Faculty Spotlight: Anthony Le (Game Development)

What did your parents say when you told them that your plans were for your future? Were they happy about your decision, or did you change your mind all on your own? One of the benefits of obtaining a degree in technology is that your skills and career path are destined for a long life. Your passions are what shape your future, and that rings true no matter the circumstances. That is the theme for our Faculty Spotlight this month as we sit down with Anthony Le, a senior Game Development and Software Development instructor for Coleman University, who started out with a very different career path in mind.
Enrolling as a medical student at UCSD, Le realized that he was not meant to enter the field of medicine. After a thrilling class in physics, Le found that he was more interested in the mechanical way that the world worked, rather than the biological. From there he began his career in technology through computer programming and artificial intelligence. We asked him about his life in technology and his passion for teaching at Coleman University.

1. What was it like moving to the US?
We moved out to the United States in the 1975 after the Vietnam War when I was nine years old. At the time my father worked for a shipping company in the US and the first place we were brought to was Camp Pendleton. So all of my family came to the US at the same time. We settled in Bayou la Batre, Alabama because that’s where my father’s shipping company was based. It was also the setting for the movie Forest Gump. At the time the southern states were very anti-communist, and my family was deeply Catholic, so they welcomed us with open arms and we had a better time adjusting. We went to Alabama, and I had the BEST time. All of these people, our neighbors, town folks, would come over every day and give us stuff and check in to see if we were okay, so my experience in Alabama was wonderful. However my Dad didn’t like it as much as I did, because he wanted to be back in California with the rest of his family, so he rented a big U-Haul and drove everybody back. That was 1976, and my family has lived here in San Diego ever since. I went to Serra High School in Tierrasanta and graduated at Mt. Carmel in Rancho Penasquitos. I was yearbook photographer there and won several drafting and photography awards from the Del Mar Fair.

2. So you stayed in California for college and went to UCSD. Is that were you became interested in technology?
I love UCSD. It is a great school and much bigger than it was when I was there. That feeling of being on a college campus, making friends in the dorms—it was like its own city. I changed my major several times while I was there. My family wanted me to be a doctor and get a good job, so I started out with bio-chemistry and I quickly discovered that I didn’t like it, but I loved my computer science classes. Turns out one of the faculty members at UCSD was a family friend and he was teaching physics, so he got me into that and I became a TA for his program and for the computer lab. Physics simulations were really my first computing job at UCSD. I fell in love with computer programming after that and changed my major to Cognitive Science, which was a nice mix of biology and the physiological makeup of the human body. I learned and dreamt about how those mental processes can one day be emulated with computing. So that was around the time when an Artificial Intelligence major was introduced at UCSD, and I jumped on that program and that was my final change of major. I also have minors in philosophy, psychology, and astronomy (because I love studying the planets).

3. What were you like as a student?
I was a very active student. Besides being a TA in the computer lab, I was a member of the Vietnamese Student Association, and I became president and tried to get our club more involved with other club events on campus. I organized an International Volleyball Player’s club and organized a Hands Across UCSD event for the campus, and it was really tough to get all of the logistics together, but it was a really fun to try to get everyone involved. By that time my sister and my cousin were attending UCSD, so it became a family affair. Overall, UCSD was an amazing experience, and that is where I cultivated my love of learning.

4. Once you graduated with your degree in A. I. where did you go? Did you create robots?
I wanted to work in computing, and my relative had a chain of computer stores, so I started working for them when I graduated from college. I was in charge of writing programs for diagnostic and performance testing and for keeping tabs on all of the inventory and OCR (optical character recognition) programs used to process all the orders. Unfortunately, this chain did not win out over its competition, so my relative moved into a different field—buying and selling prescription medications from Canada to patients in the US. So I wrote all the programs to scrape and accumulate all of the data on prescription medications (this was before Big Data was around) and price match for the lowest prices. Then the government changed the law and we could no longer sell lower-priced prescription medication from abroad. With my 20 plus years of programming experience, I ended up getting into teaching through my wife at the time, who knew the Vice President of Coleman University was looking for programmers who had real experience and wanted to teach. I came to Coleman when the Game Development department was still in the process of creation, so I was involved in writing the courses for Game Development. We had to write six classes and establish a certification program. I wrote Course 2 and Course 5, which were about Engine design and 3D rendering (for networked first-person shooter (FPS) and third-person shooter (TPS)). The algorithms for 3D rendering use the same technology and mathematical calculating processes as Artificial Intelligence and neural network programs. It’s the summation of a lot of values and the manipulation of numbers simultaneously. It is a lot of complex ideas, and that is the challenge of teaching: getting students to relate to the material and understand it, so they will be excited to learn.

5. Did you find that you had a passion for teaching after you began at Coleman?
Turns out, from all of my experience as an eldest sibling and as a TA in college, this is my calling. It fits me, because I can explore what I love to learn, and using what I know about AI and how the brain works thus far, to facilitate and transfer that knowledge to another person, using a many sensory modalities as possible. For me this was a fateful event, and I went with it. That was over 7 years ago. Now, I am focusing on helping our students learn physical computing, like how to program robots, sensors, GUIs, and different hardware devices to enhance their job placement. Our students are so excited to learn and Game Programming is very competitive, so I am working on introducing physical computing using Python and C into Game Development and Software Development. Even though I love games and created my first game using the VIC20 and Commodore 64, I am not a gamer per se, I am more into computing. I want to bring more programming into the Game Development program. When a student is hands on and sees his or her creation, and it’s something that’s tangible, that is the experience we want. Computing is a tool with a specific language and you need to understand the syntax to express how you want to control the technology.

6. What do you look for in a potential student at Coleman University? What advice do you have for a new Coleman student?
What I love ideally, is excitement. When students are excited, they are learning and progress goes up exponentially. My advice is perseverance. You cannot learn everything in one try. It is a process and especially with programming, you have to do it in many different ways and solve many different errors. In solving errors you learn something new. You can read about it and watch it, but until you do it and spend the time fixing it, you will not actually learn. The more you put yourself through this process the better prepared you will be, so use repetition and that will help you excel and gain experience. Education is an investment, so I would advise anyone who is learning a new skill to keep in mind that commitment to an investment. I will always give students a chance to solve things on their own, and then I step in to help by providing strategies and hints. I often discuss the various ways that people solve the same problem, and my motto is if you don’t agree, at least try it once, and if you realize you like it you can incorporate it into your own style. Be open minded.

 

We want to thank Mr. Le for taking the time to sit with us and discuss his passion for teaching and computer science.  If you are interested in pursuing a technology-focused degree and learn from instructors such as Anthony Le, do not hesitate to call us. Classes start every ten weeks and financial aid is available for those who qualify. Call (858) 499-0202 today!

 

Coleman and Ssubi give back to San Diego

Our President, Norbert Kubilus, stands next to the donated computers from Sharp Healthcare that Coleman will be helping to refurbish. Ssubi is located behind the Graduate Studies building. 

Coleman University’s mission statement is “To deliver relevant education that prepares individuals for technology-focused careers, while providing an environment where they may develop to their full potential”. That mission statement is not just focused on our learning environments. Our emphasis on developing to a full potential also applies to the various opportunities that Coleman is bringing to our students that take place outside of the classroom and within our community. Since 2016 we have provided a portion of a warehouse for the non-profit Ssubi to operate out of, as well as encouraged our students to work with them to collect and ship donations around the world. This organization has taken on the enormous task of processing gently used medical equipment from local hospitals and clinics and distributing to areas in Africa that have no access to basic and essential medical materials. The founder, Laura Luxemburg, has worked tirelessly throughout Southern California to encourage the leaders in the Healthcare industry to be more conscious of their potential impact through conservation and to donate their equipment to communities who need it. It is her goal to bring jobs to our city in an environment that promotes conservation. Through efforts in connection with Sharp Healthcare and the San Diego Veterans Association, Laura has been successful in reaching the first part of her overall goal for Ssubi: the potential millions of tons of medical waste that can be reused are being saved from landfills. Sustainability is important for helping to make San Diego a Green city and Coleman University wants to be a part of that movement.

In conjunction with their effort called Greening for Good, Ssubi is also offering gently used computer equipment to low income families in San Diego. Our University has provided Ssubi with a center on our campus to clean, store, and refurbish 50 computers that were donated by Sharp Healthcare. Using the Cybersecurity Club room which serves as a lab on our campus, student volunteers are installing new software and returning the equipment to their factory settings. Once each computer has been cleaned, they will be donated to local shelters and families who may not have access to computer equipment. Computer and internet literacy are vital skills that will help every child become more successful in their academic careers. Coleman is dedicated to promoting this literacy effort and we are doing our part by donating equipment to help maintain an equal educational playing field for young learners and their parents. We hope to continue to work closely with Ssubi again in the future, and we look forward to seeing all of the delighted faces of the families who will be receiving these donations.

For more information on the on-going efforts of Ssubi please visit their website: http://www.ssubi.org/ or check out their Facebook page: https://www.facebook.com/ssubiishope/

 

Phishing Isn’t a Sport

Six tips from Coleman University on how to keep your email safe from phishing scams.

Cybersecurity is a hot button topic lately. With the rumors of Russian infiltration into the United States Presidential election, and the exposure of private emails and photos onto sites such as WikiLeaks, the privacy that we covet online is becoming increasingly endangered. With the recent phishing scam going through Google Docs, it is imperative to remember the necessary steps to take online in order to ensure that you are not a target of a scam. First, let’s review what online scamming/phishing looks like, and the ways to spot one.

The most likely scam that you will encounter is a phishing email that can be sent to your accounts. Phishing is defined by the Merriam-Webster Dictionary as “a scam by which an e-mail user is duped into revealing personal or confidential information which the scammer can use illicitly.” An email may look legitimate with logos and graphics, but that does not mean that it should be taken at face value. For example, banks have taken a stance against phishing by only allowing account actions to be completed through their own websites or at a physical bank location. Your private bank will never ask you for passwords, social security numbers, account numbers, routing numbers, or any other private information via email (Telegraph.co.uk). Be on the lookout for emails that inform you of account changes or updates; if you did not authorize changes, immediately report this issue. The best course of action to protect yourself if you feel that you have been targeted by a scam is to document as much as you can with photos, emails, and phone calls. If an email comes into your inbox that seems suspicious call the company that supposedly sent it and ask about the email. Taking the initiative to validate the email before responding is one of the best ways to protect yourself from online threats. So what happened in regards to the Google Docs scam that went viral last week?

Gmail users were sent a notification from a known contact to click on a shared Google Doc. In order to access the document, the users had to authorize a transfer of contact information to the sender. Since the sender was perceived to be a friend or family member, there was little hesitation to allow this authorization. Routing the doc through an unauthorized Google Docs app prompted the Gmail user to allow the application to take control of their email information as a “management” tool (BGR.com). As a result, any personal information attached to contacts was downloaded and stored. Google reported shortly after this spamming went viral that over one million accounts were potentially compromised and the unauthorized application was shut down, as well as the email accounts that were the source of the scam. Information from email accounts linked to sites such as iTunes, Amazon, Twitter, and Facebook were the most vulnerable to this scam. Any users who had encountered this phishing email were asked to change their emails and passwords immediately. An interesting thing to note is that a majority of these emails were addressed to “hhhhhhhhhhhhhhhh@mailinator.com” (Forbes.com).

One of the first things that you should look for when it comes to identifying phishing emails is the sender’s name, the name that they have addressed the email to, and the language they have used. If there are typos, or if the language is not clear, that should be your first indication that the email in question is not valid. Most often the email address of the sender will look like an official domain, but there could be minor differences such as a period between words, or a domain extension from another country such as “.ru” or “br”, which can be hard to miss. If links are provided in the body of the email, hover your cursor over them and the destination for the link should pop up. If an IP address comes up instead of the domain name, then the link could be fraudulent. Another item to look for is the tone of the message. If you receive an email that has a threat such as closure of an account, that tone is your best indication that the message is fraudulent. A good source of examples for phishing is the Microsoft website, which also lists the information for phishing phone calls and how to report phishing activity.

Taking that extra moment to evaluate an email is your best line of defense in keeping your private information safe. Make sure to update your email passwords and delete unwanted or fraudulent emails as soon as possible. If you are interested in how online security works, and want to learn more about protecting online identities think about the possibility of a career in Cybersecurity. This field is growing fast and will be a lucrative degree option long into the future. Call Coleman today to schedule an appointment and speak with an admissions counselor at (858) 499-0202 Monday through Friday.

 

 

Game Development Capstone Presentation is a Huge Success!

 

What does it take to design and create a video game from scratch? Have you ever wondered what your ideal game would look like, or what you would want to see in a new game, or how long it would take to make your vision into a physical game? The students in our Game Development program took that dream and made it into a reality for their capstone presentation this month. Over the span of ten weeks, a student group came together to create their own game from beginning to end. This included story boarding, character design, background music development, character movement, and multiple game levels. We can only begin to appreciate the amount of work that went into this project! The capstone game is called “Savage Island”, and takes place on an isolated island overrun with dinosaurs that are hungry and looking for a human sized meal. Game players are put into a 2.5D map and have to fight their way through each level until they finally encounter The Boss, a massive T-Rex who will not go down easily! At their capstone presentation the designers discussed their original plan for the game and the challenges that they overcame to make this game a reality. Programs used to create this game include: Unity, Visual Studio, Source Tree, Trello, Photoshop, 3DS Max, zBrush, FreeSound, and Audacity (for the sound mixing and sampling). Each member of the development team took on a specific role in order to efficiently produce content for this game. From the concept art, background set up, and character movement, each aspect of the game was the responsibility of one of the four team members and when the game was presented to the audience it was clear that this was an incredible project. Overall the team discussed their work, and the various programs that they used to develop each piece that they were responsible for. The audience heard first-hand what skills and technologies the team members had to develop in order to complete the assignment, as well as what they plan to add to the game  After the initial presentation audience members were asked to play the game themselves and see close up how the mechanics of the game work and try to destroy as many dinosaurs as possible. Audience members were also encouraged to ask questions and some of our Coleman staff members who attended were thrilled to learn more about the game development process from the student’s point of view. What’s next for these game developers? We hope big and exciting things! Congratulations to these excellent students!!

There’s More to the Story Than You Think: Women in Technology

March is Women’s History Month, a time to reflect on the contributions and movements that have come from women throughout history. Think about what you take for granted every day without thinking of where it came from or who invented it; would you immediately think a woman had created it? Take the modern medical syringe, an item that is now in every doctor’s office across the globe. The first patent for the single plunger syringe was given to a woman, Leticia Greer, in New York in the year 1899 (you can see the original patent application here). In 1966 a woman by the name of Stephanie Kwolek invented the first prototype for Kevlar, the material that would become integral in crash helmets, radial tires, and eventually bulletproof vests (learn more about her invention here). We also owe a lot of our modern inventions in computing and coding to women who were passionate about, and dedicated to improving, technology.

The first documented coding concept for a machine was invented by the Mathematician Ada Lovelace, who had become fascinated with Charles Babbage’s design for a computing machine. The Analytical Engine was conceptualized to perform long and complex mathematical equations in a short amount of time. Using the pattern designs from the Jacquard Loom, Lovelace conceptualized a set of “cards” that would have holes in them that would correspond with numbers and patterns established by the creator. These cards would be read through the holes by the machine and in turn produce a numerical answer. The notes on this card design that Lovelace published in a Scientific Memoirs journal are now considered to be the first plan for a “coding” system for a machine. The Analytical Engine could have been programmable, thus making it customize-able for various types of computing and the punch cards could then also be reused. Initially Ada Lovelace imagined that this engine would be used to create and play music, as well as do complex mathematics. Though the Analytic Engine was never constructed, the notes that Lovelace published set the ground work for the future of programming and computing. For more information on Ada Lovelace and her programming design, click here or visit The Ada Project website.

Another pioneer in computing and programming is Grace Hopper, an Admiral in the United States Navy. Have you ever “de-bugged” your computer? Well that term came from Grace Hopper herself! After removing a moth from the Mark I computer and taping it to her notebook, the term stuck and has been a part of our culture ever since. Hopper was born at the beginning of the 20th century in New York City. After completing her Bachelor’s in Mathematics, she went on the Yale to complete her Master’s and then her Ph.D. She taught for a number of years until she enlisted in the United States Navy Reserve where she was assigned to the Bureau of Ships Computation Project being researched at Harvard University. She was then later named as a Research Fellow. Her work was dedicated to the first large-scale computer named the Mark I, and would go on to help develop the Mark II and Mark III. After working with numerical code in computing, Hopper began work on the first computer compiler and computer programming language referred to as COBOL. It was her idea to start collecting programming commands for a shared library of codes in order to save time and reduce programming errors on projects. The collection of commands using binary code allowed for the computers to begin to understand basic phrases in English and then translate them into binary. She is called “Amazing Grace” for a reason! Learn more about her life and her work here, at the US Navy website.

Mathematicians have been integral in computer and science technologies and even space exploration. During the Space Race in the 1960s, Katherine Johnson paved the way for space flight and helped NASA put Astronauts into orbit, and put them on the Moon. Her story begins in West Virginia where she was born in 1918. From an early age she was gifted with incredible curiosity and determination to succeed. She moved ahead several grades when she was in middle school, and started high school at the age of 13. She graduated from West Virginia State College with honors and began a career teaching mathematics in 1937. By 1939, she was invited to become one of the first African American citizens to attend the Graduate program at the recently opened West Virginia University. Though she left the program early to marry and start a family, she still continued to teach math in local public schools. In 1952 she applied to become a computer for the National Advisory Committee for Aeronautics’ (NACA’s) Langley Laboratory. At the time this computing section was all African American; science was still segregated. After her first two weeks, she was promoted to work on the Maneuver Loads Branch of the Flight Research Division where she analyzed data from flight tests. After the successful launch of Sputnik from Russia, her work became much more in demand.  As NACA (soon to be NASA) began to frantically develop a plan to put men into space, Johnson became an integral part of the team to calculate and analyze data in order to make that happen. Her calculations were used for the Freedom 7 mission in 1961 that put a human into orbit around the Earth, which led to her development of a set of calculations and equations that would make it possible to accurately determine the landing point of a space craft. However, her most famous project was the orbital mission of John Glenn, who demanded that she do the calculations for his orbit despite the mechanical machines that had been put in place to do all of it. He trusted her mind and her calculations with his life, and would not go into space until she had confirmed that the machine’s results were accurate. She did all of the thousands of calculations by hand, using only her desktop mechanical calculating machine, which was at the time the equivalent to a basic calculator. She was also asked to work on the plans for the moon landing and her calculations helped to ensure that the Lunar Lander would synch with the Command and Service Module. After 33 years in Langley, she retired. In 2015, at the age of 97 she was awarded the Presidential Medal of Freedom. You can read more about her on the NASA website.

We owe a lot to the women who have taken their passions and followed them into greatness. These three women are just the tip of the iceberg on a long list of female led technology development throughout history. The next time you turn on your laptop, or use your phone to calculate, think of these women who had to create these technologies that we freely use today. For more on these women, click on the links provided or go to computerscience.org for more information on other women who have made history and the issues that women in technology are still facing.

Coleman University Students are Chosen as Semi-finalists in Robotics Development Competition for Mars Exploration!

Chase Thurmond (top right) is leading the ENVI team, along with Coleman students Hao Yu and Anthony Anderson (far left), in their autonomous robot project for Mars exploration. This team will be working on this throughout the spring in order to meet the summer 2017 due date.

Technology is not a static field; it changes daily, hourly, and minute by minute. Technology development isn’t even restricted by Earthly aspirations; developers are now looking to the skies again as their next target. Unmanned ground vehicles have become the latest topic for development and putting these autonomous droids on Mars is no longer just a dream. In early 2017 the Mars City Design Competition put out a call for student teams around the world and across the nation to submit their ideas for an autonomous robot or program that centers on the theme of “transportation” that could be used to help colonize Mars. Applicants had to submit a video explaining their project and what they felt it could contribute to Mars exploration, as well as a breakdown of how they would build their project and what materials they would use. Students from Coleman University, with the help of the expert engineers at ENVI, and lead by student Chase Thurmond, submitted the ENVI design for an autonomous and cooperative robot flock.  The ENVI team, hosted at Coleman University, was chosen as a semi-finalist!! Out of 135 applications, this project and its team of developers were chosen to be one of just 15 teams competing for the chance to see their projects come to life this summer and possibly become part of the race to Mars! Teams from all over the world including France, the UK, and South America are in this competition, vying for the top spot and global recognition as a leading developer in Mars exploration. Students from our Software Development, Cybersecurity, and Graduate Studies Program came together to build the first engineering concept for a cooperative “flock” of unmanned land robots that would essentially become the eyes and hands of astronauts or colonists living and working on Mars. The overall goal of Mars City Design is to promote the development of sustainable and efficient tools for a successful living community not just on Mars, but on future planets yet to be discovered and explored. The semi-finalists chosen for this project will be presenting a teaser of their design and vision at a fundraiser in Los Angeles on May 25th. We at Coleman University want to congratulate the students who took interest in an extracurricular opportunity to put this project into motion, and the dedicated team at ENVI who are mentoring them through this journey. We look forward to seeing the finished product! You can find more information on the other designs, previous winners, and track to competition from their website: https://marscitydesign.com/news.

Coleman University Hosts Esteemed Tech San Diego Data Series Presentations

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Coleman University does its best to host events that our students can sit in on, and ones that will directly benefit out students through professional development. Follow our Coleman Calendar, The Coleman Post newsletter, and look for announcements on campus to find out about all of the student opportunities each month. 

Our University has been successful throughout its many years due to the relationships that we have curated with local companies and institutions that share our vision of community engagement with progressing technology. In February of this year we worked with a local organization that also seeks to advance understanding of technology not just for our city, but also nationally. Tech San Diego has been a purveyor of the San Diego technology community since 1994. Their mission is to foster the growth of collaborations between industry, education, and government as a support structure for our community. Tech San Diego supports various industries such as: Cybersecurity, Big Data (analytics), Robotics, IOT, Defense, Telecommunications, and Cloud Infrastructure. This month they hosted two events on our campus centered on the future of technology development in Big Data Analytics and Cybersecurity. On February 23, 2017 Ramkumar Ravichandran presented his speech on his experience as Director of Analytics for VISA and using Teradata in major data analytics. Teradata is database management system founded in 1979 that has become a leader in the Analytics of Things (AoT) for major corporations (Teradata.com). Mr. Ravichandran drives Visa’s actionable insights derived from Business Analytics, Advanced Analytics and A/B testing. He discussed how to build high performing data science/analytics teams and the best practices for delivering results to drive business impact. The presentation was attended by representatives from Big Data companies and students from local universities as well as Coleman. The second event was a round table discussion on the current state of cybersecurity in major company networks led by Stephen Cobb. This round table was a deep look at what is on the horizon for threats to not just personal information but also to companies that handle mass amounts of data daily. Attendees were able to ask questions about what threats are trending now, and how to promote “cyber-awareness” within a corporate community.

Events such as these are open to Coleman students and Alumni who are interested in registering, and the university encourages our community to attend. Promoting technology awareness is more than being in a classroom, it is also about the extracurricular events that allow for public participation with accurate information. If you would like to attend more events such as Tech San Diego keep an eye on the Coleman Post newsletter for updates on what is coming to campus, follow the Coleman University blog, and look for the digital displays on campus for daily reminders of upcoming events.

Tips for Developing a Well-Crafted Resume

This post was written by the Director of Career Services, Robert Sweigart in preparation for the upcoming Job Fair, on March 28, being hosted on our campus. Thank you to Mr. Sweigart and his team for working so hard to help our students find their dream careers! Contact your Career Services adviser for help with your resume, or email careerservices@coleman.edu.

At Coleman University, our diverse student population includes those seeking their first job, returning veterans, students interested in changing careers, and individuals returning to the workforce after a leave of absence. What they all have in common is the need to create an appealing, professional resume that catches an employer’s eye.

Today, employers spend only a few seconds on each resume they receive. Therefore, employees need to develop a resume that differentiates their work background from the competition. Coleman’s career services advisors work one-on-one with students to provide personalized professional development services, and our experience shows that when it comes to resumes, one size does not necessarily fit all.  There are requirements and recommendations that we have for each of our programs. What suits your resume is not guaranteed to work for your peers. The basics of a resume are the same, however each resume is unique. If you need help updating your resume or would like to have it reviewed make time to visit your Career Services Advisor as soon as possible so that we can help you get into the career you really want.

Candidates should thoroughly read the job description and tailor their resume to the needs of the company. Is the company interested only in candidates that hold a specific degree or certification? Does the company require candidates to submit a portfolio of their work? At Coleman, our graphic design and game development and design students are encouraged to refine their portfolios and post them online, so that they are easily accessible to employers. You do not need to bring an arsenal of technology and handouts to go with your resumes, but keep in mind that employers will search for your name online and it is pertinent to ensure that what they find will not disqualify you as a candidate. Update your portfolios, websites, or any other digital media that you curate, before you begin submitting resumes.

Keep in mind that many large and small companies utilize applicant tracking systems to assist in their recruiting efforts. These systems search for key words in your resume to add to their database. It is important that candidates include those key words from the job description so that they are not automatically disqualified before they even meet with an employer.

What other aspects should be considered when writing a resume?

  • Formatting is important. You may want to research resumes from peers in your field to determine whether there is a certain outline that should be followed, or speak with a career advisor. Use (but don’t overuse) bullet points. Avoid graphics, large blocks of single-spaced text, and varying font sizes.
  • Proper grammar and punctuation is critical. There is no place for slang words in a resume. If you have questions about grammar or punctuation, check out grammar books from the local library, view online sources, or seek out a career advisor or trusted friend for advice.
  • Place name, phone number(s), address, and e-mail address in the top left-hand corner. Create a professional e-mail address and take a professional photo for social media sites.
  • Write a succinct profile that highlights work experiences and the skills you have to offer an employer. This profile should entice a hiring manager to read further.
  • Resumes no longer include an objective. Instead, we recommend students write a summary of their skills, using bullet points to identify all the relevant abilities that pertain to the job for which they are applying.
  • The work experience section of the resume should include dates of employment in reverse chronological order, the name of organization, the physical location of the employer (city and state), the title of the position, and description of work responsibilities. Under each position, emphasize specific results generated (how you reduced costs, increased sales, overcame a challenge) and use action verbs.
  • Maintain a simple and direct resume. Do not exaggerate your experience or your qualifications as that is a good way to put yourself in a work situation that you may not be ready to handle. Be honest and concise with the information that you put onto your resume as it sets the tone for what an employer can expect from you as a potential employee, including your work ethics.
  • The Career Services Department strongly suggests avoiding using a template for your resume. Downloaded or borrowed templates are not guaranteed to look the same after they are sent off and employers will notice immediately if you have sent in a template resume, which will not work in your favor.

If you experienced a gap in employment due to illness or caring for a family member, be prepared to give a short response that explains the situation. Business Insider gives 3 tips for addressing a job gap: be honest and upfront, consider doing volunteer work or taking relevant classes, and, explain the skills acquired while you were out of work. Gaps in employment are not necessarily viewed as negative if it can be explained how time away from the workforce has strengthened your background as the perfect candidate for the job.

  • The education section should include the name of the institution, dates attended, and degree or degrees earned. Remember to include the major, minor, and important certifications. Make mention of academic awards if they are applicable to the position. Include a GPA if it is higher than 3.0, or if you do not have previous work experience.
  • Veterans are often concerned how to transferring their military experience into civilian terms. Many skills gained in the military, such as organization, leadership, responsibility, and technical ability can be easily translated to a civilian job.
  • Make sure that you include everything that an employer asks for with your resume submission, which may include a cover letter. The Harvard Business Review suggests a list of important cover letter aspects that will make your resume stand out. The Career Services Advisors at Coleman are here to help you with drafting your cover letters. Again, it is important that you make time to speak with them as soon as possible in order to be completely prepared for your career search.

Now that you have an understanding of what to include in a resume, we recommend omitting the following information:

  • Personal information, such as age, marital status, race, or number of dependent children need not be included. Hobbies should be mentioned, only if they are applicable to the job. There is also no need to include high school graduation information.
  • Irrelevant work history and nonessential extracurricular activities should not be listed. Think of your resume as your personal “elevator speech.” Only include work experience that highlights relevant skills and experience.
  • All employers expect job applicants to have references, so there is no need to include a statement such as, “References will be furnished upon request.”
  • It has become a more common practice among employers to seek out the private social media profiles of candidates in order to gain better insight into an applicant’s background. However, there is no need to include links or information pertaining to your personal social media profiles on your resume. It can be beneficial to include a link to your LinkedIn profile, so make sure that you have updated your LinkedIn before you start applying to employment opportunities. However, that is not something you are required to provide as part of a resume submission.

While we all live in a fast-paced world, it is important to take time with the resume process. Developing a carefully constructed resume could be the difference between hiring you, or the competition, for the next “dream” job.

Coleman University Partners with San Diego IGDA for Game Jam

Game Jam 3 August 2016

One of the many award-winning Game Jam teams

Who likes video gaming? We do! In August, students from Coleman University’s Game Programming Development and Design program, members of San Diego’s International Game Developers Association, and enthusiastic gamers from the San Diego area converged on campus for 3 days of game development and play.

Teams brought their own laptops, desktops and gaming accessories, or made use of Coleman’s Oculus Rift and HTC Vive headsets to design and develop unique games based on the theme “Group Think.” See the groups pitch their gaming idea presentations and watch interviews with participants here.

At the end of the event, gamers voted on each other’s games and awards were given to the following:

Grand Prize – Synch or Swim
Best Design – Holes of Glory
Best Art – Band Kids
Best Audio – Pizza Cat
Best Abstract – Get to Work
Judge’s Award – Twitch Plays Trivia

All games can be viewed and played at https://itch.io/jam/sdgamejam/results. Thanks to the many participants and organizers with the San Diego IDGA for another successful Game Jam event!

Find out how our Game Programming Development and Design program prepares students by teaching character development, story-telling, 3D-image rendering, animation, and environmental modeling. Call us today at 858-499-0202 or request more information here.

 

Coleman Offers Gen Ed Courses Relevant and Specific to Technology-Focused Careers

“Technology alone is not enough. It’s technology married with the liberal arts, married with the humanities, that yields us the results that make our hearts sing.” – Steve Jobs

Many traditional colleges require first-year students to complete all of their general education requirements before they can pursue classes in their major field of study. It is no surprise that students doubt the validity of these general education courses. “How is this relevant to my career?” is a question students often pose to educators.

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