RÉSUMÉ
GUIDE
OFFICE OF CAREER DEVELOPMENT
Phone: 404.727.9957
Email: rsphcareerdev@emory.edu
Visit Us at:
https://www.sph.emory.edu/careers/index.html
Office of Career Development | Rollins School of Public Health
TABLE OF
CONTENTS
What is a Résumé? …………………………..………………………………………………..……..3
Résumé vs Curriculum Vitae (CV)............................................................................................3
Résumé Sections…………………………………………………………………………..……….....4
Basic Information …..……………………………………..….………………………………....4
Professional Experience…..……………………………………..….……………………….…5
Extra Information …..……………………………………..….…………………………….…...7
Résumé Formatting…………………………………………………….……………………….….…8
Résumé – Additional Points………………….…………………………….………………………...8
Final Steps…………..…………………………………………………….………….…………..…...9
Appendices……………………………………………………………………………………….…....10
Appendix A: Sample Résumés….……………………………………………..………….....10
Example 1…………………………………….……………………………………….....10
Example 2……………………....……………………………………………...……..….11
Appendix B: Sample CV…………………………………………………………..……….....12
Appendix C: Action Verbs…………………………………………………………………..…17
Office of Career Development | Rollins School of Public Health
A résumé is a concise marketing document that highlights relevant information regarding your education, knowledge,
skills, experiences, and accomplishments. A résumé does not guarantee a job offer; instead, the purpose of a résumé
is to convince prospective employers to interview you based on your qualifications. It is a highlight of your education,
related experiences and skills, rather than your entire life history. A résumé is just one part of the job search process. It
is far more effective when used in conjunction with other tools, such as networking, cover letters, and great interviewing
techniques.
You may have one standard résumé that you prepare copies to hand out at a career fair, but for most uses, it is
important that you tailor each résumé for each position you are applying and emphasize relevant skills related to the
position description.
What is a Résumé?
3
Résumé vs. Curriculum Vitae (CV)
Résumé Curriculum Vitae
Length
One – two pages Two pages + (unlimited)
Purpose
To secure an interview for most non-
federal/government or academic
positions
To secure an interview when applying for
federal/governmental, academic, research or
scientific positions or for fellowships or grants
Focus
A bullet point summary of your skills,
achievements, and experience, tailored
to each position
Chronological summary of your educational
and academic background as well as
teaching and research experience,
publications, presentations, awards, honors,
affiliations, and other details. Paragraphs as
well as bullet points can be used to provide
great detailed descriptions for your
experiences.
Students often wonder what the difference is between a Résumé and a Curriculum Vitae (CV). You may have seen
the words used interchangeably, which can result in some confusion. The primary differences between a résumé and a
CV include the length, the purpose, and the focus.
Office of Career Development | Rollins School of Public Health
Basic Information
NAME & CONTACT INFORMATION
At the top of your résumé, include your full name in large font (up to 16 pt), local address, phone number with area code,
and email address.
While you are a student, it is recommended you use your Emory email address. However, remember that as a Rollins
graduate, your Emory email will expire 30 days after graduation, so it is recommended to use a personal email address
that is viewed as professional (e.g., [email protected]) or request an alumni email ([email protected]ory.edu) through
the Emory Alumni Association, which does not expire that you can use for all your professional correspondence.
In case a potential employer tries to call you and reaches your voicemail, make sure your outgoing message is clear and
professional. Your voicemail can make or break a job opportunity. If an employer hears an unprofessional message, they
may decide not to offer you an interview.
QUALIFICATIONS SUMMARY
A qualifications summary section is an optional section that can help a recruiter or employer quickly identify your most
valuable skills and qualifications that best suit the position.
A qualifications summary should ideally be tailored specifically to the position for which you are applying. Be sure to use
keywords from the job description in your summary and provide a brief bullet point description. The qualifications
summary is often written in paragraph format; however, it is more effective to write it as a bulleted list as employers often
spend only 15-30 seconds reviewing a résumé.
Example:
Qualifications Summary
• Experience: Over 2 years of experience working in various realms including public health
• SAS: One semester of experience working with SAS through class projects
• SPSS: One semester of working with SPSS through class projects
• Writing: Excellent academic writing skills developed through work and class projects
• Analytical: Strong analytical skills developed through Research Assistant position
• Research & Analysis: Experience designing data collection instruments, collecting data in-person and over the
phone, and analyzing data through coursework
• Team-work: Experience collaborating with teams working within community organizations
There are some standard sections included in all résumés. These include name, contact information, education,
work/professional experience, and skills section. There are also several optional categories, such as qualifications
summary, leadership & service, volunteer experience, publications, presentations, honors and awards, certifications,
professional memberships, etc.
Résumé Sections
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Office of Career Development | Rollins School of Public Health
EDUCATION
For current students, the Education section should come towards the top of the résumé, because getting your master's
degree is your most recent accomplishment. As time goes by, and you accrue more significant public health experience, you
may move the education section down to the end of your résumé.
You should list the graduate and undergraduate schools attended, dates of graduation or attendance, and degrees sought or
completed, in reverse-chronological order (i.e., the most recent to latest). You should no longer include high school
information unless it might carry some networking value.
Optional information that can be included in this section include any relevant coursework related to your job, GPA (if you're
proud of it and if it’s over 3.5), scholarships and honors, percentage of college expenses earned, and study abroad
experiences (although a study abroad could also go in experience depending upon the level of involvement).
Note: If you include your GPA for your undergraduate education, you must include it for graduate school as well and vice
versa, unless you are a 1
st
semester graduate student. Always spell out your entire degree (e.g., "Master of Public
Health", "Bachelor of Arts") and indicate your concentration area. Although when we speak, we say "Master's and
Bachelor's", this is not the correct way to display it on a résumé.
Professional Experience
This section takes up the bulk of a résumé, but there are different ways to highlight your professional experiences and
relevant skill sets. For example:
• One of the commonly used ways is to list each position held with the most recent position first, dating back ten
years and even further depending on the experience you are highlighting.
• Another approach is to group certain types of experiences. This allows you to highlight a specific type of
experience if it has significant meaning to your work experience and relates to the posted job. For example, if you
are applying for a global position, you may want to have a separate section called "International Experience" that
groups your overseas work.
• A third approach is to highlight only your experiences that relate to the job you are applying and then, to list the rest
of your experiences below. If you are applying for a health educator position, for example, you could highlight your
health education-related experience(s) in its own section before listing the rest of your experience(s).
Finally, the bullet points under each position description should describe your skills, knowledge, and accomplishments and
ideally, be customized for each position based on the requested skills and expertise.
CAN I INCLUDE UNPAID INTERNSHIPS?
You can list unpaid positions on a résumé under the professional experience section, especially if you gained relevant
transferrable skills and knowledge that demonstrate the value you could add to your next position. Focus on your bullet points
and try to express the transferrable skills, accomplishments, or knowledge you gained.
Ask yourself:
• What were the skills I utilized and gained?
• How was my work relevant to the team or the project?
• What was the outcome and what was my most significant contribution?
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Office of Career Development | Rollins School of Public Health
LEADERSHIP AND VOLUNTEER EXPERIENCES
The Leadership and Volunteer Experiences section, or sometimes called the Leadership and Service section, can be
used to emphasize any significant volunteer or leadership activities in which you have participated. List activities that
demonstrate leadership ability, initiative, communication skills, and the ability to work on a team. If you did not have an
official title, use a descriptive one, like "Crisis Hotline Volunteer."
Note: You may also add bullet points to this section to describe the skills and accomplishments for a specific
experience.
Formatting Tips for the Professional Experience Section
Remember! Recruiters may only spend about 15-30 seconds scanning a résumé, so be concise. Résumés should
not be in paragraphs. Instead, utilize bullet points in your résumé, as they are easier to read and scan. Do not include
periods at the end of bulleted statements and use sentence fragments instead of sentences. Refrain from using
personal pronouns "I" and "my" and leave out most "a's" and "the’s”.
Example:
• INSTEAD OF: "I directed the daily operation of a satellite office and supervised a program assistant"
• WRITE: "Directed daily operation of satellite office and supervised program assistant"
Write out all abbreviations and acronyms, because the person reading your résumé may not understand terminology
from your specific field. Give yourself credit, but do not exaggerate what you did or accomplished.
Avoid using phrases like “Duties included”, "Responsible for", or "Assisted with". Instead, start each bullet with an
action verb (see Appendix C), but be aware of tenses. For a current position, use the present tense. For all previously
held positions, use the past tense.
When describing your accomplishments, be specific and concisely explain the accomplishment. Some ways of doing
this include:
Quantify the strength of your achievement by including numbers: For example, if you implemented a
program, how many community members did the program reach? If you are able, quantify your audience, as in the
number of participants you educated, trained, or reached. If you managed or supervised a team, then include the
number of people supervised. If you wrote a grant, then indicate how much funding you received (e.g., $250K). Use
whole numbers instead of writing the number out (e.g., "24 team members" vs. "twenty-four team members").
If it is not appropriate or possible to use numbers, then describe your audience or participants, the program, and
the community served. For example, “Administered medication regiments to HIV-positive men who have sex with
men.”
Explain how, why, and for what purpose the bullet is essential: For example, to explain the how, why and
purpose of the research you worked on, you could say:
• Conducted data analysis using SAS to examine the relationship between smoking and lung cancer
• Designed study to test a health education intervention to reduce the incidence of pre-term births
Here is an example to illustrate the difference between simply stating your job responsibilities vs. showing your
value-added:
• INSTEAD OF: "Integrated 2 surveillance systems to track infectious disease outbreaks in the district”
• WRITE: "Integrated 2 infectious disease surveillance systems into a single surveillance dashboard,
saving over 350 personnel hours per year for data entry
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Office of Career Development | Rollins School of Public Health
SKILLS SECTION
If you have not already added your hard skills such as computer and language skills to your main Qualifications
Summary section, you can list them all in a separate Skills section. Do not add them to both sections.
PUBLICATIONS/PRESENTATIONS
Depending on the position and if you have room available on your résumé, you may choose to include this section if
the realm values more formal academic work such as in research or specific federal or academic roles. Within this
section, list a few of the most significant publications or formal conference presentations. If you have an extensive
publication history, a résumé may indicate that a list of publications is available. A CV would include the entire list of
publications and presentations.
Extra Information
HONORS/AWARDS
If space allows, list honors and awards in a separate section near the bottom of a résumé. List honors and awards
gained from school experiences, such as Dean's List or Cum Laude, under education. For well-known awards and
honors, it is appropriate to list their names; however, for lesser-known awards, use a bullet point to explain their
significance. It is also useful to include scholarships and the amount received.
CERTIFICATIONS
This section includes any licenses, certification, CHES, or other sorts of licenses/certifications you may have
achieved. List the certification number and expiration date.
PROFESSIONAL MEMBERSHIPS/AFFILIATIONS
A Professional Memberships section should include involvement in student organizations, such as EGHO or SGA, as
well as national organizations, such as APHA or GAHE. It can be valuable to become involved with such
organizations during your time at Rollins for networking and knowledge building. Take note: If you had a leadership
role within one of these associations, you might include it in the Leadership and Volunteer Experiences section
instead.
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Office of Career Development | Rollins School of Public Health
CVs are typically unformatted, meaning the typeface is uniform. But résumés require some additional formatting for ease
of reading.
FONT
Make sure that your font size is not too large or too small (i.e., 10 pt is the minimum,11 is usually ideal, and 12 is the
maximum), but keep in mind that sizes differ based on font style. If a recruiter must use a magnifying glass to read your
résumé, they probably will not bother. Except for your name, use the same font size throughout. Make sure to have your
name stand out by making the size significantly larger and bolded.
There are a variety of fonts but stick with a more common professional font style like Arial & Garamond. It is smart to use
bold and italics to highlight vital information to make your résumé easier to scan for key information, but do not use an
excessive amount of bold, (no bolding dates) as they are not of critical importance to the interviewer. Remember,
recruiters skim your résumé for approximately 15 - 30 seconds, so scanning quickly and easily is vital. All plain text in a
résumé makes it hard to read and difficult to pick out key information.
MARGINS
Keep margins between 0.5" - 1.0". Too small of a margin and some information might be cut off; any larger, and your
résumé will have too much white space and look empty.
Résumé Formatting
Résumé – Additional Points
PAPER
For interviews, it is recommended to take several copies of your résumé to the interview. Use standard quality size
(8"x11") résumé paper found at the bookstore, Amazon, or an office supply store. Although not mandatory, try to use
beige or an off-white color paper when printing and verify that the watermark is right side up. FedEx, Office Depot, and
Staples can print copies of your résumé.
LENGTH
Typically, two pages is the average for most students during their time at Rollins. However, as a first-year student you
may be at one page and that is also acceptable. Different realms can also have different requirements, but most realms
will accept two-three pages, with the exception of consulting firms that limit résumés to one page in length. Tip: You can
create various length versions of your résumé to use in multiple realms.
If your résumé is on two pages, try to have the second page at least three quarters full. Also, put your name on the top of
the second page and include page numbers in the top right-hand corner (ex. Page 1 of 2), in case the pages are
separated.
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Office of Career Development | Rollins School of Public Health
Final Steps
REFERENCES
You should not list your references on your résumé or state "references available upon request." Instead, prepare a
separate reference list that includes approximately four references, and use the same header as used in your résumé. It
is a good idea to include four references so they can call an alternative reference in case one is unavailable. Unlike a
résumé, you can include references directly on a CV.
PERSONAL INFORMATION
Do not list personal information on a résumé or CV. In the United States, it is illegal to discriminate in hiring based on
such criteria.
EMAIL ETIQUETTE
When you e-mail a résumé to an employer, it is crucial to follow their guidelines exactly as stated. Some will indicate
exactly how they want it sent – either in the body of the e-mail or as an attachment. Due to the proliferation of virus
scanning software, résumés are often sent as PDF files. You may want to create an unformatted version for those
occasions when you have to send it in the body of an email or cut and paste it into an online form.
When sending your cover letter and résumé via e-mail, make sure to name them with your last name and the name of the
organization and position you are applying (e.g., Smith – CDC, Research Assistant (Résumé & Cover Letter.) The body
of the e-mail can also be your cover letter, but you should mention that your cover letter and résumé are attached.
1. Proofread your résumé carefully and use the spell check function. Any spelling errors on your résumé may result
in disqualification from a potential employer and job. Please use VMock, the school’s powerful résumé critiquing
system!
2. Have others, such as a mentor, review your résumé.
3. Continually update your résumé as you gain more experience.
4. Have the Office of Career Development review it by making an appointment or coming to walk-in hours.
Once you have drafted your résumé, you are encouraged to:
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Office of Career Development | Rollins School of Public Health
Appendix A: Sample Resumes
Example 1
First and Last Name
1 Briarcliff Rd | Apt. 1 | Atlanta, GA 30306 | (999) 999-9999 | [email protected]
Education
Emory University, Rollins School of Public Health, Atlanta, GA 08/2019 – 05/2021
Master of Public Health in Behavioral, Social and Health Education Sciences
GPA: 3.769/4.0
North Carolina State University, Raleigh, NC 08/2015 – 05/2019
Bachelor of Science in Biological Sciences
GPA: 3.9/4.0
Experience
Intern, DeKalb County Board of Health - Decatur, GA 05/2020 – 07/2020
▪ Evaluated referral process for Babies Can’t Wait Program to provide services for babies
at risk for developmental disabilities
▪ Tracked 400+ referrals from past 2 years through database research and accounted for
those missing and pending
Research Assistant, Emory University School of Medicine - Atlanta, GA 08/2019 – 05/2019
▪ Recruited 25+ Spanish speaking participants in metro-Atlanta area health clinics
▪ Interviewed participants in Spanish language computer-based study
▪ Assisted principal investigator in maintaining adequate supplies of study materials and
equipment through data collection
▪ Contributed to study of HPV vaccine access and acceptability among African American
and Latina women
Intern, NC Academy of Family Physicians - Raleigh, NC 03/2018 – 05/2018
▪ Utilized Spanish language skills to assess program goals of increasing physician cultural
competency in central North Carolina (NC) as part of NC Health Disparities Initiative
▪ Evaluated focus clinics and conducted Spanish surveys for patient satisfaction
▪ Educated physicians on cultural disparities through lunch lecture
▪ Attended 2009 North Carolina Latino Health Conference in Rocky Mount, NC
Medical Assistant, Triangle Orthopedic Associates - Raleigh, NC 05/2016 – 08/2019
▪ Engaged in triage phone call management for an 18-physician practice
▪ Performed clinical duties: suture removal, equipment sterilization, and injection preparation
▪ Assisted with Spanish interpretation
Skills
▪ Language: Fluent in Spanish
▪ Computer: Proficient in Microsoft Word, Access, Excel, SAS, SPSS
Publications
▪ Mans, Sara B. "More Resources Available for Tobacco Cessation." NCAFP the North Carolina Family
Physician Jan. 2009: 10. Print.
▪ Mans, Sara B. “Simple Steps Can Help Clinics Reduce Health Disparities.” NCAFP the North Carolina
Family Physician Jan. 2009: 10. Print.
Honors/Activities
▪ Rollins School of Public Health Professional Development Series 2019 – 2021
▪ Recipient of NCSU Dean Durwood & Shirley Bateman Academic Scholarship for Double Majors 2017 – 2019
▪ Recipient of Progress Energy Merit Scholarship 2017 – 2019
▪ North Carolina State University Honors Program 2017 – 2019
▪ Thomas Jefferson Scholars Dual Degree Program 2017 – 2019
Appendix A: Sample Résumés
Example 1
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Office of Career Development | Rollins School of Public Health
Example 2
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Office of Career Development | Rollins School of Public Health
Appendix B: Sample CV
First and Last Name
123 VISTA POINTE TRAIL • DECATUR, GA 30030 • PHONE: 225.555.5555 • ASTUDENT@SPH.EMORY.EDU
Qualifications Summary
Strong research, project management and analysis skills with a clear and strong commitment to advancing
therapeutic research and raising public awareness of neurodegenerative diseases. Superb verbal communication,
presentation, and writing skills combined with excellent management and delegation abilities. Seeking professional
role in public service and issues related to aging, neurodegeneration, ethics and policy where my exemplary
organizational and leadership skills maximize team-oriented results.
Education
Rollins School of Public Health, Emory University, Atlanta, GA Dates
Master of Public Health in Epidemiology (Cumulative GPA: 4.0)
University of Florida, Gainesville, FL Dates
Bachelor of Science in Biology (Cumulative GPA: 3.5)
Honors: H.O.P.E. scholarship recipient (100% tuition), Alpha Epsilon Delta (honor society),
Research Experience
University of Florida, Gainesville, FL Dates
Research Assistant
Designing and conducting research in world-leading laboratory to better understand the development of pathology
and symptoms of Parkinson’s disease. Collaborated with team of 5 researchers and presented data results at
monthly meetings.
• Collect and maintain data on brain circuit abnormalities in monkey brain utilizing electrical and chemical
brain recordings and analyze data using Sigmaplot, Spike2 and Matlab
• Manage all day-to-day activities guaranteeing quality and reliability of produced data
• Provided critical support (drafting, data collection and analysis) resulting in successful NIH funding
award for 5 year R01 grant
• Compose final manuscripts of original research for peer-reviewed academic journals
• Invited to compose state of the field reviews detailing future directions in research
• Mentor and develop independent research project for undergraduate student
• Advise graduate students and technicians on professional development (scientific design, management,
and presentation skills)
• Evaluate new data and research innovation as peer reviewer for leading academic journals
• Evaluate grant proposals for Parkinson’s Disease Foundation UK
• Present data at international conferences and regular meetings
• Produce reports and present data at regular journal clubs to discuss trends in the scientific field
• Coordinate project and administrative activities
• Improve and monitor safety of study-related equipment and social enrichment for study animals
Okinawa Institute of Science and Technology (Japan), Neurobiology Unit Dates
Research Assistant
• Designed animal models of attention deficit hyperactivity disorder (ADHD) toward understanding
learning and attention abnormalities in patients with ADHD and for drug discovery
• Designed and constructed recording devices and wrote code for simultaneous brain chemistry and
behavioral recording in rodents as a novel technique for the laboratory with applications to attention
deficit disorder, drug abuse, and neurodegenerative disease
• Coordinated lab and administrative activities related to development of novel techniques and construction
of animal behavioral lab
• Acted as international liaison between human resources and executive offices for junior researcher
community development toward building a new international graduate school
• Chaired, coordinated, and executed retreat for approximately100 junior researchers and faculty to improve
group leadership and communications in research community
• Coordinated financial support for retreat
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Office of Career Development | Rollins School of Public Health
• Created logistical program for retreat
• Organized and chaired career advising seminar for junior researchers
• Full-immersion studies in Japanese language and culture to facilitate community building
University of Otago, (Dunedin, New Zealand), Department of Physiology Dates
Graduate Training in Neuroscience, Advisor: Edwin Burrow, Ph.D.
• Pioneered ground-breaking project at the intersection of drug addiction and Parkinson’s disease
and mood disorder research
• Designed and conducted experiments to understand the evolutions of parkinsonism and searched for
novel drug targets to treat parkinsonism and combat adverse effects of current drug therapies
• Created of a novel mouse model of Parkinson's disease in a drug addiction lab
• Developed novel behavioral testing paradigms in genetic mouse models of Parkinson's disease
• Identified novel markers for development of drug-induced motor abnormalities (dyskinesias)
• Collected and analyzed original research using GraphPad Prism
• Coordinated project and administrative activities with local and international collaborators in Germany and
India
• Conducted two international collaborative projects: on Alzheimer’s Disease and in depression
• Organized and maintained data records for 5 years of data collections
• Assisted in writing, proofreading, copyediting grants
• Invited to compose state of the field reviews detailing future directions in research
• Composed manuscripts of original data published in high impact scientific journals
• Presented data at national and international conferences
• Produced reports and presented data at regular journal clubs to discuss trends in the scientific fields of
Parkinson's disease and drug abuse
University of Texas at Austin, College of Pharmacy Dates
Pre-doctoral Fellow in Pharmacology & Neurotoxicology, Advisor: Gary W. Miller, Ph.D
• Designed and conducted experiments to understand the influence of environmental toxins on the
development of Parkinson’s disease pathology
• Developed novel cell culture models of protection against environmental toxins in Parkinson's
disease
• Coordinated project and administrative activities to relocate laboratory to Emory University
• Collected and analyzed data using SPSS
• Produced reports and presented data at regular journal clubs to discuss trends in Parkinson's disease and
environmental toxicant research
University of Texas Southwestern Medical School, Dallas, TX, Department of Psychiatry Dates
Pre-doctoral Training in Immunohistochemistry, Advisor: Dwight C. German, Ph.D.
• Learned techniques in microscopy to examine pathological markers in brain for Parkinson's disease.
Allergy & Asthma Associates, Austin, TX Dates
Clinical Research Coordinator, Direction of Julius H. Van Bavel, M.D.
• Coordinated phase III-IV clinical trials for novel allergy medications
• Generated a patient database
• Managed and recruited subjects for studies
• Maintained security and fidelity of patient records
• Organized and prepared patient study materials
• Administered skin allergy tests, blood draws, electrocardiograms, and measured vital signs
University of Michigan, Ann Arbor Nuclear Medicine Division Dates
Research Internship in P.E.T. Pharmacology, Advisor: Michael Kilbourn, Ph.D.
• Conducted research to identify novel biomarkers for Parkinson’s disease
• Assisted in development of novel chemical compounds for positron emission tomography brain imaging
tracers for Parkinson's disease
• Tested safety and efficacy of compounds in rodents
Teaching Experience
Georgia Institute of Technology Dates
Invited Guest Lecturer “Introductory Neuroscience”
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Office of Career Development | Rollins School of Public Health
• Discussed novel research findings with 100 upper level undergraduate students
University of Texas at Austin, Teaching Assistant, “Chemistry” Dates
• Prepared class materials and attended weekly lectures for 100 PharmD (Pharmacy) students
• Provided weekly group review and homework sessions for 15 students
Service to the University
Judge, Division Students Advisory Council Graduate Research Symposium Dates
Emory University, Atlanta, GA
• Evaluated and critiqued graduate student research presentations to help improve and promote graduate
student science communication skills
Co-chair, Junior Researcher Retreat Planning Committee Dates
Okinawa Institute of Science and Technology (Japan)
• Developed logistical and financial planning of retreat for 100 researchers and faculty
• Established a committee and delegated responsibilities among the membership
• Supplied advisory support in building website and online registration for meeting
• Arranged and hosted career seminar with 5 faculty and all attendees
• Led professional development discussions with a question & answer period for attendees
• Organized luncheon and post-retreat social event for attendees
• Developed, wrote, and coordinated printing of meeting booklets and fliers
• Chaired scientific presentations
• Improved group leadership and communications in research community
Editorial Work
Critique and evaluate novel manuscripts and recommend acceptance/rejection for publication
• American Journal of Bioethics Neuroscience
• Biochemical Pharmacology
• Journal of Pharmacology and Experimental Therapeutics
• Neuroscience
Grant Review
Review grant applications and make recommendations to fund novel research projects for principal investigator and
graduate student fellowship funding
• Parkinson’s Disease Society of the United Kingdom (Foundation)
• Emory University, “Basic Mechanisms of Neurological Diseases”
◦ Developed grant writing tutorial module for class of 13
◦ Advised and explained grant proposal design and development
Public Scholarship
Atlanta Science Tavern: Discussions of Science for Nonscientists Dates
• Translate state of the art research for general audiences to promote community awareness of
neurodegenerative diseases and scientific research
• Coordinate search for guest lecturers
Brainbowconnection: Neuroscience from ethics to policy Dates
• Maintain an online column for general audiences to explore topics related to neuroethics, neuropolicy,
and science education
PHRG: Intersections of Philosophy and Politics Salon Dates
• Co-founded bi-weekly philosophy and politics reading group of 5-7
• Discuss current events and relevant philosophical texts
• Organize free public courses and education facilities with community partners
Community Educational Activities
Pancakes for Parkinson’s disease (Fundraising for Michael J. Fox Foundation) Dates
• Designed educational information sheet on Parkinson’s disease for foundation fundraiser
Heavy Pedal: Bicycle and Pedestrian Advocacy Group (Co-founder) Dates
• Design member logos to promote awareness and discourse on alternative transportation
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Office of Career Development | Rollins School of Public Health
Our House: Public Awareness of Medical Disorders Through Art (Founder) Dates
• Establish collaborations with local artists and art galleries
• Coordinate construction of art installations that inform general audiences about medical disorders
• Generate formats to help other communities start their own chapters of Our House
Eyedrum Art & Music Gallery, Atlanta (all-volunteer non-profit arts center) Dates
• Managed sound equipment for multimedia events
• Provided technical assistance for music recording and production
• Managed admission and beverage sales during performances
Brain Awareness Week, Atlanta Public School System Dates
• Created and team taught neuroscience module
• Mentored 30 minority middle school students on neuroscience and careers in neuroscience
Languages
• English: native speaker
• French: 3 years, basic written, reading, spoken
• Chinese (Mandarin), Japanese: 1 year, basic written, reading, spoken
Software Summary
• Statistical Software: Sigmaplot, SPSS, Graphpad Prism
• Specialized/Programming: Med Associates Software, Matlab, Spike2
• General: Endnote, Adobe Acrobat, Microsoft Office operating systems for PC and Macintosh/Linux, Word
PowerPoint, Open Office
• Design & Music: Adobe Photoshop, Garageband
• Literature searches using PubMed
• Web browsers: Internet Explorer, Mozilla Firefox
Conferences
Neuroethics Society Annual Meeting Date
The Overlap of Medical and Legal Ethics (Emory University School of Law) Date
International Basal Ganglia Society Date
Society for Neuroscience Date
Evolution of Mind, Brain, and Culture Date
Gordon Catecholamines Conference (Oxford, England) Date
Mind and Life Summer Research Institute Date
Society for Literature and Science Date
Publications
Nikpoue A, Rommel RS, Smith Y, Wichmann T. Modulation of pallidal and nigral neuronal activity by local D2-like
receptors in normal and parkinsonian monkeys submitted (2010).
Rommel RS, Wice T. Hurst Dopaminergic Circuits of the Basal Ganglia. Frontiers in Neuroanatomy 4: 139 (Invited
review, 2010).
Sanpil SU, Fernandes K, Arutha S, Kaporia KC, Jhaveri D, Rommel RS, Ladiwala U, Jha S, Muthig V, Hein L,
Bartlett P, Rusher D, Viya VA. Alpha2-adrenoceptor blockade accelerates the neurogenic, neurotrophic, and
behavioral effects of chronic antidepressant treatment Neurosci 30: 1096-109 (2010).
Rommel RS, Mitrano DA, Smith Y, Rusher D. Light and electron microscopic localization of alpha-1 adrenergic
receptor immunoreactivity in the rat striatum and ventral midbrain. Neuroscience 158: 1530-40 (2009).
Rommel RS, Rusher D. Norepinephrine: The redheaded stepchild of Parkinson’s disease. Biochem Pharmacol 74:
177-190 (Invited review, 2007).
Rommel RS, Edwards GL, Freeman KG, Liles LC, Rusher D. Norepinephrine loss produces more profound motor
deficits than MPTP treatment in mice. PNAS 104: 13804-9 (2007).
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Office of Career Development | Rollins School of Public Health
Rommel RS, Rusher D, Miller GW. Reduced MPTP Toxicity in Noradrenaline Transporter Knockout Mice. J
Neurochem 91:1116-24 (2004).
Presentations/Abstracts
Rommel RS, A. Galvan, M.A. Kliem, Z.U. Khan, Smith Y, Wichmann T. Subcellular Localization and Functional
Effects of Dopamine Receptors in the Primate Subthalamic Nucleus. International Basal Ganglia Society, 2010.
Rommel RS, Smith Y, Rusher D. Alpha-1 Adrenergic Receptor Subcellular Localization in the Rat Striatum and
Midbrain. Neuroscience, 2008.
Fernandes KA, Yanpallewar SU, Vadodaria KC, Jhaveri D, Rommel RS, Ladiwala U, Jha S, Marathe S, Bartlett P,
Weinshenker D, Vaidya VA. Alpha-2 adrenoceptors regulate adult hippocampal neurogenesis, and accelerate the
effects of chronic antidepressant treatment on gene expression, neurogenesis and behavior. Neuroscience, 2008.
Yanpallewar SU, Toshniwal D, Vadhvani M, Rommel RS, Kernie S, Rusher D, Vaidya VA. Norepinephrine
modulates neurogenesis in the adult mammalian piriform cortex. Neuroscience, 2010.
Rommel RS, Edwards GL, Freeman KG, Liles LC, Rusher D. Norepinephrine loss produces more profound motor
deficits and changes in striatal gene expression than MPTP treatment in mice: implications for Parkinson’s disease.
Catecholamines Conference, 2007.
Rommel RS, Liles LC, Rusher D: Norepinephrine-deficient mice display Parkinsonian motor phenotypes and
altered striatal FosB and ERK ½ expression. Neuroscience, 2006.
Schank JR, McClung J, Rommel RS, Liles LC, Freeman KG, Edwards GL, Rusher D: Continuous minipump
delivery of dopamine beta-hydroxylase inhibitors alters brain catecholamine content and cocaine induced behavior.
Society for Neuroscience, 2006.
Rommel RS, Liles LC, Rusher D: Norepinephrine-deficient mice display Parkinsonian phenotypes. Neuroscience,
2005.
Rommel RS, Miller GW, Rusher D: MPTP Toxicity in Dopamine beta hydroxylase and Alpha2 adrenoreceptor
Knockout Mice. Society for Neuroscience, 2004.
Rommel RS, Rusher D, Miller GW: Pharmacological and Genetic Blockade of the Norepinephrine Transporter in
MPTP treated mice. Society for Neuroscience, 2003.
Workshops
NRSA Grant Writing (Emory Office of Postdoctoral Affairs) Date
Grant Review Process (Emory Office of Postdoctoral Affairs) Date
Scientific Journal Writing (Emory Office of Postdoctoral Affairs) Date
Career Development (Society for Neuroscience) Date
Professional Societies
International Basal Ganglia Society Dates
Neuroethics Society Dates
Society for Neuroscience Dates
Women in Neuroscience Dates
Honors and Awards
Alpha Chi Academic Honor Society Date
Alpha Lambda Delta Academic Honor Society Date
Who's Who Among American College Students Date
Alpha Mu Gamma Language Honor Society Date
Women in Neuroscience Travel Award Date
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Office of Career Development | Rollins School of Public Health
Appendix C: Action Verbs
Management
Communication
Research Technical Teaching
achieved
administered
analyzed
assigned
attained
chaired
conceived
contracted
consolidated
coordinated
decided
delegated
developed
directed
encouraged
evaluated
executed
handled
implemented
improved
incorporated
increased
inspired
launched
managed
motivated
organized
outlined
oversaw
planned
prioritized
produced
recommended
reevaluated
rejected
reported
reviewed
scheduled
strengthened
supervised
united
addressed
arbitrated
arranged
authored
communicated
corresponded
counseled
developed
defined
directed
drafted
edited
enlisted
formulated
influenced
interpreted
lectured
mediated
moderated
motivated
negotiated
persuaded
promoted
publicized
reconciled
reunited
renegotiated
reported
researched
summarized
spoke
translated
wrote
clarified
collected
conceived
critiqued
detected
diagnosed
disproved
evaluated
examined
experimented
extracted
identified
inspected
interpreted
interviewed
investigated
organized
researched
reported
reviewed
searched
studied
summarized
surveyed
systematized
wrote
analyzed
assembled
built
calculated
computed
designed
devised
engineered
fabricated
inspected
maintained
operated
overhauled
programmed
remodeled
repaired
solved
trained
upgraded
adapted
advised
clarified
coached
communicated
coordinated
defined
developed
enabled
encouraged
evaluated
explained
facilitated
guided
informed
initiated
instructed
lectured
persuaded
presented
set goals
stimulated
taught
trained
tutored
updated
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Office of Career Development | Rollins School of Public Health
Financial Creative Helping Clerical or Detail
adjusted
administered
allocated
analyzed
appraised
audited
balanced
budgeted
calculated
compared
computed
developed
estimated
forecast
forecasted
managed
marketed
planned
projected
reevaluated
reconciled
researched
sold
acted
applied
composed
conceived
conceptualized
created
designed
developed
directed
established
evaluated
fashioned
formed
formulated
founded
illustrated
instituted
integrated
introduced
invented
loaded
molded
originated
perceived
performed
planned
presented
produced
refined
rewrote
updated
advised
aided
assessed
assisted
brought
clarified
coached
coordinated
counseled
dealt
demonstrated
diagnosed
educated
encouraged
enlisted
expedited
facilitated
familiarized
guided
helped
inspired
maintained
modified
performed
referred
rehabilitated
represented
supported
upheld
activated
altered
assembled
approved
arranged
catalogued
classified
collected
compiled
described
dispatched
edited
estimated
executed
gathered
generated
implemented
inspected
listed
maintained
monitored
observed
operated
organized
overhauled
prepared
processed
proofread
published
purchased
recorded
reduced
retrieved
screened
specified
streamlined
systematized
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Office of Career Development | Rollins School of Public Health
Additional Action Verbs
maintained
managed
manipulated
mediated
memorized
modeled
monitored
motivated
navigated
negotiated
observed
obtained
offered
operated
ordered
organized
originated
painted
perceived
performed
persuaded
photographed
piloted
planned
played
predicted
prepared
prescribed
presented
printed
processed
produced
programmed
projected
promoted
proof
-read
protected
provided
publicized
purchased
19