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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 415 | 0.00% |
| 2020 | 405 | 0.00% |
| 2019 | 395 | 0.00% |
| 2018 | 362 | 0.00% |
| 2017 | 336 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $103,164 | $49.60 | +4.1% |
| 2024 | $99,126 | $47.66 | +2.1% |
| 2023 | $97,111 | $46.69 | +3.2% |
| 2022 | $94,133 | $45.26 | +3.7% |
| 2021 | $90,783 | $43.65 | +3.1% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 215 | 31% |
| 2 | South Dakota | 869,666 | 211 | 24% |
| 3 | Iowa | 3,145,711 | 540 | 17% |
| 4 | Arkansas | 3,004,279 | 506 | 17% |
| 5 | Oklahoma | 3,930,864 | 485 | 12% |
| 6 | Louisiana | 4,684,333 | 524 | 11% |
| 7 | Alabama | 4,874,747 | 524 | 11% |
| 8 | Mississippi | 2,984,100 | 304 | 10% |
| 9 | Massachusetts | 6,859,819 | 643 | 9% |
| 10 | Oregon | 4,142,776 | 305 | 7% |
| 11 | New York | 19,849,399 | 1,193 | 6% |
| 12 | Washington | 7,405,743 | 412 | 6% |
| 13 | Utah | 3,101,833 | 171 | 6% |
| 14 | Rhode Island | 1,059,639 | 65 | 6% |
| 15 | Delaware | 961,939 | 56 | 6% |
| 16 | Vermont | 623,657 | 35 | 6% |
| 17 | California | 39,536,653 | 2,099 | 5% |
| 18 | Illinois | 12,802,023 | 661 | 5% |
| 19 | New Jersey | 9,005,644 | 437 | 5% |
| 20 | Virginia | 8,470,020 | 431 | 5% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Coral Gables | 2 | 4% | $71,712 |
| 2 | Annapolis | 1 | 3% | $91,291 |
| 3 | Washington | 5 | 1% | $104,248 |
| 4 | Baltimore | 4 | 1% | $91,336 |
| 5 | Carson | 1 | 1% | $109,937 |
| 6 | Lakewood | 1 | 1% | $114,340 |
| 7 | Los Angeles | 4 | 0% | $110,530 |
| 8 | Chicago | 2 | 0% | $105,513 |
| 9 | Denver | 2 | 0% | $83,426 |
| 10 | Miami | 2 | 0% | $71,753 |
| 11 | San Jose | 2 | 0% | $118,045 |
| 12 | Detroit | 1 | 0% | $106,914 |
| 13 | Raleigh | 1 | 0% | $98,306 |
| 14 | Reno | 1 | 0% | $121,356 |

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Grand Valley State University
School of Communications
Alex Nesterenko Ph.D.: If one is considering hiring an experienced ICM, one will look for applicants with college/university baccalaureate degrees in appropriate fields of study, with preference given to individuals with graduate degrees again in appropriate fields of study. However, an experienced individual's track record is of central importance: do they have the sort of successful track record that would qualify them for the job they have applied for?
What is required is evidence of success, which must be identified on the individual's resume and attested to by the individual's key references at previous places of employment. In this regard, in addition to a college/university degree, one would be particularly attentive to evidence of:
-Having successfully facilitated constructive dialogue in an organization
-Created/enhanced effective information channels in an organization
-Problem-solved significant issues resulting in organization members feeling more informed and feeling that they better understand one another
-Having contributed to the betterment of the organization's culture
-Professional certification, such as in project management or other relevant areas
In addition, one would look for the following character traits, which would presumably be revealed in interviews and attested to by the individual's key references.
-Projects a sense of calm and maturity
-Projects openness and empathy toward others
-Has leadership capabilities
-Has a strong work ethic
While not necessarily an exhaustive list, these are the sorts of things that one should look for when hiring an experienced ICM.
A college graduate with no professional communication experience could find employment working as an assistant to the ICM, the department head; or, as previously mentioned, they might apply for an ICM position in a start-up company or in a small NFP organization. In this situation, one would look for the following as evidence of being a good fit:
-A college/university degree in an appropriate field
-At least one field-relevant internship that included responsible duties
-Demonstrated ability to work well in a team environment
-Demonstrated excellent writing skills
-Demonstrated excellent public speaking and presentation skills
-Demonstrated experience with social media
-Demonstrated analytical skills
The kinds of character traits one looks for in an experienced ICM, one also hopes to find in an entry-level hire. Any of the following would be thought to be a considerable plus or advantage in terms of an applicant's candidacy for a position:
-Projects a sense of calm and maturity
-Projects openness and empathy toward others
-Has leadership capabilities
-Has a strong work ethic
Alex Nesterenko Ph.D.: The following soft skills are central to being a successful ICM:
-Attentive listening
-Problem-solving
-Critical thinking
-Creative thinking
-Time management
-Being a team player
To these, one could add the following character qualities:
-Projects a sense of calm and maturity
-Projects openness and empathy toward others
-Has leadership capabilities
-Has a strong work ethic
One might likely include yet other soft skills. However, the above list characterizes the soft skills one would surely want to see in an ICM.
There is no universal agreement on what are or are not "soft" and "hard" skills. Generally, however, hard skills are understood to be skills that one can learn. For example, one can learn to be a more capable writer or researcher. On the other hand, soft skills are understood to be social skills, character traits, and attributes that evolve over a person's lifetime. In this regard, it is doubtful that one can be quickly taught to be more open, and yet, a person can become more open to others over time with a willingness to pursue it. While learning is surely involved, change is largely attributable to the individual's efforts and is less a product of formal education. However, formal education can hasten the development of soft skills. For example, the individual seeking to become more open to others could avail themselves of various courses at a university that could help them understand and appreciate greater openness.
Alex Nesterenko Ph.D.: The following seem to be in line with the nature of IC and what the ICM regularly does. These are in addition to a college/university degree:
-Public speaking skills
-Presentation skills
-Research and analytical skills
-Writing, editing, proof-reading skills
-Computer skills-data analysis, spread sheet, graphics, etc.
To these, one might also find the following desirable in an ICM candidate for a job:
-Professional certification, such as in project management
Other hard skills could be desirable, but the list above suggests the kinds of hard skills typically required of an ICM.
Alex Nesterenko Ph.D.: A person's career usually involves increased levels of responsibility over time. Therefore, at any point in one's career trajectory, different skills ("soft" or "hard") might be emphasized and will take prominence. To answer the question "what skills will help you earn the most," one assumes that an individual intends to stay in the field for a considerable period and is striving to (eventually) take on a lead role as the head of an IC department, which carries with it a manager, director, or greater title.
In this connection, if one takes on a lead role in IC, soft skills will likely be emphasized, leaving hard skills to those acting as assistants to the ICM. A person who has recently graduated from college/university will need to demonstrate both soft and hard skills to understand that they will be initially heavily relied upon for their hard skills by the ICM. As the entry-level person matures in their role, they will be more often tapped for their soft skills, and, as they move into roles with greater responsibility and more elevated titles, they will likely become more reliant upon their soft skills.
Northwestern University
Integrated Marketing Communications in Medill School of Journalism, Media and IMC
Clarke Caywood: A useful advantage would be to study or read about crisis management as a continuing policy and practice strategy and tactics.

University of Colorado at Colorado Springs
Department of Communication
Sherry Morreale Ph.D.: A very recent analysis of 82 million job postings uncovered a critical demand by employers for what often is referred to as durable skills (America Succeeds, 2021). By contrast to hard skills, durable skills, sometimes referred to as soft skills, comprise important professional capabilities (Leadership, Critical Thinking, Communication, etc.) and personal qualities (Creativity, Mindfulness, Fortitude, etc.) that last throughout a person's entire career. In this analysis, two key findings are:
-In the job postings, the top five durable skills were requested nearly four (3.8) times more than the top five hard skills.
-Also, Communication and Leadership were in the highest demand, requested by 50+% of postings. These two durable (soft) skills sets include the following specific knowledge and skills.
A third durable skill or competency identified in the job postings, closely related to Leadership and Communication, is Collaboration. The Collaboration knowledge and skills connected to Communication and Leadership are interpersonal communications, coordinating, teamwork, team-oriented, team leadership, collaboration, team building, cooperation, and virtual teams.

Penn State University, Brandywine
Communications Department
Hans Schmidt Ph.D.: I know that "soft skills" is commonly used, but I'm not a fan of the term. I think it implies that some of these skills are "soft" or "easy" or "unimportant." They aren't. In many ways, so-called "soft skills" - things like interpersonal communication skills - can be among the most important skills for any worker. This is especially the case in communication-related fields, where there is an expectation that human interaction - both in-person and mediated - is important. This is true with leadership skills and presentation/speaking skills.
University of Missouri-St. Louis
Information Systems Department
Vicki Sauter Ph.D.: The most important trend is that we are all going to have problems going back to work. We are accustomed to the flexibility, the clothing trends, etc. If that is true, employers need to look for self-starters and self-motivators who can be productive home workers.
In terms of disciplines, I think the new hot jobs will be in supply chains and cybersecurity. We have certainly seen the impact of breaks in the supply chains and breaks into our computing files. We will all need to think along these lines: "How can we be sure our computers are safe when many people are not very good at keeping passwords and other security mechanisms? Is your system secure?"
Luther College
Communication Studies Department
Sarah Wilder Ph.D.: I don't see how there won't be some sort of enduring impact. If you're asking about the individuals or the career field or all of the above, I suspect the impact of the pandemic will be far-reaching. This has been a life-altering experience on many levels. That being said, I believe humanity continues to show its resilience and that as we navigate the changes, sometimes traumas, of this experience, we also learn and grow from it. Individuals now have a better sense of themselves, their needs, and their goals having had to navigate a pandemic. Further, graduates have been forced to become more adaptable in every way and this will likely carry over into various careers. That these individuals know how to shift quickly between modes of communication may be an expectation and a benefit for them that they can. These graduates can interact face-to-face but have also learned how to interact via mediated channels of communication. Being able to do this, and do it competently, changes the expanse of the workforce. So, from personal to professional facets of their lives, I suspect there will be some lasting impact.
Sarah Wilder Ph.D.: That's an interesting question for a degree like Communication Studies that doesn't have a designated career like other fields. Some positions of our recent graduates include anchor, producer, occupational therapist, director of career development, attorney at law, librarian, graduate student, social worker, marketing manager, and director of training, to name a few. So really what certifications or licenses are helpful will be position/career specific. As far as courses, I recommend a breadth of courses that prepare individuals to interact and communicate competently as well as think critically. This could mean taking an interpersonal communication course to better understand the nuances of truly empathic, competent communication with others, particularly in a diverse workforce, to taking a course on argumentation to better understand how to effectively present ideas and critically interact with a larger society's positions on complicated ideologies.
Sarah Wilder Ph.D.: Honestly, it's probably the Communication Studies degree itself. Research indicates as much as 70% plus of long-term success in a career is tied to soft skills and that's where graduates of Communication Studies excel. Individuals with this degree are critical thinkers, adaptable, have strong people skills, and obviously, are excellent communicators. Hard skills are necessary. A person has to be able to do the "job" at hand. That being said, if you and another employee can both perform the basic job duties, but you are also adaptable, able to interact with coworkers, train others, make clients feel comfortable and confident etc., you are going to be the one that is promoted, offered new career opportunities, brought into important decision-making positions, and so on. I just had a conversation with an optometrist and she said almost none of her technicians have science or medical backgrounds. She's ready to train the hard skills of the equipment and exam procedures, but she needs to hire people who are excellent communicators, intelligent, and work well with others. The benefits of being able to communicate effectively are never-ending.

Matthew Lange Ph.D.: Specific credentials are often a prerequisite to a particular career path. In the field of education, primary- and secondary-school teachers need licensure in their state of employment to teach in public schools, and those requirements are covered in the undergraduate education program. If one moves to another state, however, the new state's Department of Education (or Public Instruction) has to grant new licensure in its state. In contrast, professors and instructors at the post-secondary level require no teaching credentials. Instead, the college or university stipulates a PhD, MA or even simply BA.
The vast majority of German majors/minors learn the language and culture to apply that knowledge to their primary field of study, most often in business or the sciences, to expand their work, study, and research options. Some opportunities have minimum language proficiency expectations, however. Instead of taking applicants self-evaluations of language proficiency (the term "fluent" means different things to different people), employers can rely on standardized tests such as the Oral Proficiency Interview (OPI) or Writing Proficiency Test (WPT), which were developed by the American Council on the Teaching of Foreign Languages (ACTFL). German language programs aim to produce graduates with proficiency at the intermediate-high or advanced-low on the ACTFL scale, which ranges from novice-low to distinguished, since that is simultaneously the expected minimum set by the respective state Department of Education for teaching licensure. One can also look beyond the US border to various tests at the Goethe Institut, which evaluate the four modalities of listening, reading, speaking, and writing. These tests evaluate according to the Common European Reference Framework (CERF) that ranges from A1 to C2. German universities require B1 on the CERF scale to enroll directly in university.
Most important for a well-rounded education, of course, is a study abroad experience. By being "a stranger in a strange land" one develops negotiation techniques and problem-solving skills when dealing with linguistically- and culturally-ambiguous situations. Studies have shown that study and work abroad increases creativity and flexibility, which are crucial for personal and professional growth.
Matthew Lange Ph.D.: Several articles over the past few years have noted the salary bump for employees with second-language skills. A 2014 report in The Economist entitled "What is a language worth?" indicated, for example, that German proficiency can add a 3.8% bump to your earnings, as calculated by MIT economist Albert Saiz. This increase can come directly from employers who pay a premium for language skills, or the employee can benefit from a larger pool of opportunities that are simply inaccessible to monolingual speakers.
But while many graduates increasingly like to consider return-on-investment (ROI) of a course of study or set of skills, let us not forget that quality of life is important as well, even if it is difficult to quantify. Learning another language and its culture exposes one to another value system that might prefer, for example, more vacation time over increased salary.

Indiana University Northwest
Department of Communication
Dorothy Ige Campbell: The emphases on graphic design and emerging media are in demand more than ever in an increasingly virtual world. New workers who have some Public Relations and persuasive communication backgrounds will have an edge. Those who work or go to school in diverse environments and have cross-cultural training during this time of civil rights demands are also suited for the new era. Jobs in Communication have decreased a bit (see below).
Dorothy Ige Campbell: A bachelor's degree in Communication is considered ideal for non-academic jobs. For undergraduate degrees, a Communication degree paired with a Minor (such as Business) can be ideal, and that has not changed. Those who wish to teach Communication in secondary schools often complete a four-year degree with a major in Education which stresses teaching methods and childhood development, with an emphasis in Communication. Courses in Drama and English also help secondary teacher preparation in Communication.
For graduate education and academic faculty positions in higher education, a Masters in Communication or a related field for part-time teaching for Junior College teaching of Communication courses is usually required. A Ph. D. is usually required for tenure-track, full-time faculty positions in Communication. Courses in statistical research, theory, then specialty Communication courses (such as Health, Religious or Strategic Communication, and so on) are usually required. At all levels, there is an increased emphasis on diversity in the curriculum.

Taylor Collins Ph.D.: The pandemic has largely accelerated and amplified many labor market trends that were already
underway. We're seeing markets consolidating, more remote work settings, and more automated
processes. Moving forward, there are likely to be fewer small business job openings while corporate
positions should significantly grow. Graduates should also expect that they will no longer be competing
solely with other local graduates for entry-level jobs. Labor market competition is going to continue to
become more national, or even international.
The pandemic also seems to have accelerated the rate of AI investment, with research by Stanford's
2021 AI Index Report finding that total global investment in artificial intelligence increased by 40% in
2020. This doesn't necessarily mean that jobs for business economics students will disappear however,
as strong job growth over the next decade is projected in many fields hiring our graduates. But it does
mean that much of the work may look different. Employers will be looking for more than just plug and
run data junkies. Workers who can support the power of automation are likely to find stable job
prospects, and that requires competence in creative problem solving, the capacity to critically analyze
and interpret data outputs, and a social skillset that will facilitate large scale collaboration and
teamwork.

Dr. Derek Johnson Ph.D.: Departments like ours are aware of the added challenges created by the pandemic and we've been taking steps to help our students find opportunities while also helping employers to overcome the challenges of continuing to provide needed experience. Given the uncertainty around in-person work, we've been trying to generate online internships that allow students to connect with employers in safer ways. At the same time as we address the current crisis, we are also working to address long-standing barriers to access that have limited work opportunities based on social status, geography, the ability to support one's self, and more. Virtual internships can help with that, but there's more work to do to make sure everyone has equal opportunity to succeed and to manage the crises we face.

Jody McBrien: The Covid pandemic reaches far beyond the issue of a global health issue. Limitations in social and economic life required to limit the reach of the virus have had major effects on both immediate and long-term job opportunities. For instance, many businesses that might have employed graduates have had to close their doors. As a result, there may be fewer opportunities, especially dependent on degrees that graduates have earned. For instance, the arts have been hard hit, as have restaurants and tourism. It remains to be seen how these important elements in society will recover.
Jody McBrien: Certainly, the technological skills needed in the present include expertise with managing work expectations through virtual platforms such as Microsoft Teams and Zoom. Given that new employees may need to work from home for several more months, self-motivation will be an important asset. Finally, given that distance work has now been a major form of employment for nearly a year, businesses will be needing to re-evaluate how work is done. There has certainly been a shift in how work is done, and many employees will have found that they may be even more productive from home. Employers will need to reconsider the importance of business sites and locations of their employees. They will need to be flexible in their thinking to consider arrangements in which their employees will be most productive.

Mohamad Alkadry Ph.D.: Just like 9/11 resulted in substantial investment in homeland security jobs, I believe that the pandemic will likely result in a substantial investment in our public health infrastructure. More than ever before, Americans understand the importance of public servants at all levels. Americans, who have historically undermined the importance of the public serctor, were all looking to public officials more than ever before. The pandemic also highlighted the importance of professional non-elected officials' expertise to our survival. There was a clear respect for the evidence-based scientific knowledge and recommendations of professional public servants like Dr. Anthony Fauci. We are also likely to see an investment in e-government programs that would allow citizens and employees to interact virtually. I believe the pandemic undermines the trend toward service industry and we will likely see a very slow return of service and travel-related positions especially if the virus mutates and the pandemic lingers over a few years.
Matt Caporale: In a nutshell, hands on and applied experiences stand out the most. What employers truly seek is not just what you know and what you did, but how you did it, where you did it, to what outcome, and what do you offer now because of those experiences. This isn't new, but employers are increasingly looking for details and level of specificity to a student's college experience - buzzwords won't suffice any more. The experiences that stand out are ones students can actively quantify and showcase success, hard skills, and soft skills.
These types of experiences include traditional experiences such as internships, research projects, study abroad, and campus leadership. But they more often now include diverse perspectives, interdisciplinary experiences, and roles in which students make a focused impact on the organization in which they served. Employers seek well rounded candidates with hard and soft skills; so, the experiences that stand out will need to be diversified, skill focused, and impactful.
For students in international relations, these experiences will include traditional internships and study abroad, but also Model UN, policy research and development, multi-cultural experiences (local and international), and data-based projects.
Dr. Phyllis Seawright: A gap year is only as adventurous as the budget allows. An up-to-date resume, thorough research of job websites in the desired area, and the ability to Zoom or Skype for interviews will help a fledgling fly farther from the nest. Having excellent presentation skills will secure that job over the Zoom universe.

Elizabeth B. Rogers: Adpatilbilty. It has become apparent now, maybe more than ever, that employees are expected to do their jobs well, no matter where they are completing their tasks. New job candidates will need to show with concrete evidence that they can adapt in situations that are new or uncommon. Many recent graduates can use their transition from traditional to remote learning as significant evidence of their ability to adapt. Many students thought they were going home for a few weeks in March and then spent the rest of the spring semester online. What changes did you make when the school went virtual that helped you succeed? How did you ensure you not only got your work done but also took care of yourself? What did you learn about yourself, your habits? Many students survived a tough transition, and that is something not only to applaud but use when you are selling yourself to potential employers in interviews. Employers want to know you will adapt, so be ready to tell them how you adapted during your experience with pandemic learning.
Teamwork. You must work as part of a team. However now, consider not only traditional teams but also virtual teams. I can tell you when my teaching and staff role got moved fully online last March, I relied on my team more than ever before. I work in a team environment every day, but when virtual was all we knew, teamwork became vital for not only my success but the success of my students, co-workers, and ultimately the institution. I know students hate group projects, but group projects are the closest things to the "real" workforce some students experience. Take group work seriously so you can learn how to excel in a group setting. How do you work in a team (both traditionally and virtually)? Are you reliable? Are you a leader or a follower (both are great)? Do you manage your time wisely so you can brainstorm, work, and revise? Being part of a team was always part of the workforce, so be ready to work in teams traditionally and virtually.
Technology skills. As I am sure many of you have seen, technology is becoming an extension of all work types now. It is not enough now to say you can work the Microsoft Office Suite and can type quickly. Companies need to know that you can manage technology in real ways, especially when you are not in the office. I would suggest students take an entry-level computer class at their organization as an elective, at the very least, to have some traditional training in all things tech. If your institution does not offer computer courses, I would suggest taking a free online course to earn a certificate of some kind. Students want to list real, tangible, and legitimate computer knowledge on their resumes to make them competitive.

Stacie Shain: To me, real-world experience always sets one graduate apart from others. There is also plenty of research that supports this.** Any experience a student can gain doing real projects for real organizations is a bonus because it shows students can translate what they have learned in a classroom to a project for a business or nonprofit. It shows students can do the work when there is more than a course grade on the line and when many people will see their work and not only a professor or classmates.
In our program, all majors must complete at least one internship, and we encourage our students to complete more than one so they get different experiences. This not only builds their resumes and hones their skills but also allows them to learn what they like - or don't like - doing. Some students have been set on working in a particular field only to change their minds after an internship and decide they want to do something else.
Our marketing communication minors are required to take a practicum in which they work for a student-run agency doing work for area nonprofits. They are responsible for the client meetings, production, deadlines and client satisfaction. The projects range from graphic design to writing to social media planning to website design to video production. All of their work will be used by the organizations, so having these projects in their portfolios and on their resume showcases exactly what they can do. The students earn credit and get to show the work in their portfolios, and the nonprofits do not pay for the projects. It's a true win-win situation. Students may complete more than one semester in the practicum, and that gives them a wide range of work samples in their portfolio. I've known several students who had jobs before graduation, and they all said their work for clients helped them get the job because they already had professional experience.
Internships and working for a student-run agency will help students build those soft skills, too. They must collaborate, they must learn to work in a team setting, they must solve problems as they arise, and they must think critically about the projects and how they will complete them. Research shows that students with hard skills will get interviews, but students with soft skills will get the job and keep it ** because businesses value soft skills and not every applicant has them.
Heidi Mau Ph.D.: An increased ability to work digitally is an immediate trend in the job market - to be nimble communicators via digital tools and online interactions with colleagues and clients. This trend was already happening before the pandemic but has now accelerated as an important part of an overall skill set.
There seems to be an increase in positions calling for digital communications and content management for small businesses as they seek to move parts of their businesses online and to increase their digital communications with clients and community during a time in which local, face-to-face communication is more difficult.

Aubrie Adams Ph.D.: In some ways yes, and in some ways no. The reality is that over time, graduates must always adapt to changing industry standards and norms. In that way, this aspect will stay the same, and we'll all continue to adjust to meet the needs of our ever-evolving globalized society.
However, what's different about the coronavirus pandemic is the speed at which change was induced in so many different industries simultaneously. Never before have so many people across the globe had to adapt and implement new workplace practices and procedures so quickly. A year ago, teleworking was rare: most people didn't know how to videoconference, and paperwork often required hard copies. But industry practices have all shifted at a remarkably fast pace, and most of us have had to adapt quickly without much choice in the matter.
Ultimately, many of these adjustments are likely to result in permanent changes to workplace policies and procedures. Whereas a company before may not have had options for employees to work from home, now many of them do. And although working from home may not always be perfect, it's hard not to recognize the many benefits that it can afford. I suspect that even long after the pandemic, companies will be better positioned to allow more flexible workplace options that make better use of digital tools to facilitate our work, life, health, and wellbeing.
There's this common joke I've heard before in which the idea is that a face-to-face meeting "could have been an email." Well, the pandemic gave us the opportunity to test this idea, and for many meetings, we found out that this was true. The pandemic has basically forced us all to become more technologically savvy to better use our online tools in more efficient ways. Of course, we'll have to figure out a balance moving forward between what practices should remain online and what practices should function face-to-face. There will likely be some trial and error as each respected workplace and industry seeks to figure this out.

William Howe Ph.D.: Cover letters are perhaps the most critical piece of a resume and yet are often the most underdeveloped. Cover pages should clearly state who you are, what you have done, and where you want to go with the company. Within the resume itself, it should be easy to read and well organized.