Documente Academic
Documente Profesional
Documente Cultură
A Note to Teachers
This module is an introduction to some of the possible careers in biotechnology
as well as some tips on how to write a resume and how to perform in an interview
for a job. There are three main sections to this module:
I. JOBS IN BIOTECHNOLOGY
An overview and a Job Fair Activity
Web sites to visit for more job listings.
Suggestions for videos and films
II. THE RESUME AND COVER LETTER
Writing a resume
A resume template
The cover letter
A sample cover letter
III. THE JOB INTERVIEW
Six steps for a successful job interview
Sample interview questions (and useful answers)
Interview class activity
The first section, Jobs in Biotechnology, may either start a module on careers or
may be added to the ends of several other modules depending on the teacher’s
preference. The other two sections are designed to be done together, probably
near the end of the course.
Getting a job in this new, growing field of biotechnology is an important end result
of the schooling for most of our students. Some students will start straight out of
high school, while others will get one, two or four years of undergraduate work in
college. A few will go on to do graduate work ending with a Master’s or PhD
degree. There are entry points for each of these levels of education.
While the jobs each of these types of students will perform will differ in
accordance to the education, every employee must be able to write a resume
and perform well in an interview. Otherwise they would not have been hired. We
can begin to teach these skills now so that when our students go job hunting they
are more likely to be successful.
SECTION I: JOBS IN BIOTECHNOLOGY
There are nearly as many careers in biotechnology as there are people working
in them. This is a large and expanding field that draws from a variety of sources
such as field work, lab work, quality assurance, electronics and marketing.
1. Post some of the following Job Postings around the classroom. Students can
go around and choose a possible job.
2. The student takes that job down from the postings and writes the following:
summary of the job description
the company and its location
what skills are needed
what education is required
what the student likes about this job
what the student does not like about this job
3. Students can then repost the jobs and the summaries for the others to read
or can hand in the summaries for credit.
SOME USEFUL WEBSITES FOR CAREERS IN BIOTECHNOLOGY
www.careercity.com
www.nextsteps.org
http://collegegrad.jobcontrolcenter.com
General Biotechnology
Bio-Link is the national biotechnology training center. There are some jobs listed
as well as descriptions of career scenarios, including two in Central Texas.
www.bio-link.org
www.abbott.com
www.stratagene.com
www.ambion.com
www.cedra.com
Job Services
These groups are employment agencies that can help with the job search in
Central Texas.
www.kforce.com
www.kellyscientific.com
SUGGESTIONS FOR FILMS AND VIDEOS
One useful way to show biotechnology careers is to show films of people on the
job. These films may be viewed at the start of the career module or may be
interspersed throughout the course. Most of these films are under 20 minutes
and all are available at ACC Biotechnology.
Agricultural Biotechnology
Washing Glassware
Field Trips
Field trips are an excellent way to show how biotechnology plays out in this area.
The following are sites that will accommodate classes of students. There is
some field trip money available for high school classes through our grant; contact
Peggy Maher about this.
Guest Speakers
The following people have agreed to come to a high school classroom and talk
about their career in biotechnology. Contact Peggy Maher to arrange for one of
these people to come to your classroom.
1. Rodney Rohde
Rodney teaches at ACC and at SWTSU. He has worked for several years at the
Texas Department of Public Safety on vaccinating coyotes in the wild for rabies.
They fly over a very large area dropping bait with the vaccine inside. A good talk
to demonstrate some outdoor biotechnology activities.
Section II: Resumes and Cover Letters
Writing a resume
Name
Address
Telephone number(s)
EQUIPMENT/TECHNIQUES:
list of equipment and techniques
list of computer familiarity
Your Address
Date
Contact Name
Company
Address
Contact name:
I was referred to you by Current Employee who works in your department. She
informed me that Company is seeking to hire quality individuals for Job Posting.
Sincerely,
Your Name
SIX STEPS TOWARDS A SUCCESSFUL JOB INTERVIEW
IN BIOTECHNOLOGY
A. Future contact
Write down time and place of second interviews if arranged.
Ask when you may call to learn of decision if not discussed already.
B. Leaving
Thank the interviewer for his/her time.
Shake hands when you leave.
Thank the receptionist on your way out.
Introduction:
Practice interviews are a very good way to develop good interviewing
skills and improve the chances of getting hired. And one of the best ways to
practice is in the classroom. The following is a group activity designed to help
people become aware of good interview practices by preparing and performing
both good and bad mock interviews.
Materials:
Job postings (in section I)
A coin
Copy of “Sample Interview Questions” handout
Copy of “Six Steps to a Successful Job Interview” handout.
Procedure:
1. Divide the class into groups of 3-4 students.
2. Turn the job postings face down and have each group choose a posting.
They will be interviewing for this job. Some of these jobs are for high
school graduates, some are for those with Associate degrees and some
are for those with a Bachelor’s degree. They are in different areas of
biotechnology and demand different kinds of skills.
3. Each group then flips the coin. If the coin lands head up, the interview will be
a good interview. If the coin lands tails up, the interview will be a bad
interview. In a good interview, the applicant will do all the suggestions on
the handout. In a bad interview, the applicant will not do any of the
suggestions on the handout.
4. The teacher will randomly assign each group a part of the interview to
perform: the first few minutes, the middle or the ending of the interview.
There should be at least one group doing each part of the interview.
5. Each group is now ready with a job posting, a “good” or “bad” interview, and a
section of the interview. They will discuss among themselves for 15-20
minutes their performance. The performance will be for about 5 minutes.
Each group will decide on
a. Which member of the group will be the applicant.
b. What are the tips of their section of the interview
c. At least 5 things to do or say that are “bad” or “good” in that section
6. The teacher is the interviewer. The member of the first group hands the
teacher the job posting and says which section of the interview they are
doing. The teacher/interviewer then begins that section of the interview
with the student. The rest of the class records at least 3 of the 5 “good” or
“bad” interview points during the 5-minute performance.
7. At the end of the interviews, the group members compare notes about each
interview. Each group compiles a list of as many of the points from each
interview as they can. The group with the most points from good and bad
interviews wins.