Guide to the Job Search - International Graduate Student - UChicago ...
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International Graduate Student Guide to the Job Search in the United States
Content: F-1 and J-1 International Student Work Authorization Options in the U.S. 4–11 F-1 On-campus Employment F-1 Curricular Practical Training (CPT) F-1 Optional Practical Training (OPT) OPT Extensions J-1 On-campus Employment J-1 Academic Training (AT) Other Considerations F-1/J-1 U.S. Work Authorization Chart The U.S. Job Search 12–20 Getting Started Networking Basics Informational Interviews Elevator Speeches LinkedIn Résumés Cover Letters Interviewing U.S. Office Culture Career Development and Fellowship Resources at UChicagoGRAD 21–24 Introduction to Career Advisors Making an Advising Appointment When to See an Advisor Workshops and Camps Career Fairs and Conferences Employer Information Sessions Fellowship Resources Employer Guide to Hiring International Students 25–29 UChicagoGRAD Employer Relations Employing International Students U.S. Work Authorization Chart
What is this guide? The International Graduate Student Guide to the Job Search in the United States helps graduate students and postdocs at the University of Chicago better understand and navigate the search for employment in the U.S. The guide also aids university advisors who work with international students and employers who seek to hire international students. Why did we create this guide? In today’s increasingly global economy, international students are a valuable part of the talent pool that universities provide to employers. International students bring unique benefits, such as diversity, adaptability, global perspectives, and international connections. However, international students may find it difficult to conduct a U.S. job search. Both international students and U.S. employers can be unfamiliar with work visa options, and international students may feel ill-equipped to handle U.S. employers’ expectations and practices. Please consider the tips and recommendations provided in this guide to become a more competitive candidate. Who wrote this guide? This guide was created by UChicagoGRAD and the Office of International Affairs at the University of Chicago. Should you have any questions or concerns, please contact an advisor: Josephine Cai Assistant Director, UChicagoGRAD josephinecai@uchicago.edu Amima Diagne Assistant Director, Office of International Affairs diagnea@uchicago.edu Note: This guide is for informational purposes only. Each individual situation may vary. Students with questions are encouraged to contact UChicagoGRAD or the Office of International Affairs for additional guidance.
Section 1
F-1 and J-1 International
Student Work Authorization
Options in the U.S.
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Section Topics
F-1 On-campus Employment
F-1 Curricular Practical Training (CPT)
F-1 Optional Practical Training (OPT)
OPT Extensions
J-1 On-campus Employment
J-1 Academic Training (AT)
Other Considerations
F-1/J-1 U.S. Work Authorization ChartF-1 On-campus Employment
During an F-1 student’s academic program (before the I-20 The following types of opportunities may also be considered on-
program end date), the student is permitted to engage in on- campus employment, but should be confirmed with OIA before
campus employment for a maximum of 20 hours per week accepting:
while classes are in session (during the academic year). During
■ Work done on school premises that provides direct service to
academic breaks (such as winter and spring breaks) and vacation
students (such as working at the bookstore or a restaurant in
quarters (such as summer quarter, for many programs), there
Hutch)
is no limitation on the number of hours permitted. F-1 students
can typically engage in on-campus employment without any ■ Work performed on- or off-campus at an approved, close
specific authorization needed in advance of beginning work. educational affiliate of the University. If a student is uncertain if
Below are key examples of what may be considered on-campus an entity is considered on-campus employment, please contact
employment. OIA for confirmation.
The following on-campus employment opportunities do not For additional details about on-campus employment, visit
typically require review and employment authorization or internationalaffairs.uchicago.edu/page/campus-employment.
documentation by the Office of International Affairs (OIA), as long
as they adhere to the requirements outlined above:
■ Work done on-campus and paid by the University (such as
working at the library or for one of the academic departments)
F-1 Curricular Practical Training (CPT)
CPT is an F-1 employment/practical training benefit that allows the opportunity meets the established CPT criteria for that
students to engage in paid or unpaid off-campus training program.
opportunities during their program when the opportunity is ■ Must be approved prior to beginning work.
integral to their program of study. To be considered “integral,”
■ Is approved on a quarterly basis. If the opportunity will extend
the employment must either fulfill a degree requirement (e.g. a
beyond one quarter, a new application will be needed for each
training, internship, or practicum that is required for all students in
quarter.
that program); fulfill a course requirement (e.g. a practical training
required for a specific course); or be part of an established, ■ Approval comes in the form of a new F-1: I-20, and employment
formal co-operative educational agreement between a student’s details will appear on page 2 under the ‘Work Authorization’
academic program and an external employer. section.
■ More specific application details and processing timeframes
CPT eligibility and options are based on both immigration
(including template letters) can be found on the OIA website.
and academic policies, and they are specific to the details and
requirements of a given academic program. Therefore, CPT Students are not permitted to work outside of the approved CPT
options may vary by program (with some programs having CPT start and end dates listed on the I-20. Working even one day
options while others do not), but they are always pre-established without proper work authorization can have severe consequences
by the given academic program and OIA. on the student’s immigration status and on the company.
Key Features of CPT CPT FAQs
■ Must be directly related to a student’s major or field of study. Is there a limit to how much CPT I can use?
■ Can be for paid or unpaid opportunities. CPT is based on program-specific requirements and opportunities,
and it is bounded by those details. But, it is important to note
■ Allows for part-time work (20 hours or less per week) during
that students who accumulate 12 months of full-time CPT
the academic year and full-time work (over 20 hours per week)
authorization (over 20 hours per week) lose their eligibility for
during breaks and vacation quarters.
Optional Practical Training (OPT). Part-time CPT authorization (20
■ Students must be enrolled full time for one academic year hours or less per week), or fewer than 12 months of full-time CPT
(three academic quarters) before they are eligible. authorization, should not affect OPT eligibility.
■ Can only be used during (but not after) one’s academic
Can I change employers while on CPT?
program, as reflected in the program dates listed on the I-20.
Yes, but since CPT is employer specific, F-1 students must apply
■ Students must have an offer of employment to apply for CPT, for new CPT authorization with OIA before working for the new
since the authorization is for a specific employer. employer.
■ Is sponsored by the University, not by the employer. But, the
Review CPT information and application process details at
CPT request does require the employer to provide a letter.
internationalaffairs.uchicago.edu/cpt.
■ Requires confirmation from one’s academic program that
F-1 and J-1 International Student Work Authorization Options in the U.S. 5F-1 Optional Practical Training (OPT)
OPT is a type of F-1 off-campus work/practical training Responsibilities while on OPT
authorization for degree-seeking students who wish to gain
experience in jobs directly related to their major area of study. Student Responsibilities
After an approved period of OPT begins and a student has
OPT may be used before or after a student completes their received their EAD card (and is thus able to begin working),
degree. the student is required to report any changes to the following
■ OPT acquired before degree completion is referred to as Pre- information, within 10 days of the change, via the SEVP Student
completion OPT. Portal (studyinthestates.dhs.gov/sevp-portal-help) or through
the OIA OPT Update Form (internationalaffairs.uchicago.edu/
■ OPT acquired after degree completion is referred to as Post-
content/opt-update-form)
completion OPT.
■ Employment information: employer name, employer address,
Most F-1 students will apply for Post-completion OPT to get
whether the position is full time or part time, and a brief
practical training/work experience in the U.S. after completing
description of how the work is directly related to the student’s
their academic programs.
area of study
Key Features of OPT: ■ Current physical address, email address, and phone number
■ Employment end date
■ A job offer is not required for application.
■ No employer sponsorship is needed. If a student decides to end OPT early and leave the U.S., or if a
student changes to another status in the U.S., they should contact
■ Students must work in a job that is directly related to their
OIA directly so that appropriate action can be taken on the
degree program or field of study.
student’s F-1 immigration record.
■ OPT can be used for paid or unpaid opportunities.
Employer Responsibilities
■ Students must be enrolled full-time for one full academic year
Employers are not required to be involved in the OPT application
before being eligible for OPT.
process. However, they will need to provide employment
■ Pre-completion OPT (during one’s program) allows part-time verification letters to F-1 OPT students for use upon re-entry
(no more than 20 hours per week) OPT during the academic to the U.S. after traveling abroad. Reporting of employment
year and full-time (more than 20 hours per week) OPT during information is the responsibility of the student, but reporting may
breaks and vacation quarters. However, students on Post- require confirmation of details from an employer.
completion OPT are required to work full time (at least 20 hours
per week). Note: Students are NOT permitted to begin their employment
until their work authorization has been approved and they have
■ OPT applications are initiated by the student, and they are
physically received an EAD card. Working even one day without
authorized by the U.S. Citizenship and Immigration Services
proper work authorization can have severe consequences on the
(USCIS) . Applications typically take several months to be
student’s immigration status and future employment options.
approved. USCIS does not expedite applications.
■ Eligible students have a maximum of 12 months of OPT. OPT FAQs
■ Students who have earned a degree in a designated STEM
Can I have multiple employers while on OPT?
(Science, Technology, Engineering and Mathematics) area of
Yes, as long as (1) the student’s work with all of the employers
study may be eligible to apply for an employment extension of
adds up to at least 20 hours per week, (2) all of the positions
an additional 24 months.
are directly related to the student’s area of study, and (3) all
employers are reported either to OIA or through the SEVP portal.
Application Process
What status do I hold while on OPT?
Specific and up-to-date details and timeframes for the OPT
An OPT recipient is still in F-1 student status during their period of
application process can be found on the OIA website. Here is a
approved OPT.
general overview:
Can I remain in the U.S. while OPT is pending?
1. Request OPT recommendation from OIA.
Yes, a student can remain in the U.S. as long as their OPT is
2. Receive a new I-20 from OIA. pending (even after the I-20 program end date), but the student
3. Mail the full application to USCIS for their review and cannot begin working until their OPT has been approved and they
processing. receive their EAD card in the mail.
4. Receive receipt notice. Review more OPT information, FAQs and application process
Note: If USCIS notices anything missing or incorrect upon initial details at internationalaffairs.uchicago.edu/page/opt-optional-
review, the student will receive a rejection notice outlining what practical-training.
was incorrect and inviting them to re-submit their application. If
any issues are noted after the initial receipt notice is issued, the
student will receive an RFE (Request for Evidence).
5. Approval arrives in the form of an Employment Authorization
Document (EAD). This card will state the specific start and end
dates for OPT.
F-1 and J-1 International Student Work Authorization Options in the U.S. 6OPT Extensions
F-1 STEM OPT Extension Student Responsibilities
F-1 students who have earned a degree in a STEM-designated After the STEM extension has been approved, the student
field may be eligible to apply for an additional 24 months of OPT. is required to comply with several STEM OPT reporting
requirements to keep their F-1 status active while on STEM OPT.
Key Features of the STEM OPT Extension: These requirements include the following:
■ No employer sponsorship is needed; however, employers ■ Report current employment and contact information to OIA
must be highly involved in training and are responsible for every 6 months to validate the student’s STEM employment,
completing the I-983 Training Plan as well as follow-up progress even if there are no changes to report.
reports. ■ Submit a self-evaluation of their performance (pages 6 and
■ STEM OPT can only be used after a student completes their 7 of Form I-983) at the mid-point of employment and at the
initial 12 months of “regular” OPT. conclusion of employment for each job they have.
■ Students may apply for the STEM OPT extension no sooner ■ Submit a new Form I-983 to OIA if there are any changes to
than 90 days prior to the current OPT/EAD expiration date and the original training plan or if the student gets a new job. OIA
no later than the current OPT/EAD expiration date. must receive the new I-983 prior to any changes. Changes may
■ The application is initiated by the student, authorized by the include but are not limited to the following: employer name and
U.S. Citizenship and Immigration Services (USCIS), and may address, decrease in compensation, reduction in hours (if the
take several months to be approved. The application must be student is working less than 20 hours a week), employer’s EIN,
received by USCIS before the regular OPT expiration date. or termination of employment.
■ Students must work at least 20 hours per week in a position
■ Report to the OIA within 10 days any change in the following:
that directly relates to their STEM degree. name, address, employer name and address, or a change in
employment or immigration status.
■ Students must be compensated for their work. Unpaid work is
not permitted under the OPT STEM extension.
■ Notify OIA about the termination of employment within 5 days
of the change.
■ Students must have a job offer from an E-Verify employer.
Access the online reporting form at internationalaffairs.uchicago.
Application Process edu/content/stem-opt-update-form, which can be used to
report any of the requirements mentioned above, via the OIA
Specific and up-to-date details and timeframes for the application
website.
process can be found on the OIA website at internationalaffairs.
uchicago.edu/page/opt-stem-extension. Here is a general
Employer Responsibilities
overview:
The employer’s responsibilities and requirements for a student’s
1. Complete the I-983 Training Plan with the employer.
STEM OPT include:
2. Request the OPT STEM recommendation from OIA (which
requires that a student also submit an I-983 Training Plan
■ E-Verify. The STEM OPT employer must be enrolled in the
completed by the student and their employer). E-Verify program.
3. Receive a new I-20 from OIA.
■ Compensation. The STEM OPT student’s compensation must
be commensurate with the pay of a U.S. citizen with the same
4. Mail the full application to USCIS for their review and
credentials in a similar position.
processing.
■ I-983 Training Plan. The student’s direct supervisor must
5. Receive receipt notice. If USCIS notices anything missing or
review and sign the student’s I-983 Training Plan.
incorrect upon initial review, the student will receive a rejection
notice outlining what was incorrect and inviting the student
■ Changes to I-983 Training Plan. The direct supervisor must
to re-submit their application. If any issues are noted after review and sign a new I-983 Training Plan if there are any
the initial receipt notice is issued, the student will receive material changes to the student’s job (e.g. supervisor name,
an RFE (Request for Evidence). After a student receives the compensation).
receipt notice, they can continue working up to 180 days past ■ Student Self-Evaluations. The student is required to complete
the student’s OPT EAD expiration date as long as the STEM two self-evaluations to monitor their progress and report on
extension application is still pending. their educational goals. One must be completed at the mid-
6. Approval arrives in the form of an Employment Authorization point of employment, another at the end. The student’s direct
Document (EAD). This card will state the specific start and end supervisor must review and sign these self-evaluations, as
dates for the OPT STEM extension, which typically starts the needed.
day after the student’s OPT EAD expires and ends 24 months ■ Loss or Termination of Employment. The employer must
later. notify OIA when the student’s employment is terminated for
any reason before the end of the authorized OPT extension
period. This report must occur within 5 business days of the
end of employment and can be sent via email to international-
affairs@uchicago.edu.
F-1 and J-1 International Student Work Authorization Options in the U.S. 7■ DHS Site Visits. STEM OPT regulations authorize the If a student has an H-1B application pending with or approved
Department of Homeland Security (DHS) to visit employers by USCIS before the end of their OPT authorization, the Cap-
who have hired STEM OPT students to confirm that the student Gap Extension automatically extends an eligible F-1 student’s
is adhering to the training plan on record. In most cases, DHS OPT authorization during this “gap” period until the H-1B status
will provide notice to the employer at least 48 hours in advance becomes active (October 1).
of any site visit. For more information please refer to the
Study in The States webpage at studyinthestates.dhs.gov/ Eligibility
employer-site-visits.
This extension is available to F-1 students whose OPT was
To find more information about the employer responsibilities approved or who:
listed above, please visit the Study in the States website of ■ Have an OPT end date on or after April 1 of the current year and
the DHS at studyinthestates.dhs.gov/employers-stem-opt-
reporting-requirements.
■ Have a pending or approved Change of Status H-1B petition
(I-539) with USCIS
Review more STEM OPT information, FAQs, and application ■ Filed the H-1B petition in a timely manner with USCIS, according
process details at internationalaffairs.uchicago.edu/page/opt-
to the acceptance period and
stem-extension.
■ Work for an employer who is subject to the H-1B cap (is not
Visit the Study in the States STEM OPT Hub at studyinthestates. exempt from the cap)
dhs.gov/stem-opt-hub.
In most cases, USCIS automatically adds the cap-gap extension
H1-B Cap-Gap Extension to the records of students who are eligible. If a student believes
the cap-gap should be added to their record but finds that it was
The “H-1B Cap-Gap Extension” refers to the period of time not, they should contact their OIA advisor at internationalaffairs.
between the end of a student’s F-1 status (the end of OPT/ uchicago.edu/page/about-contact for more information.
OPT STEM extension or grace period) and the beginning of the
student’s H-1B status (October 1). The OPT Cap-Gap Extension How do I know if my employer is subject to the H1-B cap?
only applies to students submitting a Change of Status petition Being cap-subject (meaning subject to an annual limit on H1-B
(not consular processing) for cap-subject employers. visas per year for certain types of employers) varies depending on
the type of employer. An employer will be able to confirm whether
they are subject to the cap.
J-1 On-campus Employment
J-1 students can engage in on-campus employment, but it ■ Work done on-campus and paid by the University (such as
must be approved by OIA in advance. Students can engage in working at the library or for one of the academic departments)
on-campus employment for a maximum of 20 hours per week ■ Work done on school premises that provides direct service to
while classes are in session (during the academic year). During students (such as working at the bookstore or a restaurant in
academic breaks (such as winter and spring breaks) and vacation Hutch)
quarters (such as summer quarter, for many programs), there is
■ Work performed on- or off-campus at an approved, close
no limitation on the number of hours permitted.
educational affiliate of the University; if a student is uncertain if
Below are the most common types of on-campus employment, an entity is considered on-campus employment, please contact
which should be reported to and approved by OIA in advance: OIA for confirmation
J-1 Academic Training (AT)
Academic Training is a type of J-1 work authorization that allows Features of AT
students to work off-campus in the form of a job, internship,
research position, teaching position, cooperative education ■ A student may apply for Academic Training authorization from
position, or other opportunity to obtain experience that furthers OIA at any time during their studies.
their academic goals. ■ A student must have an offer of employment to apply for AT
since the authorization is for a specific employer and is specific
There are two types of Academic Training:
to their job/internship/training opportunity. The required
■ Pre-completion Academic Training: training that begins and employer letter template can be found on OIA website.
ends during a student’s program at UChicago, before the ■ Students must also have a recommendation from their
program end date on the J-1: DS-2019. academic department detailing how the opportunity is related
■ Post-completion Academic Training: training that continues to their area of study and integral to their academic program.
upon or begins after the completion of a student’s academic ■ AT is limited to 18 months or the length of a student’s academic
program at UChicago; Post-completion Academic Training must program, whichever is shorter. This includes training both
begin no later than 30 days after completion of studies and before and after the completion of studies. The total training
needs to be applied for before the current DS-2019 expires. period may not exceed the amount of time spent in the full
course of study.
■ For postdoctoral training, the overall limit is 36 months.
F-1 and J-1 International Student Work Authorization Options in the U.S. 8■ All AT is counted as full-time, even if employment is on a part- AT FAQs
time basis.
When can I begin Academic Training?
■ AT can be paid or unpaid if it occurs before the completion of a
There is no waiting period to apply for AT. However, a student
student’s program.
cannot begin the training position before the start date listed on
■ A student must be paid (i.e. must receive a salary or other their Form DS-2019.
compensation for their services) if AT occurs after the
completion of their program of study. If AT occurs after the Can I change employers during Academic Training?
completion of their program of study, a student must be paid A student can change employers or AT positions only after they
(i.e. receive a salary or other compensation for their services) or have submitted a new AT request form to OIA. Each period of AT
must provide other proof of financial support through the post- is employer-specific. If a student begins working for an employer
completion AT period. who is not listed on the Form DS-2019, the student is in violation
of their J-1 status. The student is also not permitted to have any
■ More specific application details and processing timeframes
gap in AT periods during the post-completion period.
(including template letters) can be found on the OIA website.
■ J-1 students must receive Academic Training authorization from Review specific AT information at internationalaffairs.uchicago.
OIA before starting their training activity (internship or job). edu/page/academic-training.
These students are not permitted to work off campus outside Request J-1 AT employment authorization at internationalaffairs.
of the approved AT start and end dates listed on their DS-2019. uchicago.edu/content/request-j-1-academic-training.
Working even one day without proper work authorization can
have severe consequences on the student’s immigration status
and on the company.
Other Considerations
Answering Questions about International Life after F-1/J-1 Status
Student Status Students must end their F-1 or J-1 employment once their
practical or academic training has expired. However, depending
During the job application process, students will encounter some
on the student’s individual situation, there may be employment-
questions regarding their immigration status and eligibility to
based or other types of immigration statuses that a student may
work. These questions are asked to determine your employment
be eligible for that would allow them to continue working in the
sponsorship requirements. Two main questions are usually asked:
U.S. beyond their F-1 or J-1 status. Many students work with their
“Are you eligible to work in the United States?” The answer employers, who may be able to sponsor them in an employment-
is “yes,” as the F-1 and J-1 student statuses are eligible for work based status such as H1-B.
authorization.
Please note that the OIA student services team is not able to
“Would you, now and in the future, require sponsorship in advise students on visa types outside of the F-1 and J-1 student
order to work in the United States?” This answer would also statuses. However, one can find general information about the
be “yes,” as student status and associated work authorization are types of visa statuses that allow work on the USCIS website: uscis.
limited, and a student would eventually require sponsorship from gov/working-united-states/working-us.
an employer or another immigration status in order to continue
working after the F-1 or J-1 student status ends.
F-1 and J-1 International Student Work Authorization Options in the U.S. 9F-1/J-1 U.S. Work Authorization Chart
Employment Authorization Requirements Timing Cost Hours per Week
F-1 Students: No work authorization is Employment must take Upon formal offer and No cost to Part time – maximum of 20 hours/
required by OIA if you are place on campus or off acceptance of the on- employer or week while school is in session
On-campus
working on campus or with a campus with a close campus position. student. (during academic quarters)
Employment close educational affiliate. educational affiliate. Full time – over 20 hours per
week when school is not in
session (during academic breaks)
F-1 Students: CPT can be done prior to CPT can be applied for only After a student submits No cost to Part time – maximum of 20 hours/
completion of study. Students after 3 quarters of full-time a CPT request to OIA, employer or week while school is in session
Curricular
apply for CPT approval with enrollment. approval typically takes student. (during academic quarters)
Practical Training OIA prior to the start of approximately 1 week.
A job offer letter is required Full time – over 20 hours per
(CPT) employment. as part of a CPT request. week when school is not in
session (during academic breaks)
F-1 Students: OPT can be authorized for The student must obtain an Applications typically The OPT Post-completion OPT requires a
full-time employment after Employment Authorization take several months to application fee is minimum of 20 hours per week.
Optional
the completion of studies Document (EAD card) be approved, and current paid by student at
Practical Training (definition of completion prior to starting work. The processing times are linked the time of filing.
(OPT) varies by degree level). EAD card is proof of work from OIA website. Students No cost to
The student files an OPT authorization. can apply 90 days in employer.
application with the U.S. advance of their program
Citizenship and Immigration completion.
Services (USCIS)
J-1 Students: AT can be done before and AT training needs to be After a student submits No cost to No weekly minimum—all work
after the completion of study. authorized before the start the AT request to OIA, employer or hours are counted as full-time.
Academic
Students are eligible to of employment. approval typically takes student.
Training (AT) approximately 1 week.
work from 18 to 36 months,
depending on length of study.
J-1 Students: Students can work on campus The employment must Upon approval from OIA No cost to Part time – maximum of 20 hours/
or with a close educational take place on campus or (typically within 1 week). employer or week while school is in session
On-campus
affiliate, but they should seek off campus with a close student. (during academic quarters)
Employment approval from OIA first. educational affiliate. Full time – over 20 hours per
week when school is not in
session (during academic breaks)
F-1 and J-1 International Student Work Authorization Options in the U.S. 10Section 2 The U.S. Job Search The prospect of navigating the U.S. job search can be daunting. Finding employment is itself a full-time job, one that requires energy and commitment on the part of applicants. Section 2 of this guide will recommend steps that you can follow to organize your search for employment. The guide also provides tips and best practices for each stage of your journey. Section Topics Getting Started Networking Basics Informational Interviews Elevator Speeches LinkedIn Résumés Cover Letters Interviewing U.S. Office Culture
Getting Started
Any discussion about salary would be premature until you have
Understanding Yourself and the Job Market an offer. Please contact your UChicagoGRAD career advisor for
The first step of the job search process is discovery—of yourself, more information on salary negotiation.
the labor market, and your ideal jobs. You need to understand
your interests, strengths, and passions and then seek out Identifying Employers Who Sponsor H-1B Visas
compatible opportunities for employment.
Employers do hire international students with practical training
■ Labor Market Information. O*NET Online is a platform work authorization. However, if your employment extends beyond
sponsored by the U.S. Department of Labor, Employment and the practical training period, your employer will need to petition
Training Administration. It contains a comprehensive repository for an employment visa. The H-1B is a common employment
of professions and their outlooks within the U.S. job market. visa (though there are other options). The resources below allow
you to search for employers who have sponsored H-1B visas
■ Self-Assessment. MyNextMove is an interest inventory based
in the past. You can search by job title or industry and identify
upon the John Holland Codes. It asks you to answer questions
companies that have sponsored employees for U.S. permanent
about the types of work that you enjoy. The tool will then
residency.
suggest careers and professions that match your interests and
training. You can cross-reference these professions with the ■ GoinGlobal – log in to GRAD Gargoyle for free access >
information in O*NET Online. shortcuts > GoingGlobal - Country Career Guide
For example, if you use MyNextMove and learn that your dominant ■ MyVisaJobs
Holland Codes are Investigative (I) and Conventional (C), you can
input these interests into O*NET’s interests search tool. Then, Discussing Work Authorization and
explore the list of relevant occupations, such as management International Student Status with
analyst, computer and information research scientist, historian,
archivist, statistician, or financial quantitative analyst. Employers
There is no official time when you are required to tell an employer
Researching Industries, Companies, and about your international student status. Most employers will ask
Salaries about your status as part of an online application form or as part
of an interview.
A number of resources can help you find information on
prospective industries, companies, and salary ranges: International students should (1) respond honestly when asked
about your immigration status and work authorization eligibility,
■ Vault career guides – log in with your UChicago email for free and (2) ensure that you discuss these topics with employers
access before the interview process concludes, so that employers can
■ Individual company websites make informed hiring decisions.
■ LinkedIn Employers who value talent will understand that the skills and
■ UChicago Library guides to company research and business/ global perspectives that you bring to the company will far
economic research outweigh any extra measures needed to hire you. By disclosing
■ GRAD Gargoyle jobs board > Jobs > Search your immigration status, you can begin a conversation about
navigating your employment options.
■ Indeed jobs site
■ Salary research tools Glassdoor and Payscale Employers unfamiliar with the process of sponsoring an
employee’s immigration status may be intimidated. You can
Salary research is particularly important as you begin applying prepare for this scenario by learning as much as you can about
for jobs, because employers may directly ask about your salary your options. You can then present this information to the
expectations. In general, though, you should avoid asking an employer in a confident, informed way that encourages the
employer questions about pay and benefits while interviewing. employer to consider making you an offer.
Networking Basics
What is Networking? contact who offers to recommend you for or refer you to a job,
that is a bonus. However, it is not an expectation you should
Networking is the process of establishing relationships with impose on a professional contact.
people, such as peers and alumni, who will become your
community of colleagues and friends as you move through your Why Should I Network?
career. Networking is not about asking for preferential treatment,
Networking can be key to securing employment in the U.S., and it
nor is it simply an exchange of information and contacts. Rather,
should be a priority during your job search. Networking activities
it is a common way to connect with professionals who can teach
could result in the following:
you about their jobs and organizations (and, in turn, learn from
you). ■ Improved conversation skills
When networking, you should not overtly ask for employment. ■ Insider tips that help you stay current in your field
If you say, “Do you have a job for me?” the answer is likely to be ■ Job search advice specific to your field
“no,” and then the conversation is over. If you meet a networking ■ A new friend or professional ally
The U.S. Job Search 12■ Names of additional people to contact, which may result in ■ Neighbors, clubmates, and members of associations or religious
follow-up interviews communities
■ An offer of employment ■ Acquaintances that you meet at the gym, cafes, and
neighborhood stores
How Do I Develop My Network? ■ Connections on social networking sites such as LinkedIn,
Chances are that you already know more people than you realize. Facebook, and Twitter
Your network may include the following:
Opportunities to network can arise at any time and place. Never
■ Family, friends, roommates, and significant others underestimate an opportunity to make a connection. This does
not mean that networking comes easily to everyone, of course.
■ School classmates, faculty, staff, and alumni
If you are an introvert who at times struggles to comfortably
■ Past and present co-workers interact with others, try building professional connections via
informational interviews.
Informational Interviews
What Is an Informational Interview? Subject: UChicago PhD Student Interested in Cyberdyne
Informational interviews are informal conversations with Dear Miles,
professionals who are working in fields that interest you. They I am a current physics PhD student at the University of Chicago,
allow you to “interview” a professional to learn useful information and I noticed in the alumni directory that you work for Cyberdyne
about their day-to-day work and the best ways to break into their Systems Corporation. I plan to graduate in two years, and I am
field. Informational interviews are a common form of networking now starting to explore career options. The Skynet initiative at CDI
in the United States, and they are frequently used by job seekers is fascinating, and I would like to learn more about Cyberdyne as
to meet people who can assist with their job search. well as your personal career path. Would you be willing to speak
Informational interviews are NOT job interviews. The professionals with me over coffee or lunch sometime in the next two weeks? I
with whom you meet will not, in most cases, be able to offer you look forward to speaking with you soon!
a job. Rather, these professionals can share their stories and give Sincerely,
you advice, perspective, and additional connections that will make John Connor
the job search easier. In some cases, these professionals can alert
you to new job postings or even become long-term mentors. If the potential interviewee does not respond to your request,
wait at least a week before following up. When setting up a
You may be asking, why would a busy professional want to take meeting, do all that you can to make the experience as convenient
time out of their day to speak with me? Many professionals see as possible for the interviewee, including offering to meet at a
an informational interview as a way to “pay it forward” and help location of their choosing.
the next generation, just as someone helped them. Many people
also like talking about themselves and sharing their stories—they How Do I Conduct an Informational Interview?
may be flattered that you asked. In some cases, you may even
be able to help the professional you interview by offering a fresh Prior to any informational interview, be sure to research the
perspective or connections to people that you know. person and their organization thoroughly. Practice introducing
yourself (your “elevator speech”) and draft a list of open-ended
How Do I Set Up an Informational Interview? questions that will help you organize the flow of the conversation.
First, decide who you’d like to interview. If you are nervous, ■ Could you tell me what a typical day is like for you?
you can start by talking to a professional who is already in ■ What do you like about your work? What are the most
your immediate network, such as a former colleague, current challenging parts?
classmate, friend, or family member. You should not stop there, ■ What skills did you gain from your MA/PhD/postdoc that have
however. Think next about your extended network or any
helped you in your career?
professionals who you do not yet know but would like to meet.
You can identify potential interviewees via LinkedIn, the UChicago
■ Would you mind telling me about your career path and how you
Alumni Association platform WISR, or company webpages. got to your current position?
■ What advice do you have for someone with my background
To set up an informational interview, you can send a message
who wants to enter this field/company?
via email, LinkedIn, or WISR. Email is the preferred medium for
outreach, but it is not always possible to find the email addresses
■ Is there someone here or elsewhere that you’d recommend I
of potential interviewees. Your request should take the form of speak with?
a brief, one-paragraph message in which you introduce yourself, Be respectful of the interviewee’s time by starting and ending
express interest in the person’s career path, and ask for 30 your meeting on time. Feel free to take notes as the person talks—
minutes of their time for an in-person meeting (when in-person after all, you are there to learn.
meetings are possible). Do not attach your résumé to the email,
and do not write a message that is desperate, long, or full of
questions. You can review a sample message below.
The U.S. Job Search 13How Do I Follow Up after an Informational message. As your career exploration or job search continues,
you should follow up with the person at least once to provide a
Interview?
status update, especially if the interviewee suggested additional
Always send a thank-you email within 24 hours of finishing an contacts or resources. You should also be alert to ways that you
informational interview. Add the professional as a new contact can help the interviewee in the future by sending a relevant article
on LinkedIn and personalize the LinkedIn request with a short or providing a professional connection of your own.
Elevator Speeches
What Is an Elevator Speech? 2. It provides a big-picture summary of who you are in one to
three sentences.
If you’ve ever gone to a career fair, employer info session, or
3. It highlights one or two significant experiences that support
networking event, chances are that you have had to introduce
this summary and reveal something unique about you.
yourself to someone you have never met before. Introducing
yourself can be challenging, especially when you want to create These three goals can also serve as a basic outline for structuring
a good impression. The first things you say about yourself can your elevator speech. After letting your listener know what
influence the rest of the conversation. So, what do you do when you are doing at present—for example, completing an MA or
someone turns to you and says, “Tell me about yourself”? PhD program—formulate a big-picture summary of yourself
that describes your most important skills, characteristics, or
This is when a good elevator speech comes in handy. An elevator
experiences.
speech is a short, concise statement that you use to introduce
yourself and answer questions like “Who are you?” or “What do For example: “I consider myself a problem-solver, and I love
you do?” Generally, an elevator speech is only 30 seconds to using data science to solve complex challenges.” Then, share
one minute long—that is to say, the time it might take you to ride details about one or two of your most significant academic or
an elevator from the ground floor to the top. Imagine that when professional experiences. You could include brief descriptions of a
you enter an elevator, you see someone you’d like to meet. What recent internship, job, or research project, or you could discuss a
would you say to get that person interested in learning more specific skill you have been developing.
about you before they reach their floor?
Your elevator speech should be flexible and may change
How Do I Deliver a Good Elevator Speech? depending on your audience. Do not forget that making a good
impression involves more than just having the right words. How
A good elevator speech provides the groundwork for further you say those words matters. When introducing yourself to new
conversation. The speech is not meant to be a run-through of people, show enthusiasm, make eye contact, and demonstrate
your résumé or an exhaustive list of your skills and experiences. interest in the other person. With a good elevator speech, you’ll
Instead, a good elevator speech accomplishes three central goals: have a solid foundation for making new contacts and expanding
your professional network.
1. It tells the listener what you are doing now (or shares your most
recent career or educational milestone).
LinkedIn
What is LinkedIn? The intro is your profile’s prime real estate. This is what LinkedIn
users spend the most time viewing. Here are some best practices
LinkedIn is a professional networking platform with over 600 for this section:
million users in more than 200 countries worldwide. The platform
enables you to create a profile, connect with professionals,
■ Photo. People are seven times more likely to accept your
search for jobs, engage with professional associations, and LinkedIn connection request if you have a photo. Your photo
build knowledge about organizations. It is an essential career should be a solo shot (no groups) with good resolution in
exploration and networking tool. which you are dressed professionally. You do not need to hire
a professional photographer, as most cell phone cameras have
How Do I Optimize My LinkedIn Profile? high enough resolution.
■ Headline. The headline is the customizable, 120-character
LinkedIn organizes your profile into four main sections:
line of text immediately underneath your name. Think of the
■ Intro (including photo, headline, and summary) headline as your branding statement. What do you want people
■ Background (including work experience, education, licenses, to know about you at a glance? Use important keywords that
certifications, and volunteer experience) you want associated with your profile. Review other people’s
headlines for inspiration.
■ Skills
■ Summary. The summary enables you to tell a first-person
■ Accomplishments (including publications, patents, courses,
narrative of who you are and where you are headed with your
projects, honors, awards, test scores, languages, and
career. Keep this section relatively concise (1 or 2 paragraphs).
organizations)
You can think of the summary as a personal statement that
emphasizes your strengths and accomplishments.
The U.S. Job Search 14The other essential sections of your LinkedIn profile cover your at least four days, you can send up to fifteen free one-to-one
experience, education, skills, and accomplishments. Here are messages to fellow group members each month. This limit is set
some best practices for these sections: for all the groups to which you belong (and not for each group
individually). Note that only the original message is counted
■ Experience. Your experience section should convey your
towards the limit; any back-and-forth replies from either party
accomplishments. The most recent and significant experiences
are free.
get more description, typically in the form of concise bullet
points. Make sure that these descriptions are accessible and When reaching out to a new connection, you should
easily understood by a wide audience. Your graduate and/or
■ Send a brief message (one paragraph maximum)
postdoctoral research and/or teaching experience should be
included in this section. ■ Express interest in the person’s career path
■ Education. Your education section should include all of your ■ Ask for 30 minutes of their time for a conversation about their
earned (or in progress) degrees, with the title of your thesis job/company/career path
or dissertation included, as appropriate. You can also include ■ Prioritize in-person meetings when possible, but give options
a brief list of activities and societies. Save any descriptions for phone or Skype
of your educational experiences for the experience section. ■ Follow up in one week if you do not receive a response
Certifications and postdoctoral experience do not go into the
education section. When reaching out to a new connection, you should NOT
■ Skills. LinkedIn allows you to feature three specific skills in ■ Write an essay
the skills and endorsements section, with a longer list of skills
■ Seem desperate
available under “show more.” These highlighted skills should
be relevant to where you are headed with your career, even if ■ Attach your résumé
they do not make up the majority of your experience. The skills ■ Ask questions by InMail that negate the need to meet
section should include everything from techniques to softer ■ Send two messages in less than one week
skills (such as public speaking).
■ Ask for a job
■ Accomplishments. The accomplishments section is a catchall
for a variety of other experiences. It can include things like Maintaining Your Connections
organizations, languages, honors, awards, test scores, projects,
courses, patents, and publications. You should complete these Once you’ve made a professional connection, how do you
as appropriate. maintain it past the initial conversation? Regularly interacting
with your connections via LinkedIn or another means is a healthy
Building Your LinkedIn Connections professional practice. Here are some common ways to keep in
touch:
LinkedIn is an excellent tool for finding new connections. Start
by identifying appropriate alumni, either from UChicago or your ■ Keep your connections updated on your job search progress
previous academic institutions, as well as professionals who work ■ Share interesting articles, papers, or events
in your target organizations or geographic areas. You can then
■ Congratulate your connections for major awards, papers,
reach out to them in a variety of ways:
grants, promotions, and new jobs
■ Connect Directly. Send a connection request to a potential ■ Continue to ask substantive questions about your connections’
contact with a customized note. Though your note is limited to jobs, companies, or career tracks
300 characters, you should try this method first.
■ When appropriate, ask if a connection would be comfortable
■ Get an Introduction. Find a connection you have in common. passing along your résumé for an open position at their
Then, write a note to your mutual connection, asking them to organization
introduce you.
■ Send an InMail. InMail is the name of LinkedIn’s messaging Using LinkedIn to Identify Job Openings
function, which provides unlimited characters and messages.
Many companies use LinkedIn to connect with new talent, either
If you have a basic (free) LinkedIn account, you can only send
by posting their open positions on LinkedIn’s job board or
InMails to existing connections. To send InMails to people who
through recruiters or hiring managers who are actively searching
are not yet connections, you must upgrade to a premium (paid)
for candidates. Be sure to follow companies that interest you,
account.
and use LinkedIn’s job board to search for positions. You can
■ Message a Fellow Group Member. You can join up to 50 set your specific “career interests” so that LinkedIn filters and
groups on LinkedIn, from alumni groups to groups focused on curates appropriate jobs. You can also set an internal flag that lets
a specific career path. After being a member of that group for recruiters know that you are open to new positions.
Résumés
The résumé is the cornerstone of most job applications. It is a There are no “hard and fast” rules to writing a résumé. Because
curated, tailored document highlighting your best—and most you and your job search are unique, you should review your
applicable—experience for a position. Unlike the CV, an American- résumé with a career advisor before submitting it.
style résumé is limited to one page (though there are some
exceptions). You should not include personal details on a résumé.
Omit your headshot as well as information like your date of birth,
blood type, marital status, gender, or parents’ occupations.
The U.S. Job Search 15Tailoring Your Résumé
To write a strong résumé for
each position, follow these
steps:
1. Read job descriptions
with a pen and highlighter.
Make note of repeated
competencies and
qualifications.
2. Research the hiring
organization’s mission
statement. Who do they
serve? What is their mission?
Can you mirror this language
in your résumé to show
similar commitments?
3. Translate your experience
and skills into the language
of the job ad. It is okay to be ■ Planning and Logistics: planned, coordinated, executed,
overt about this; you can copy key phrases and terms. facilitated
Contact Information ■ Technical Abilities: coded, programmed, hacked
Your contact information appears first on the résumé. Do not Your one-line bullet points should ideally articulate for the reader
waste unnecessary space; this should only take up two lines at the the kind of project you were engaged in, the purpose of the
top of the document. project, and the impact that resulted from your participation in
the project.
Education Section ■ Project: What was the nature of the work?
For current graduate students, an education section listing earned ■ Purpose: What did the work aim to achieve?
degrees should occupy the space immediately beneath your ■ Impact: In quantifiable terms, what did you contribute that
contact information. Postdocs can elect to put education at the
made the work successful?
top of the document, or you can lead with your current role.
Not every bullet will have all three elements. But, you should think
Experience Sections of each bullet as an opportunity to describe at least one or two
of these elements. You can use quantification to help present
Your experience section(s) typically follow education. Rather
a more complete picture of the size, shape, and scope of your
than using headings like “Work Experience,” “Volunteer
projects. For instance, you can include the size of budgets, the
Experience,” or “Professional Experience” for this section, use
number of classes taught, the amount of grant money raised, or
headings as an opportunity to show the reader your fit for
the frequency of meetings.
a particular position. Example headings include: Leadership
and Management Experience, Communications Experience,
Skills Section
Consulting Experience, Technical Experience, Analytical
Experience, Research Experience, Writing Experience, Teaching You can conclude the résumé with a section listing all relevant
and Mentoring Experience, Laboratory Experience, International technical skills and language capabilities. While it is great to
Work Experience, Curatorial Experience, Museum Experience, and list information here, you should also show a reader how you
Nonprofit Work Experience. developed or employed particular skills in your experience
sections.
Populate the experience sections with your past positions
(including your graduate research and teaching), and use bullet Tips for Organizing Information
points to describe those experiences. Bullet points should be
written in the first-person singular point of view (but begin with an ■ Each section should be arranged in reverse chronological order.
action verb, rather than “I”). Use present-tense verbs for current ■ Within each individual job or experience, place the most
work and past-tense verbs for completed work. Here are some important tasks toward the top of the entry.
examples of strong verbs: ■ Read the job description and make note of what qualifications
■ Leadership: managed, led, oversaw, trained, taught, tutored, and experiences seem most important. If you have experiences
mentored, drove similar to those required by the job description, move these
higher in each section.
■ Production: produced, developed, created, innovated,
completed, published ■ The most important information on each line should be as far
left as possible. Move dates to the right-hand side of the page.
■ Analysis: analyzed, researched, investigated
Typically, dates are less important than the content of each
■ Communication: wrote, edited, presented, communicated, experience and skill.
taught, tutored, mentored
The U.S. Job Search 16Cover Letters
In the United States, cover letters give job
applicants space to demonstrate interest in and
knowledge of a hiring organization. Cover letters
also provide specific and compelling reasons why
a candidate is a strong fit for a specific position.
As such, each cover letter is highly tailored.
Cover letters also serve as succinct writing
samples. It can be helpful to think of them
as short argumentative essays. To this end,
well-written cover letters should have a main
claim about your fit to the advertised position
(e.g. “I bring writing and communication skills
that qualify me for the position of Editorial
Assistant . . .”) and should provide the reader
with evidence to support this claim (e.g. “For
example, as an Editorial Intern with the University
of Chicago Press, I copyedited two book-length
manuscripts...”).
Remember that cover letters work in tandem
with your résumé by creating narrative context.
Employers will not necessarily read the cover
letter first and then move onto the résumé. It’s
Paragraph 2
likelier that a hiring manager will move back and forth between
your résumé and your cover letter. While many job openings no ■ Make a claim about competency A (e.g. “I have excellent
longer require cover letters, these letters are still considered a communication skills . . .”)
best practice for job seekers and (if done well) will never count ■ Provide one or two examples that serve as evidence for
against you.
your claim (e.g. “I have presented my research at multiple
conferences . . .”)
Cover Letter Basics
Paragraph 3
An effective cover letter should be one page long and contain the
following formal elements: ■ Make a claim about competency B
■ Your contact information (name, address, city, state, zip code, ■ Provide one or two examples that serve as evidence for your
phone number, email address) claim
■ The date (month, day, year) Paragraph 4
■ Employer contact information (recipient name and title if ■ Express gratitude and look to the future (e.g. “Thank you for
available, company, address, city, state, zip code)
your time and consideration. I look forward to discussing my
■ Salutation (“Dear [recipient’s name, if available]” or “Dear Hiring application in an interview.”)
Manager”)
■ Body of the letter (divided into multiple single-spaced Cover Letter Tips
paragraphs) ■ Do not forget about the employer. Hiring managers want to
■ Closing (“Sincerely”) see evidence that you have taken time to learn about their
■ Signature (insert your handwritten signature, then type your organization. Remember to answer the question, “Why do
name underneath) you want to work for us?” It is also important to demonstrate
that your letter is intended for a specific employer. One way to
Generic Cover Letter Outline accomplish this is to name the organization in every paragraph.
■ Write less about research. Research skills will be highly valued
Effective cover letters can adopt many different styles. The
by employers, but it is not necessary to go into extensive detail
outline below represents one tried-and-true approach.
about your dissertation, thesis project, or research interests—
Paragraph 1 unless the content of the job matches perfectly with your
research projects. Take cues from the job description. Ask
■ State which position you are applying for
whether the job requires knowledge of methods or areas in
■ Provide specific reasons for your interest in the organization which you have expertise. If it does not, then consider writing
(e.g. conversations with current employees or information from about your research skills more broadly.
the employer’s website or the media) ■ Do not apologize. Sometimes graduate students and postdocs
■ Make a thesis statement that mentions two distinct will include sentences that begin, “Although I do not have the
competencies (A and B) that make you a fit for the job exact experience you’re looking for…” Avoid this construction.
Instead, talk about how your experience makes you a good fit
for a position, and stay positive.
The U.S. Job Search 17You can also read
