Resume Review Checklist

For most community college students and recent graduates, one page is the preferred length. Students with several years of relevant experience or extensive military, technical, healthcare, research, or leadership experience may appropriately use two pages if the additional content is relevant to their career goals.

In most industries, résumés longer than two pages are uncommon and should be reserved for situations where the employer expects a more comprehensive record of qualifications. Examples include federal government positions, some academic or research roles, and certain executive-level positions. In these cases, employers may request a federal résumé or curriculum vitae (CV) rather than a traditional résumé.

Regardless of length, every item on a résumé should add value. If information is outdated, repetitive, or unrelated to the position, it should be removed to keep the document focused and easy to review.

EECS Tip: Length doesn't determine quality. A concise, well-tailored résumé is generally more effective than a longer résumé with unnecessary information.

Students should include their GPA if:

• It is 3.0 or higher (or if an employer specifically requests it).

• They have limited professional experience and their academic performance is a strength.

Students generally should not include a GPA if:

• It does not strengthen their application.

• They have several years of relevant work experience where employers are more interested in professional accomplishments.

High school information is generally appropriate only if:

• The student has not yet completed college coursework.

• The experience is especially relevant (such as a technical certification or major leadership role).

Once students have established college education and experience, high school information can usually be removed.

No.

References should not appear on a résumé.

There is also no need to write "References available upon request." Employers assume candidates will provide references when requested.

Usually no.

Instead, students may include a brief professional summary when it adds value by highlighting relevant skills, experiences, or career goals that align with the position.

If neither an objective nor a summary adds useful information, it is appropriate to begin the résumé with education or experience.

Remind students that employers value many forms of experience.

They may include:

• Class projects

• Clinicals

• Labs

• Internships

• Job shadows

• Volunteer work

• Leadership roles

• Student organizations

• Military service

• Caregiving

• Independent projects

• Freelance work

• Relevant coursework (when appropriate)

The focus should be on the skills and accomplishments gained through these experiences. Refer stude

EECS Tip: Encourage students to explore the Communities section of the Career Hub for guidance specific to their background and experiences. These resources can help them identify transferable skills and strengthen their résumé by recognizing the value of experiences they may have overlooked.

Employment gaps generally do not need to be explained on a résumé.

Students should accurately represent dates and focus on relevant experiences during that time, such as education, caregiving, military service, volunteer work, freelance work, or professional development.

If an employer asks about a gap during an interview, students should answer honestly and briefly.

Yes.

Students should customize their résumé for each position whenever possible.

Tailoring may include:

• Reordering bullet points

• Highlighting relevant experiences

• Incorporating keywords from the job description

• Emphasizing skills most important to that employer

Tailoring should never involve exaggerating or inventing experience.

Yes, when used responsibly.

AI can help students:

• Brainstorm accomplishment statements

• Improve grammar and clarity

• Strengthen wording

• Tailor a résumé to a position

Students should always:

• Review all AI-generated content for accuracy.

• Ensure the résumé reflects their actual experiences.

• Never use AI to invent, exaggerate, or misrepresent qualifications.

EECS Tip: For additional guidance, refer students to the AI in Career Documents section of the Career Hub. They will find recommended prompts, ethical AI practices, and tips for creating authentic, employer-ready career documents.

An Applicant Tracking System (ATS) is software many employers use to organize and search job applications.

Students can improve ATS compatibility by:

• Using standard section headings (Education, Experience, Skills)

• Using a single column resume format

• Including keywords from the job description when appropriate

• Avoiding unnecessary graphics, tables, text boxes, and columns if applying through an ATS

• Saving the document in the format requested by the employer

A résumé designed for ATS should also be easy for a person to read.

No.

Students should focus on experiences that are most relevant to the position or demonstrate transferable skills.

Older or unrelated positions may be summarized or removed as more relevant experience is gained.

There is no required number.

Most positions include 2 to 5 strong accomplishment statements, depending on relevance and length of employment.

Quality is more important than quantity.

Rather than listing soft skills alone, students should demonstrate them through examples.

For example, instead of writing: Strong communication skills

A stronger bullet might say: Presented weekly project updates to a team of 15 classmates and faculty.

Evidence is more persuasive than a list of traits.

Students should include information that strengthens their application and demonstrates relevant knowledge, skills, or experiences.

Volunteer Experience

Yes. Volunteer work can showcase valuable transferable skills, leadership, teamwork, communication, and community engagement, especially when professional work experience is limited.

Certifications and Licenses

Yes. Relevant certifications, licenses, and industry credentials should be included, particularly when they are required for or valued in the position. Include the credential name, issuing organization (when helpful), and completion or expiration date, if applicable.

Relevant Coursework

Relevant coursework may be included when:

• The student has limited professional experience.

• The coursework directly relates to the position.

• The employer is likely to value specific technical knowledge.

As students gain experience, coursework generally becomes less important and can often be removed.

Hobbies and Interests

Include hobbies or interests only if they add value to the application. Relevant interests may demonstrate leadership, teamwork, technical expertise, cultural engagement, creativity, or other qualities related to the position. Personal interests that do not support the student's qualifications are usually unnecessary.

EECS Tip: When deciding whether to include any additional section, ask: "Does this help demonstrate my qualifications for this position?" If the answer is yes, it may strengthen the résumé. If not, consider leaving it off to keep the résumé focused and relevant.