一份好英文简历，事半功倍不用愁。可如何准备好自己完美的英文简历，你真的清楚吗?下面搜集了大学应届生英文简历模板，欢迎阅读！
大学应届生英文简历模板
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| University of California | Berkeley |
| Bachelor of Arts, Cognitive Science and Linguistics | GPA 3.79 | May 2014 |
| Pontifical Catholic University of Chile | Santiago, Study Abroad | July-December 2012 |
| Research Assistant | Affective Cognitive Neuroscience Lab, UC Berkeley | January 2013-present |
| • | Collected, manipulated, and classified images into emotional and semantic categories for experimental stimulus sets |
| • | Assisted fMRI scan sessions with subjects, including careful and efficient pre-scan equipment set-up and attentive eyetracking and bio-data collection during scans |
| • | Used SPM software to accurately define specific brain area as Region of Interest from previous fMRI scans |
| • | Helped design and co-execute two-part behavioral study, collecting behavioral data from a total of 60+ subjects (and counting) for honors thesis project |
| • | Attended and actively participated in weekly two-hour lab meetings, in addition to initiating and participating in smallergroup meetings to communicate ongoing updates and issues of tasks in progress |
| Extern | North Oakland Community Charter School, Oakland | January 2013 |
| • | Observed special education resource teacher duties, including meetings with parents and teachers, lessons with individual students and small groups, and ad hoc academic and behavioral guidance of students in class |
| • | Assisted in reading, writing, and math tutoring and behavioral guidance of troubled students in grades 2-8 during lessons |
| Volunteer | Ruca Rayén School (for severely disabled youth), Santiago, Chile | August-November 2012 |
| • | Cheerfully assisted class of 5-10 students in daily activities |
| • | Provided one-on-one help with meals and hygiene, participated and guided students in games, songs, and crafts |
| Volunteer | Fundación San Nectario (school for autistic children), Santiago, Chile | August-November 2012 |
| • | Assisted with PE class and recess, crafts and cooking, occupational therapy, school-wide cultural activities; maintained positive attitude and mentoring demeanor |
| Research Assistant | Infant Cognition and Language Lab, UC Berkeley | January 2011-May 2011 |
| • | Recruited and patiently managed infant and toddler subjects |
| • | Designed and set up studies, created experimental stimuli |
| Mentor | Longfellow Middle School, Berkeley | September 2010-May 2011 |
| • | With dedication and reliability, tutored and mentored one middle school student, punctually chaperoned weekend events and enthusiastically volunteered at concession stands |
| Traveled internationally since 1992. Places visited include Canada, Mexico, India, France, Italy, Turkey, Greece, Scotland, Netherlands, Switzerland, Paraguay, Chile, and Argentina. |
| Programming: | Fluent in Java, Scheme. Proficient in Jess, Python, Matla |
| Software: | Microsoft Office, Macromedia Fireworks, Dreamweaver, Mathematica, SPSS (introduced Spring 2013) |
| Languages: | Fluent English, Bengali, Spanish; Proficient Hindi |
| Interests: | singing, piano (14 years), karate (9 years), reading fiction, knitting |
拓展阅读：英文简历与中文简历
可能很多人都觉得，英文简历就是中文简历的翻译版本，然而……很遗憾，至少就我个人来看，并非如此;首先，从形式上，中文简历排比性内容较多，且呈现递进性的结构更容易吸引阅览者注意，需要更多的整体性，然而从语言习惯来看，英文简历采用并列式结构较多，各部分结构之间关联关系相对较少，更加强调内部的独立性。而从内容上，按照中式习惯，大量排比奖项、证书、课题绝对是王道，在英文简历中，证书和学历则更多作为title index出现，更看重具体内容、描述和条理，所以，将自己的事迹分清主次，列好条目才是提高英文简历整体评分的关键所在。最后，在核心内容配置上，英文简历的objective(意向?)和summary(个人简述)相对中文来说，更加强调简洁和描述性，直截了当远比从原因到结论的写法来的巧妙，且summary可以视情况适当提前，而不必一如中国古风，谦逊的放在最后。
