewood, CO ('84)  -- Fairbanks ('86) -- Barrow, AK ('86) Daytona Beach ('82) -- Lexington ('86) -- Seattle ('86) --

W. Des Moines ('83) -- Fort Meyers ('83) -- Chicago ('87) -- Phoenix ('87) Minneapolis ('83)  -- Louisville ('87) -- Detroit ('87) -- St. Louis ('83)

New York ('87) -- Anchorage ('89)  -- Bronx ('88) -- Bronx ('89) -- Tallahassee ('89) St. Petersburg ('89) -- Worcester, MA ('89)

Pinehurst ('89) - Ashville ('89) - UC-Long Beach ('89) - UNLV ('90) Albany, NY ('89)  -- Kansas City ('89) --- St. Louis ('90) -- Kansas City ('90)

Charlotte ('89) -- DeKalb, Ga ('89)  -- Princeton ('89) -- Newark ('89) St. Louis PKWY ('90) -- Salem, NJ ('90) -- UNLV ('91) -- Philadelphia ('91)

Pittsburgh ('91) -- UNLV ('93) -- UNLV ('95)  -- UN Iowa ('99) ... and numerous Chicago suburbs and Illinois communities each year.

Other keynote addresses at the state / city science meetings:

 Iowa ('81) --- Oklahoma ('81) --- Wisconsin ('83) --- Illinois ('83) --- Kentucky ('84)  -- Chicago ('84) --- Detroit ('85) --- Utah ('86) --- Arizona ('86)

Los Angeles ('86) -- Wisconsin ('87) --- Arizona ('87) --- Ohio ('88) Minnesota ('88) --- Kansas City ('88)  -- Madison ('88) --- Bronx ('88)

Menomenee, WI ('88) --- Kentucky ('88) --- Georgia ('89)  -- SW Virginia ('89) Ashville, NC ('89) -- Springfield, MO ('89) -- Detroit ('89)

Tucson ('89) -- Texas ('89) --- Puerto Rico ('91) --- Colorado ('92) --- Alabama ('93)

1971 - 1973 - 1975 - 1980 --- College of Education Nominee EIU Distinguished Faculty Award

1980 Recipient: EIU Distinguished Faculty Award This is EIU's highest award and was presented to him for his role "...as a nationally influential science educator ... with witty, lively and interesting classes."

1981: EIU: Oustanding Faculty Merit Award: Teaching Excellence

  1982: National Science Teachers Association Ohaus Award His paper, "Processing/Synectics: Hope for the Timid and the Timeless," was cited for its creative, integrated approach to curriculum planning.

  1985: Washington Educational Press Award He received the only First Place Award (from over 500 entries) for Science Feature Articles: "The Elliptical John Kepler" --- The Science Teacher - November l984

1986: EIU Professional Development Award Given to selected faculty members for their teaching; research & service record over a five year period.

1986: Leonhardt Fellowship In August, he was part of an Earthwatch archeological expedition to Arica, Chile to study paleopathology (autopsy of mummies) of Pre-Columbian Peoples.

1993: Key to the City of Birmingham, ALA Presented to him as Keynote speaker of the Alabama Science Teachers Association meeting, and for his lifelong contributions to science education.

  1994: EIU Professional Development Award Given to selected faculty members for their teaching; research & service record over a five year period.

1996: Nominee - Faculty Merit Award: Research and Creative Activities: - unique computer / Internet technologies for instruction

1998: EIU International Study Grant -- Dinosaurs in China   /   Science Education in England

1999:  SUNY-Brockport:  Outstanding Alumni Award - Professional Achievement

City Colleges and Apple Team Up to Help Students Build Competitive Tech Resumes

August 14, 2024

By City Colleges of Chicago

As she continues her studies at Kennedy-King College, cybersecurity student Favour Gbadamosi has already built an impressive resume.

Kennedy-King helped Favour secure an internship at SDI Presence, where she’s worked for over a year updating software for the company’s laptops and computers. Her most recent venture is learning app development through the Everyone Can Code program.

Everyone Can Code is a partnership City Colleges has with Apple that provides students with a paid tech internship and experiential learning opportunities. Students at both Truman and Kennedy-King Colleges are participating in the program this summer.

Favour and her classmates are learning IOS development and how to think critically, which helps them in school, apprenticeships, jobs, and life. This summer, participants looked for a problem in their community and created an app that helps solve the problem. Favour’s group created an app that teaches kindergarteners to read, write, and pronounce letters.

“Everyone Can Code is a great program to be a part of,” Favour said. “It’s great to have Apple on your resume. It pays, it gives you experience working with IOS, and it teaches skills I can use outside of Kennedy-King and in my future career.”

Everyone Can Code is part of the Tech Launchpad at Kennedy-King College. Kennedy-King College’s Tech Launchpad provides students access to high-quality academic and training in tech. This ensures students are ready to navigate the tech ecosystem and succeed at a tech career at a variety of companies.

The opportunity is made possible through One Summer Chicago initiative, a six-week summer youth employment program.

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Trump expected to resume outdoor rallies protected by bulletproof glass, sources say

The U.S. Secret Service is arranging for former President Donald Trump to resume outdoor campaign rallies by surrounding his podium with bulletproof glass, two federal law enforcement officials told CBS News. Trump has only done indoor rallies since his attempted assassination in Butler, Pennsylvania, last month.

More From Forbes

Top 10 resume trends in 2024: what you need to know to stand out.

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For most people, resume writing is a daunting task.

Job hunters wonder about how to improve their resume. Mary, a director at a large company, called for help with resume writing because she was losing her job. She said, “I’m sure my resume doesn’t represent me very well. I want it to be impressive, but I’m stumbling on how to create it. I hear people say they send out dozens of resumes with no response, which makes me very anxious. How must I differentiate myself to get an employer’s attention?”

For most people, resume writing is a daunting task. The stakes are high. Yet, you may be unaware of the current resume trends you need to consider. Here are the ten resume trends to understand to help you showcase your uniqueness and capabilities and stand out to an employer.

Self-Marketing. Self-analysis is essential to do before you start writing. Think of your resume as an advertisement trying to get an employer to buy the product, and that product is you. Outline what you are best at doing. Note your top strengths. What are relevant credentials and experience to emphasize? Identify your best accomplishments.

RESULTS. Employers hire you based on your previous achievements and the belief that you can repeat those if they hire you. Each work description must focus on sharing measurable results and outcomes. Be specific. Employers value concrete accomplishments. Emphasize if you made the company money, saved money, started something, made an innovation, or created a new tool, process, system, or program. Incorporate numbers and percentages into your bullet descriptions. Have your most impressive accomplishments and best experience near the top of the description.

Prioritize. Target what is most important to employers. Determine the key elements they seek and tailor your resume to their needs. To identify the key points to highlight, review several relevant job openings. Focus on the top three to five qualifications and duties they advertise for. Incorporate that information into your resume to demonstrate that you have what a potential employer values.

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Highlight. Showcase your success. Under your work history, you should use bullet points to create each statement. The most effective way to develop these is to use the formula: Actions = Results, noting what you did and its impact. For example, “Developed and executed a new email fundraising campaign, and the results increased donations by 21%.” Or state the dollar amount if that is impressive.

Keywords. Research the job description, paying close attention to the required skills and qualifications, and align your relevant skills accordingly. Identify the more critical tasks, such as project management or process improvement, and sprinkle these sparingly throughout the resume, especially in the work descriptions and in the summary section. Include any relevant industry terms, too. Don’t try to “keyword stuff” throughout the resume, as the ATS may reject your resume, and a recruiter may disregard it, viewing it as being too generic or lacking.

Action verbs. Under your work descriptions, start each sentence with an action verb. Use words highlighting the skill or accomplishments, such as Led, Drove, Analyzed, Designed, Originated, Implemented, Established, etc. Avoid repetition, and don’t use that same action verb to start a statement within a particular work description. Write the sentence in the past tense, even for your current position.

ATS (Applicant Tracking Systems). ATS is a human resources software that works as an online database or a digital filing cabinet when you submit a job application. It’s not very sophisticated and requires search engine optimization. Avoid any creative resume style. Simple formatting is the key to getting through the system’s filters. Eliminate columns, tables, text boxes, headers, footers, graphics, color ink, or PDFs (unless specifically requested).

Qualifications. Employers hire someone with the skillset necessary to succeed in that advertised job. They want a person who is not underqualified or overqualified. Carefully evaluate the role before you hit “apply.” Assess your skills, education, and experience to ensure the job closely fits your background. Refrain from applying for a job if you don’t have 80% of the qualifications required.

Soft skills. These traits help show how you fit into the job role and match the company’s culture. Include appropriate ones to supplement your hard skills. The top soft skills employers value beyond excellent oral and written communication are collaboration, critical thinking, emotional intelligence, leadership, adaptability, problem-solving, critical thinking, and creativity.

Competencies. Employers find no value when you list a lot of competencies, such as project management, team leadership, results-driven, etc., in one section since you aren’t demonstrating exactly where you used these abilities. Avoid creating this section. Instead, inserting these competencies into the work history and summary of qualifications is much more effective. That way, you illustrate how you have that skill and apply it on the job.

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Trump to reportedly resume outdoor rallies as Secret Service pulls from Biden detail

Former President Donald Trump is expected to resume holding outdoor rallies as the New York Times reported that the Secret Service has approved a plan that would bolster security at such events.

Citing anonymous sources, the New York Times reported that bulletproof glass will be installed in front of Trump at rallies. The agency also reportedly will pull agents from President Joe Biden's detail to provide help for Trump's security.

The New York Times reported that the ballistic glass has been used at past events for Secret Service protectees , but the material is heavy and logistically difficult to move.

RELATED STORY | New police video shows the moment officers realized there was a shooter at Trump rally

Prior to Trump's rally in Washington on Jan. 6, 2021, he was seen standing behind a glass wall. It was later revealed by then-White House aide Cassidy Hutchinson to the House Jan. 6 Committee that Trump had asked for weapon-detecting magnetometers to be removed from outside of the rally.

The rally preceded the counting of Electoral College votes from the 2020 election, which was interrupted by the insurrection at the U.S. Capitol.

Trump has not held any outdoor rallies since a gunman wounded him at a Pennsylvania event on July 13. Trump tended to have outdoor rallies during his campaign prior to the shooting.

RELATED STORY | Attempted Trump assassin neutralized 15 seconds after first shot, official says

Trump, who was wounded in his right ear in the attack, was addressing supporters when a gunman fired several rounds at him from a nearby rooftop. The incident has placed intense scrutiny on the agency as questions have emerged on how a gunman was able to access the rooftop so close to the rally and get a direct shot at the former president before getting fatally wounded by Secret Service agents.

Kimberly Cheatle told Congress one day before resigning as Secret Service director that the incident was the Secret Service's "most significant operational failure" in decades.

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Watch CBS News

Trump to resume outdoor rallies with bulletproof glass

By Nicole Sganga

Updated on: August 15, 2024 / 8:05 PM EDT / CBS News

The U.S. Secret Service is arranging for former President Donald Trump to resume outdoor campaign rallies a month after a gunman targeted him at a rally in Pennsylvania .  

The Secret Service plans to surround Trump's podium with bulletproof glass, according to two federal law enforcement officials.

While this measure is typically used to protect sitting presidents, the Secret Service is making an exception after the Butler, Pennsylvania, rally on July 13, when the gunman  took several shots at Trump, grazing his ear before a Secret Service sniper killed him.

The plan was first set into motion by then-Secret Service director Kim Cheatle in the immediate aftermath of the rally. The Secret Service typically pre-positions personnel around the country in battleground states so they can be within driving distance of campaign rallies, which enables faster transportation of the ballistic glass to events. 

The Secret Service declined to comment on its reported plans. 

Within weeks after the shooting, Trump vowed to continue appearing at outdoor rallies and said the Secret Service had " agreed to substantially step up " its operation. The Secret Service had already increased its security efforts around Trump — in fact, the Butler rally was the first event of the 2024 campaign where the agency's highly trained counter snipers were deployed to secure a campaign event for the former president. 

But the event was plagued by security lapses, and in the wake of the attempt on Trump's life, Cheatle resigned . The acting Secret Service Ronald Rowe disclosed that Secret Service counter snipers did not have radio communications with local law enforcement that day. Instead, the agents relied on text messaging, with local Butler County tactical teams sending Secret Service snipers two pictures of Crooks via text message at 5:45 p.m., about 26 minutes before shots were fired. 

The Department of Homeland Security is assisting the Secret Service in establishing a committee to explore the permanent creation of a uniform communication channel. This would enable the Secret Service, federal law enforcement officials and state and local law enforcement officials assisting the agency to radio one another with greater ease, allowing communication between law enforcement entities that typically transmit messages on separate frequencies. 

The panel is still being assembled, with assistance from the Cybersecurity and Infrastructure Security Agency, and will be led by Heather Fong, DHS Secretary Alejandro Mayorkas' senior counselor for law enforcement and acting assistant secretary for the Office for State & Local Law Enforcement. Fong is also a former San Francisco chief of police. 

Notably, Rowe has conceded that problems with communications among law enforcement agencies on July 13 delayed critical information from being relayed to the Secret Service as local law enforcement pursued the gunman in the minutes leading up to the shooting. 

• United States Secret Service
• Donald Trump

Nicole Sganga is a CBS News reporter covering homeland security and justice.

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Panthertech

How do i know if my panthermail account has been compromised.

You may have issues when you try to sign in to Microsoft Office 365. Or, you notice that suspicious activity occurs in your account, such as large amounts of spam that originates from your account.You may also experience one or more of the following issues:

• The Sent or Deleted Items folders in Microsoft Outlook or in Microsoft Outlook Web App contain common hacked-account messages.
• Unusual profile changes, such as the name, the telephone number, or the postal code were updated.
• Unusual credential changes, such as multiple password changes are required.
• Mail forwarding was recently added.
• An unusual signature was recently added, such as a fake banking signature or a prescription drug signature.

Even after you've regained access to your account, the attacker may have added back-door entries that enable the attacker to resume control of the account.You should:

Make sure that your computer isn't compromised

• Make sure that you have Windows Update turned on.
• Run an antivirus scan to make sure that no malicious software is installed on the computer. 

Make sure that the attacker can't log on to your Office 365 account

 Reset your password at  http://password.eiu.edu

Make sure that the attacker can't resume access to your account

Make sure that the Exchange account doesn't auto-forward addresses. For more information, go to the following webpage:  Forward messages automatically with a rule

Make sure that the Exchange server isn't sending auto-replies.

Make sure that your contact information, such as telephone numbers and addresses, is correct.

• Make sure that you verify your sent items. You may have to inform people on your contacts list that your account was compromised. The attacker may have asked them for money, spoofing, for example, that you were stranded in a different country and needed money, or the attacker may send them a virus to also hijack their computers.
• Any other service that used this Exchange account as its alternative email account may have been compromised. First, perform these steps for your Office 365 subscription, and then perform these steps for your other accounts.

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Maine to restart interlibrary loan program Sept. 3

The van service that delivers books and other materials to libraries across the state was suspended for several months while a new contract award was appealed.

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The delivery service that moves library materials across Maine will resume Sept. 3, months after it was suspended because of a contract dispute.

Sarah Schultz-Nielsen, director of Lithgow Public Library, packs interlibrary loan pouches back into a shipping bin at the Augusta library in June. Joe Phelan/Kennebec Journal

Libraries were notified in June that the popular interlibrary loan service would be suspended while the state heard an appeal from Freedom Xpress Inc., a Brewer-based company that handled the deliveries for 12 years but was not awarded a new contract. Ultimately, an appeals board upheld the Maine State Library’s decision to give the contract to STAT Courier, a national library courier company based in Missouri.

Maine State Librarian Lori Fisher said in a statement Monday that the van delivery service “has been deeply missed” by academic, public and school libraries that rely on interlibrary loans.

“I am grateful to the public, school and academic libraries who bore the brunt of this pause in service due to the complex legal appeal process we were required to navigate after the Request For Proposal award was announced,” Fisher said. “We heard from many Maine residents who were impacted by the disruption in service, which underscores the need for information and resource sharing statewide.”

More than 180 libraries participate in the service, with more 1 million items transported each year, Fisher said.

Maine interlibrary loan system on hold for weeks because of contract dispute

The state’s bid process did not require the contract be awarded to the lowest bidder. According to the state library, STAT Courier was chosen because it provides a dedicated service – its trucks, drivers and sorters deal with library materials only – with no additional stops for other types of deliveries. The company has three sorting hubs in Maine with a process to shuttle materials between them to help with efficiency. Advertisement

After Freedom Xpress filed an appeal, the Department of Administrative and Financial Services told the state library that it could not yet sign a new contract, but was able to start final negotiations to limit the amount of time the service was suspended.

Fisher said STAT Courier will officially begin van delivery service on Aug. 26. During a one-week transition period, the company will get stranded materials back to their home libraries and test new delivery routes.

Maine interlibrary loans to resume after board approves book delivery service

After the service disruption was announced in June, library directors and patrons lamented the pause. The loss was particularly acute in rural towns, where small libraries have limited resources. Some libraries got creative to fill the gap while the appeals process was underway.

The South Portland Public Library teamed up with eight others in the area to offer a smaller version of interlibrary loans they dubbed “Mini-ME.” Kevin Davis, director of the library in South Portland, said patrons are looking forward to again having access to materials from libraries statewide.

“Working with our local library colleagues, we have done our best to minimize the impact created by the disruption in delivery service this summer,” he said in a statement. “However, nothing can match the selection and diversity of materials available when delivery service is fully up and running.”

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