questions to ask research professor interview

Questions to Bring to Your Faculty Interview

By Marina Dang

Despite the pandemic, many institutions are moving forward with their faculty hiring, and selected candidates are now preparing for their interviews in earnest. If you’re one of those candidates, congratulations on making it to the next round!

As you polish your seminar presentation and anticipate questions that may get thrown at you, make sure you also have a list of questions for your interviewers—from the department head to the faculty to the students you may interact with—even if it’s over Zoom. A faculty position is not just a job; it’s a career decision, a multi-year-long investment (from you and the university) that hopefully leads to tenure and lifelong contributions to research and the community.

What questions you bring to the table will vary based on your values, priorities, and individual experiences. Below is the master list of questions that Prof. Mike Short (a 2nd-year research scientist at the time) created when he was interviewing at multiple institutions. He shares it here in the spirit of transparency and open mentorship. You may adapt these questions to your own needs and circumstances.

To the department chairperson

• What are the strengths and weaknesses of the department? The institution?
• Is the administration supportive of the department and its program? How does that support manifest itself?
• What are the immediate needs of the department(s)?
• How do you see me fitting into those needs?
• Where do you see this department five years from now?
• What are the relationships like among the various departments in the college/university?
• How are departmental decisions that affect the faculty made?
• What behaviors are valued in this department?
• What are the procedures for promotion and tenure?
• What kinds of monies are available to cover professional convention expenses?
• What other resources are available, such as research assistants, teaching assistants, computer services, research space, and administrative assistance?

To the college dean

• How do you perceive the department in relationship to other departments in the college/university?
• How do you perceive the college in relationship to other colleges in the university?
• Five years from now, where would you like to see the college? The department?
• What are the strongest departments on campus? The “up and coming” departments? What do they do particularly well?
• At a publicly-funded institution: What is the legislative atmosphere in the state regarding funding for higher education?
• How does this state compare with other states in terms of funding for higher education?

To the search committee

• Where is the committee in the job selection process?
• How many people are you bringing to campus?
• What is your timetable for making a decision?
• When can I expect to hear from you?
• How did this position become open?
• Who was in this position previously? Why did they leave? What did this previous person do well in their job? What do you wish he/she had done differently?
• What does the work load consist of in terms of courses, advisees, etc.?

To the department faculty

• What are the strengths and weaknesses of the program?
• How do you evaluate the strengths and weaknesses of the program?
• What are the challenges currently facing the department or program?
• How would you describe the ideal candidate for this position?
• What kind of research is being done within the program? Within the department?
• Do you do collaborative research with other faculty members, either in this department or in other departments?
• What is the expected course load? Number of advisees?
• What are the students in the program like? How are they selected/recruited?
• What have your graduates gone on to do?
• What is the history of the program? The anticipated future direction of the program?
• What do you like best about working here?
• What are the areas of conflict in the department?
• How is the conflict handled?
• How would you describe [name] as a department chair?
• For how long is he/she going to continue to be chair?
• What will happen after that?
• What are the support services like (e.g., secretarial assistance, teaching and research assistants, travel monies, field trip logistics)?
• What do you do for enjoyment?

To the students

• What are the strengths of the program here?
• What do you wish for, that you don’t have, as a student in this department?
• What are your professional goals? After graduation? In five years?
• If you know some recent graduates, what are they doing now?
• Who amongst the faculty do you think does a great job?
• What do they do particularly well?
• Especially for graduate students, or some highly competitive undergraduates: How many of you have published an article in a professional journal? Presented at a national convention? Belong to national professional organizations?
• How frequently do you socialize with faculty? With other students in the program?
• Is the program atmosphere conducive to your learning and development?
• Would you recommend it to a friend?
• If I were a good friend of yours, what would you tell me that I might not ordinarily find out about this place?

Published January 8, 2021

Related articles:

• Overall application strategy
• Cover letter

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Interviewing and Talking with Prospective Faculty

The graduate application process varies broadly and depends on your specific academic program.

The variations might include:

• Admission decision based only on an online application
• In the cases where you are admitted to work with a specific faculty member, you should contact faculty directly
• A short list of applicants are invited for an on-campus interview trip
• Applicants are admitted first, and then invited for an on-campus recruiting trip

Because of the range of possible application processes, it’s critical to learn about each program's requirements. For some graduate programs, you will need to directly contact faculty because a specific professor will decide whether to admit you as their own graduate student. In these circumstances, make sure to contact the faculty directly. (When contacting faculty for the first time, see the side box below for suggestions.)

It will be important in your decision-making process to determine if you envision working closely with that faculty member and if you have complementary working and communication styles. The faculty member will also want to assess your experiences and how you work by communicating with you. Thus you will want to sharpen your interview skills as you communicate with faculty.

Some graduate programs will invite you to conduct a phone interview or invite you to the university for a campus visit (common in the biosciences). The interview is your opportunity to more thoroughly demonstrate that you have what it takes to be in the graduate program. You will want to show your understanding and enthusiasm for the research that you have done. Some suggestions to prepare for the interview are provided below.

My advice to the next generation of scholars is to never be afraid to ask for help. At times it may seem like brilliance is a singular, herculean effort, but a lot of great ideas have been shaped and molded from the minds of many. Whether it’s your advisors or peers, we’re all here to help. Never be afraid to acknowledge that you don’t fully understand something—collaboration is encouraged and celebrated.

— Bryen Irving, PhD candidate in Physics

1. Before the interview

• For campus visits, it’s OK to ask what is expected of you and how to prepare (e.g., if your travel expenses will be covered, how to dress, if you should bring your CV, etc.).
• Learn about the faculty and people you will be meeting or communicating with. Read about the research interests of the faculty, including abstracts or papers. Prepare at least 1-2 specific research questions for each interview.
• Review the research that you conducted. If it was published or presented at a conference, reread the paper, abstract, or poster. Prepare a brief (1-2 minutes) oral summary of your past work. What was the research question? How did you address it? What did you specifically complete and achieve? What are some possible questions that faculty might ask?
• Prepare detailed questions you have of the program you are considering. Generic questions (e.g., tell me about your program) indicate that you didn’t read the basics on their website, and so won’t leave a positive impression. Determine what’s important for you (specific research facilities, professional development activities, student groups, opportunities for collaborations, etc.) and research them online.
• Determine and list the questions you have about the program, university, and location of where you are visiting. What are you hoping to see and learn?
• Ask a peer or friend (e.g. a current grad student or postdoc who is familiar with grad school interviews) to help you sharpen your interview skills.
• Come prepared to the mock interview in professional attire and with your materials (CV, papers, etc.).
• If possible, video record your mock interview. Although many cringe at watching themselves, the video can be incredibly helpful in revealing blind spots.
• If your interview will be conducted via Skype or another video platform, some helpful tips are provided in this YouTube video .
• After the mock interview, ask your peer for honest and critical feedback. Listen actively without being defensive and allow your peer to speak openly, which will help you improve.

2. During the interview

• For campus visits, dress appropriately (usually business casual, but be comfortable); be on time; organize your papers (e.g., résumés/CVs, slides or images, questions).
• Even for phone/Skype interviews, dressing professionally will help you to mentally prepare for the interview.
• Speak enthusiastically about your work. Highlight your research accomplishments and/or professional growth. If asked to speak about a weakness, phrase your answer in a forward-looking manner to demonstrate learning and growth, and awareness of your weaknesses.
• You’ll want to sound positive and enthusiastic. But avoid excessive enthusiasm, which could be interpreted as naiveté or desperation. This is a tough balance to achieve, so practice with others.
• Listen actively to your faculty interviewers as they talk about their research.
• Ask questions, using your prepared lists. Take notes to remember comments and suggestions.

3. After the interview

• Summarize your perceptions of the program, university, and environment. Make a table listing the pros and cons. List the people whom you met on your visit, and write a brief comment for each person to help you remember your interactions. Is it a good fit for you?
• Email your interviewers and thank them for their time. Follow up if you promised to provide any materials. Even if you determine that you don’t wish to work with that faculty member, this isn’t the time to burn bridges, and you might bump into them in the future.
• Reflect on your interview performance and make adjustments to strengthen your next interview.

contacting faculty for the first time

Your first contact with faculty is absolutely critical, because you don’t get second chances to make a first impression. You’ll need to craft an initial email message that will clearly communicate who you are, and why you’re reaching out to them specifically.

This can be very challenging because you’ll need to be clear and concise in a brief email message. Provided below is a sample email message with additional suggestions.

Don’t simply copy this message, but this example provides a template that can be used to customize your own initial email message.

Subject: Ecology PhD Program at Stanford

Dear Professor Peter Beak, I am currently a senior and McNair Scholar at UC Davis, and would greatly appreciate an opportunity to briefly speak with you about your research and the Ecology and Evolution PhD program at Stanford. I am seeking to pursue a PhD in Ecology, and my research advisor (Professor Emilio Laca) spoke highly about Stanford’s graduate program. I am particularly fascinated by studies on the influence of infectious diseases on population dynamics and community interactions. I have conducted similar research here at UC Davis, and also at Northwestern University using freshwater plankton, and won an oral presentation award at ABRMCS. These are further described in my attached CV. I carefully reviewed your website, and would greatly appreciate speaking with you on the phone (~15 min) to learn more about future directions of your research, particularly on developing mathematical models. I am available during these time slots. Please let me know if any of these work for you, and I’d be happy to offer more time slots if needed.

Sept 1, Wed 12-5 pm Sept 3, Fri 12-7 pm Sept 6, Mon 12-7 pm Sept 7, Tue 9-12 pm

Steve Lee McNair Scholar splee "at" ucdavis.edu (cell) 650-555-1234

• Use a brief subject line. Avoid vague subjects (e.g., “question” or “request”).
• Address them by their full name and professional title. Don’t use “Hi” or “Hey” or other informal greetings.
• In the very first sentence, quickly summarize who you are and why you’re contacting them. If a person known to the professor suggested that you reach out to them, include that info also.
• Explain why you’re contacting them specifically. Describe your highlights briefly. Attach CV and/or link to LinkedIn profile. Include other links as needed.
• State your request; be specific. Make it easy for them to say yes to your request; provide ample times when you’re available.
• Include your full name. If you’re in a graduate prep program, include info. Include your email and phone.

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Academic Interviews (Faculty Positions)

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Interviews for faculty positions often include two rounds:

First round – Phone or Video  (20-40 minutes)

This is an initial screening interview with members of the search committee.  Review the job posting, and make sure to learn as much as you can about the department and university you are interviewing with.  Look up the profiles of your interviewers.  Take time to practice answering questions out loud. You can schedule a mock practice interview with a CAPD career advisor.

It is important to prepare answers regarding research experience and future directions, teaching style and experience, prospective collaborations and plans for future funding of your research. This funding could include foundations, governmental agencies or industry.

Common questions include:

• Tell us a bit about yourself
• Why are you interested in this position?
• Give us an overview of your research proposal for the next 5 years
• What research resources do you need to be successful?
• Why are you interested in teaching?
• What classes are you prepared to teach?
• Tell us about your teaching experience
• Do you have any questions for us?

Second round – Campus Visit (or virtual visit) – 1-2 days

The second round lasts 1-2 days, and includes meetings with members of the search committee, individual faculty from inside (and sometimes outside) the department and the department chair.  You may also meet with a group of students and postdocs from the department, other staff in the department, and other university leaders (such as the dean).  For in-person visits, you will typically get a tour of the department, and will be eating meals with faculty or students.

You will be asked to present one or more of the following:

Research talk/ seminar/ job talk (45 minutes -1 hour):

• highlight your previous research; introduce the goals and significance of your work and choose 1-2 projects to go more in-depth
• give a brief preview of your future research vision and plans
• know your audience – your talk should be understandable to faculty and students outside of your field

Teaching demonstration (sometimes):

• you may be asked to prepare a lecture on a given topic, or to submit a teaching video
• show how you would engage students by preparing exercises, questions, and other interactive components

Chalk talk (sometimes – more common in research-intensive science departments):

• informal discussion about your future research plans
• you may use a real or virtual whiteboard to write an outline of your plans and draw out helpful figures; sometimes a few slides are permitted (ask about the format)
• be prepared to answer questions, defend your ideas, and respond to potential limitations and challenges of your proposal

Be sure to practice any presentations with faculty mentors and peers inside and outside your field.  You can also discuss your interview preparation and practice your presentations with CAPD advisors.

For additional tips, watch a recording of a  panel on academic job interviews and offers with MIT faculty.

What to ask during your faculty interview

You’ve been preparing for your faculty interview for days. Your seminar presentation is a polished masterpiece, complete with slides that showcase ingenious future plans. You’ve studied the research interests of each faculty member and identified potential collaborations. You’ve spent hours trying to anticipate their questions for you and prepared thoughtful responses. But did you prepare questions for them?

A faculty interview is a two-way street. You are evaluating your future place of employment as much as they are evaluating you. It behooves you to be prepared with questions for the faculty members and students that you will be speaking with during the interview process. As a member of numerous search and screen committees over the past 20 years, I offer a few key items you should consider. Going into your interview armed with good questions not only will help you gather intel to help you make the best decision for your career but also will help you stand above the competition.

Ask about core facilities.

Many colleges and universities house core facilities on campus where faculty can advance their research. These can include facilities that will perform proteomics, sequencing, animal or imaging studies. You not only should check if the core facilities you need are in place but also be sure to ask about their reliability, customer service and cost. Make sure they have a friendly and helpful staff that will help you and your trainees make sense of the data.

Ask about internal funding opportunities.

If you want to land a large external grant, it helps to show reviewers that you have secured funding from your institution. This demonstrates that you have skill as a grant writer and that your school is invested in your research program. Many schools offer small internal grants for faculty, and you should have a sense as to which ones might be available to you. If the school offers grants that are restricted to new assistant professors, even better. Some schools offer internal grants that offset the charges to use core facilities as well. Also, ask if the department or school has an internal grant-reviewing committee that pre-reviews applications to external funding agencies. Pre-review committees can be invaluable in helping you craft a competitive grant proposal.

Ask about the tenure process and faculty mentor programs.

It is useful to know the tenure success rate at your school; in other words, what percentage of faculty who go up for tenure actually get it? How long is the tenure clock, and does the school perform checkpoint evaluations such as three-year reviews? Assess whether the department is open to offering you immunity from teaching and service the first year or two, which will allow you to focus entirely on developing your independent research program. And check if the department has a faculty mentor program. It is extremely helpful to new faculty to form an advisory committee that meets twice a year to evaluate your progress and provide input on how to meet career goals; if your department does not have a formal advisory committee, you can assemble one yourself. Some schools offer workshops to guide new faculty through the tenure process.

Ask about student and postdoc life.

You need to fill your lab with dedicated and talented individuals, so it is vital to learn as much as you can about the school’s ability to recruit trainees. You should know how many students the school accepts each year and how many enter the department to which you are applying. What is the graduation success rate? Do trainees have access to funding opportunities within the department, such as travel awards? Does the department have training grants that support graduate students or postdocs? Does the school have a postdoctoral affairs office, and do they have the resources you may need to hire international fellows? Does the department have dedicated office space for trainees? Will your students be required to teach and, if so, how much?

Ask about team-building activities for faculty and trainees.

The interview probably will give you a good sense of the degree of collegiality among the faculty, but you should ask if programs exist to help build collaborations among faculty members. Does the department sponsor a seminar series to host visiting scholars? Do they hold a seminar series for students and postdocs? Do they have happy hours or brainstorming sessions, perhaps an annual retreat? These activities not only advance research by identifying new areas to be investigated but also build morale and increase job satisfaction. Finally, you can learn a lot by asking the chair about their philosophy of higher education and their vision for the department.

Ask about teaching, service and diversity.

Research is not the only component of higher education, so you need to know what type of teaching you’ll be expected to do, how much time this would take, and what level of student you’ll be instructing. In addition, you might want to clarify what types of service activities are expected of faculty members and whether scientific outreach is assigned value at your institution. Ask what the school is doing to enhance diversity and equality among students and faculty.

Ask about campus life, including life in the city or town.

It might seem trivial, but life outside the laboratory often affects life inside the laboratory. Schools in vibrant and affordable cities have much to offer for your work–life balance as well as your ability to recruit students and postdoctoral fellows. If you have children, ask about family-friendly activities and the quality of the nearby schools. Find out if the research buildings and classrooms that you need access to are in close proximity. At some larger schools, you can waste considerable time walking or taking a shuttle between buildings scattered across town.

Ask about the key strengths and weaknesses of the school or program.

In my experience, most faculty are quite candid and objective concerning their institution’s climate. You can gain important insights into the best features your potential academic home has to offer and what areas need improvement. During the interview, be sure to highlight how the positive features, such as the department’s confocal microscope or the institute’s access to patient samples, will enhance your research. Perhaps you can offer ways to remedy areas that require attention; for example, if there are deficiencies in graduate student training, state that you’re willing to lead a student journal club or seminar series. No place is perfect, but having a list of the pros and cons will help you select which school is best suited to your objectives and style.

The candidates who stood out in my faculty interviews were those who expressed genuine interest in our department, school and city as shown by the thoughtful questions they asked. Put yourself in the interviewer’s shoes: Wouldn’t you prefer to work with someone who thinks ahead and comes prepared? Never let your response to “Do you have any questions?” be an awkward silence. As a prospective scientist, you are expected to be full of them.

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Bill Sullivan is a professor at Indiana University School of Medicine and the author of several books.

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Commonly asked questions in academic interviews

Be prepared to answer the sort of questions  in this list (which will be tailored to your research area) in addition to general interview questions. It is a good idea to prepare and even rehearse your answers. If you are confident in answering all of these you will be well-prepared.

About your research General research questions About you and your capabilities About your ability to gain funding About your proposed research About your role as supervisor/teacher About your ‘fit’ with the department

About your research

• What is innovative about your research ?
• How is your work distinct from your supervisor’s/principal investigator’s? How intellectually independent are you? 
• What influences have you been exposed to?  Do you think you have enough breadth of experience?
• Who has influenced you the most?
• What has been your role so far in developing research ideas and carrying them forward?
• What do you think are your most significant research accomplishments?
• What do you consider to be your best paper/work and why?  What did it change about the way people approach the field?
• What are your most important publications?
• What has been the impact of your research?
• What papers do you have coming through in the next year?
• If we gave you the position what might go wrong? How will you manage the risks

General research questions

• What do you see yourself doing in ten years' time? What are your professional goals in the next five, and ten years?
• How will this job help you achieve your long term career plans?
• What would you do on the first day of the job?
• What are the big issues in your research area?
• Who are the key researchers in your area? How does your work compare with theirs?
• Who are your main competitors?  What are they doing? How will you compete with them?
• Why would someone come to work for you and not for your competitors?
• How does your work align with contemporary trends or funding priorities?
• How would you bridge the gap from your research to research users?
• The university is keen to serve the wider community and economy. Does your planned research have any potential in these areas?
• How do you feel about translating your research into innovation or spin-outs? Can you give an example of when you have been enterprising?
• Describe in layman’s terms why your research project is interesting in two minutes.

 About you and your capabilities

• How have you managed your research project?
• How do you balance your time?  If several challenges came up at the same time (grant deadline, pastoral care for a student, teaching commitments) how would you prioritise?
• If you were starting your project again today, what would you do differently?
• Describe a research problem you have faced. What did you learn?
• What has been the most productive period in your research career and why?
• Why do you think you are ready for this position?
• If you get this position how will you run your research project?
• Why do you think you are the right person for this position?

 About your ability to gain funding

• What experience do you have of attracting funding?
• Previously, you have only brought in small amounts of funding: how can you convince us you will be able to bring in larger amounts?
• Where will you apply for grants?  If your funding applications are unsuccessful, what alternatives do you have in mind? (looking for knowledge of the funding infrastructure)
• How would you convince a funding body that they should fund your research rather than one of the other hundreds of proposals they receive?
• Who are you currently funded by, and why do you think they were interested in funding your project? 

About your proposed research

• What will be your major focus as an independent researcher?
• In one sentence, what is the most important question you want to address?
• How does the work you propose follow on from what you are already doing?
• What will you focus on and what gives you a competitive edge in this area?
• What is the overall importance of this project?  How do you see this work impacting the field?
• What will you do if your hypothesis is proved wrong?  Can you see any of your research proposal failing?
• Why is the technique you have chosen more likely to succeed than other approaches?
• Have you already done anything to test the feasibility of your project? 
• If you could only do one aspect of this project, which one do you think is key?
• If we gave you unlimited resources, what would you do with them?
• If we gave you X amount of money, what would you do with it?
• What resources will you need?
• How would you deal with the more limited resources or facilities compared to what you anticipate for the project?
• How do you plan to manage this project on a day-to-day level?

About your role as supervisor/ teacher

• Describe your teaching experience. How do you feel about teaching?  What is your teaching philosophy?
• Do you have any experience in curriculum development?   
• Have you supervised doctoral candidates, and how did you find this experience? How did you manage them?
• What advice would you give to a new researcher about supervising undergraduate or masters students?
• How would you go about interviewing a prospective postgraduate researcher?
• How would you induce a new doctoral candidate into their research project?
• How would you go about motivating a researcher who is going through a low point?
• How would you deal with a weak researcher?
• How would you deal with any conflict/disagreement within the research group? Do you have an example of when you have had to deal with a disagreement? 
• Do you anticipate building a research group?  How many people would you like for it to be optimal?

About your ‘fit’ with the department

• Why do you want to come here?
• What will you bring to the institution?
• We are keen to develop collaborations between departments. What opportunities for multi-disciplinary work does your research offer?
• How would you fit with the existing activities in the department?  Who do would you expect to collaborate with in the institution?  Why do you want to collaborate with them?
• What committee work have you done and what challenges has it presented?
• In what ways, other than research and teaching could you contribute to this department?

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Seize your undergrad research interview: ask the questions that matter.

—from the PI's desk

Ask relevant questions for a successful interview

Each semester, when you select your classes, you apply a methodical approach. You no doubt consider several factors such as: what will satisfy major requirements, help you prepare for the MCAT or GRE, add weight to your transcript, and, of course, what sounds the most interesting. Essentially, you don’t play “registration roulette” and find yourself in advanced string theory when you really need a cell biology course.

Yet, when it comes to an undergrad research interview, most students don’t know that they need a solid strategy for asking questions that will allow them to evaluate the position. Instead, many approach interviews with a single goal in mind: get an offer to join the lab. Although this is a good goal keep in mind, it should not be an your sole objective in a research interview.

To make the most of your interview for an undergrad research position, you need to ask the right questions to determine if the project, training opportunities, and lab is right for you. That might sound easy (and obvious), but if you haven’t held a research position how do you know what questions will give you the most meaningful information? Many interviews are short and therefore do not provide the luxury of time for a student to ask everything that comes to mind, so you want to avoid asking low-value questions.

Want a list of high-impact questions to take into the interview with you? Wondering what a professor might ask you at the interview? What should you do if you don't want the research position after it's offered to you? We've covered that and so much more in Getting In The Insider’s Guide to Finding the Perfect Undergraduate Research Experience

Avoid low value questions

Take for example commonly asked questions such as, “What equipment does your lab have?” or “How many graduate students are in the lab?” Answers to those questions will definitely give specific information about the laboratory, but—and here is the key—what will you do with that information? How will you use it to evaluate the position, or to decide between two research positions?

First consider the question about lab equipment. If the interviewer rattles off a list, chances are you won’t know what most of the equipment is, or what is needed for the available research project. In this case, asking the question wouldn’t be helpful. However, if you have an independent research project in mind, and you know you’ll need specific equipment, then asking would be essential.

As for personnel, it’s nice to learn how many people are in the lab, and in what positions, but it’s only information—not a meaningful metric to evaluate an undergrad research position. For example, if an interviewer says, “Zero undergrads, three postdocs and two grad students,” or “Two professional researchers, two undergrads, and four grad students,” how will you compare the two labs? How will you evaluate which is the better choice for you? Is it better to be in a lab with several postdocs and be the only undergrad student? Would you receive extra mentoring, or would the postdocs devalue your contributions because you’re “only” an undergrad?

Or is it better to be in a lab with several grad students and but no professional researchers? Does that indicate a professor who places a higher value on mentoring students over training professional researchers? What about labs that are all-undergrad? What if the PI mentors only a few students at a time or has more than ten? How do use you that to determine if the PI embraces mentoring or using undergrads as "free labor."

And finally, what if a professor is just establishing her lab and you would be the first member? Would you have the opportunity to help set up a lab and receive significant personal instruction, or would it prevent you from getting much research done because you’ll be busy putting items in cabinets and on shelves?

By asking about personnel in an interview, you’ll learn who is in the lab and in what positions and that is indeed good information to have. However, without actually working in the lab you can’t know how the other lab members work together, and how that will affect your research experience. Any opinion you receive from someone about how to evaluate a lab based solely on its personnel will be influenced by their research experiences and their personal research baggage, and won’t necessarily reflect the realities of the lab you interview with.

This doesn't mean that you shouldn't ask about who else in in the lab--but simply keep in mind that it will only be some of the information you need to evaluate if it's the right lab for you.

Ask questions that will give meaningful answers

There are far better questions that will give you insight on the position and the research mentor’s expectations. The answers of which you can use to carefully consider the opportunity.

Your pre-interview strategy is this: imagine the first thing the interviewer will say to you is, “What questions do you have for me?” before she has explained anything about with the project, or mentioned her expectations. This will help you determine what you need to ask at every interview, and prepare a list of questions ahead of time. Not only will you have a more professional interview (students who come with a list of relevant questions appear to be more invested in a research opportunity than those who don’t), but you’ll also have more confidence at the start.

Start with the essential questions

You might already know the “interview 101” questions, but sometimes we need to be reminded of the best pieces of advice. If not already covered by the interviewer, ask about the required time commitment in hours per week and semesters. This answer will help you decide if you have enough time each week to fulfill the commitment, and if you want to continue with research for the expected duration.

Next, ask specifics about the lab schedule —will you set it or will it be determined by your research mentor? The answer will be the key to how much flexibility you will have when incorporating research hours into your schedule.

Then ask for details about the project —what techniques are involved, what question the project addresses, and how it supports the research focus of the lab. Those answers will help you decide if you are still interested in the science the lab does and the available research project, or if you should continue your search elsewhere.

Finally, if it’s important to you, ask questions about registering for research credit, and whether or not a research proposal or end-of-semester report or poster will be required.

Confirm that your goals are achievable

After you’ve covered the basics, you’ll want to ask questions to determine if the research experience will help you accomplish your long-term goals. For example, if pursuing an M.D.-Ph.D. or graduate school is in your future, you might want to ask if you’ll have the opportunity to work on an independent research project after you have been in the lab for a while. Likewise, if you will want your research mentor to write a recommendation letter that covers your ability to interact well with others, confirm that the majority of your work will be done in the primary lab not a room down the hall or in another building.

If you ask meaningful questions at a research interview, you’ll be able to evaluate the position to determine if the time commitment will work for you, and if the project sounds like a good fit. Both are important for your success and happiness in the lab, and for earning a letter of recommendation from your research professor that will strongly support your future applications.

Further Reading Want a list of questions to take into the interview with you? Wondering what a professor might ask you? What should you do if you don't want the research position after it's offered to you? We've covered that and so much more in Getting In The Insider’s Guide to Finding the Perfect Undergraduate Research Experience

A version of this post was published on the Student Doctor Network.net

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15 Professor Interview Questions (With Example Answers)

It's important to prepare for an interview in order to improve your chances of getting the job. Researching questions beforehand can help you give better answers during the interview. Most interviews will include questions about your personality, qualifications, experience and how well you would fit the job. In this article, we review examples of various professor interview questions and sample answers to some of the most common questions.

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Common Professor Interview Questions

What inspired you to pursue a career in academia, what do you think are the key attributes of successful academics, what do you think are the biggest challenges faced by academics today, what do you think sets academia apart from other professions, what do you think are the biggest benefits of working in academia, what do you think are the biggest challenges faced by academic institutions today, what do you think sets academic institutions apart from other organizations, what do you think are the biggest benefits of working in an academic institution, what do you think are the key attributes of successful academic institutions, what do you think are the biggest challenges faced by academic administrators today, what do you think sets academic administration apart from other professions, what do you think are the biggest benefits of working in academic administration, what do you think are the key attributes of successful academic administrators, what do you think are the biggest challenges faced by academic support staff today, what do you think sets academic support staff apart from other professions.

There can be many reasons why an interviewer would ask this question to a professor. It could be to get to know the professor better, to understand their motivations for pursuing a career in academia, or to see if the professor is truly passionate about their work.

It is important for the interviewer to understand the motivations of the professor because it can give them insight into how dedicated the professor is to their work, how much they enjoy teaching and researching, and how committed they are to their students' success. Additionally, this question can help the interviewer gauge whether the professor is likely to stay in academia for the long haul or if they may be interested in pursuing other opportunities in the future.

Example: “ I have always been fascinated by the world of academia and the opportunities it provides for intellectual growth and discovery. I pursued a career in academia because I wanted to be a part of an environment where I could continue to learn and explore new ideas. I also wanted to have the opportunity to share my knowledge with others and contribute to the advancement of society. ”

There are a few reasons why an interviewer might ask this question to a professor. First, the interviewer may be interested in gauging the professor's own definition of success and how it compares to the interviewer's own definition. Second, the interviewer may be interested in understanding what the professor believes are the key attributes that successful academics possess. This information can be used to help the interviewer better understand the professor's own academic career and how he or she has been successful. Finally, the interviewer may be interested in using the professor's answer to this question as a way to start a conversation about the importance of academic success and what factors contribute to it.

Example: “ There are many attributes that can contribute to a successful academic career, but some key ones include: -A passion for your field of study and a willingness to continue learning throughout your career. -The ability to think critically and analytically, and to communicate your ideas clearly and effectively. -The ability to work independently as well as collaboratively. -The ability to manage your time and workload effectively. -The ability to be resilient and adaptable, especially in the face of setbacks or criticism. ”

There are a few reasons why an interviewer might ask this question to a professor. First, the interviewer may be interested in the professor's opinions on the challenges facing academia today. Second, the interviewer may be interested in the professor's research interests and how they relate to the challenges facing academia today. Finally, the interviewer may be trying to gauge the professor's level of experience and expertise in academia. By asking this question, the interviewer can get a better sense of the professor's views on the current state of academia and what they think needs to be done to improve it.

Example: “ There are a number of challenges faced by academics today. One of the most significant is the pressure to publish in order to secure tenure and promotion. This can lead to a focus on quantity over quality, and can make it difficult for academics to find the time and space to pursue innovative or risky research projects. Another challenge is the increasing cost of higher education, which can price out potential students from lower-income backgrounds. This can create an elitist environment within academia, which can further alienate groups that are already underrepresented. Finally, the rise of social media and online platforms has created new opportunities for academic research, but also new challenges. For example, academics must now contend with the spread of misinformation, as well as the potential for their work to be plagiarized or appropriated without credit. ”

There are a few potential reasons why an interviewer might ask this question to a professor. One reason could be to gauge the professor's level of satisfaction with their current profession. It could also be used as a way to start a conversation about the pros and cons of academia compared to other professions. Additionally, the interviewer may be interested in the professor's thoughts on how academia could be improved.

This question is important because it can help the interviewer understand the professor's views on their profession and how they compare it to other fields. Additionally, it can provide insight into what the professor believes are the strengths and weaknesses of academia. This information can be used to help make decisions about the future of the profession.

Example: “ There are a few key things that set academia apart from other professions. First, academia is a field that is heavily based on research. This means that professors are constantly trying to learn more about their field of study, and they are also expected to share their findings with the academic community. This research-based approach means that professors have a deep understanding of their subject matter, and they are able to contribute new knowledge to the field. Another key difference between academia and other professions is the way in which professors are evaluated. In most professions, employees are evaluated based on their performance in their job. However, in academia, professors are also evaluated based on their research productivity and their ability to mentor students. This means that professors must not only be excellent researchers, but they must also be able to effectively communicate their knowledge to students. Finally, another key difference between academia and other professions is the level of job security that professors enjoy. Most professionals can be fired from their job if they do not perform well. However, professors typically have tenure, which means that they can only be fired for cause. This job security allows professors to take risks in their research and teaching, without having to worry about losing their job if they fail. ”

The interviewer is likely trying to gauge the professor's view on the benefits of working in academia. This question is important because it can help the interviewer understand the professor's motivations for working in academia and whether they are aligned with the institution's goals.

Example: “ There are many benefits to working in academia, including the opportunity to conduct research, work with students, and contribute to the advancement of knowledge. Additionally, academics typically enjoy a high degree of autonomy and flexibility in their work, as well as competitive salaries and benefits. ”

There can be a few reasons why an interviewer would ask this question to a professor. One reason could be to gauge the level of critical thinking and analysis the professor is capable of. It is important for academic institutions to be able to identify and solve problems quickly and efficiently, and this question allows the interviewer to see if the professor is up to the challenge. Additionally, the interviewer may be looking for suggestions on how to improve the academic institution, and the professor's answer could provide valuable insight.

Example: “ There are a number of challenges faced by academic institutions today. One of the biggest challenges is ensuring that students are properly prepared for the workforce. With the ever-changing economy, it can be difficult for academic institutions to keep up with the latest trends and technologies. Additionally, academic institutions must also contend with dwindling resources, as many state and local governments have been cutting funding for education. This has led to larger class sizes, fewer course offerings, and less support for students and faculty. Another challenge facing academic institutions is the increasing cost of tuition. Many students are struggling to afford college, and this is leading to a decline in enrollment at some schools. Finally, academic institutions must also deal with the issue of cheating and plagiarism. With the ease of access to information online, it is easier than ever for students to plagiarize or cheat on exams. This can be a major problem for schools, as it can lead to lower grades and a loss of credibility. ”

An interviewer might ask a professor what sets academic institutions apart from other organizations in order to gain insight into the professor's views on academia. It is important to know the professor's views on academia because it can help the interviewer understand the professor's motivations and goals.

Example: “ There are several key factors that set academic institutions apart from other organizations. First, academic institutions are typically mission-driven, with a focus on educating students and conducting research. This means that they often have different priorities and goals than other types of organizations. Second, academic institutions typically have a more formal structure and hierarchy than other organizations. This can be seen in the way that faculty are typically organized into departments and colleges, and how students are organized into classes and majors. Finally, academic institutions also tend to be very community-oriented, with a strong focus on collaboration and communication. This is evident in the way that academic institutions typically have many opportunities for students to get involved in extracurricular activities, and how faculty often work together on research projects. ”

There are several potential reasons why an interviewer might ask a professor about the benefits of working in an academic institution. First, the interviewer may be interested in understanding what motivates the professor and what they feel are the most rewarding aspects of their job. Additionally, the interviewer may be looking to get a sense of the professor’s commitment to their work and whether they see their career in academia as a long-term investment. Finally, this question may also be used to gauge the professor’s level of satisfaction with their current position and whether they would consider making a change if another opportunity arose. Ultimately, by understanding the benefits that a professor values most, the interviewer can gain important insights into what makes them tick and what would keep them happy in their current role.

Example: “ There are many benefits to working in an academic institution. One of the biggest benefits is the opportunity to work with students and help them grow and learn. Additionally, academic institutions typically offer a more flexible work schedule than other types of organizations, which can be a great perk for employees. Another big benefit is the chance to conduct research and contribute to the advancement of knowledge in your field. ”

An interviewer may ask "What do you think are the key attributes of successful academic institutions?" to a Professor in order to gain insight into the Professor's views on what factors contribute to a successful academic institution. This question is important because it allows the interviewer to gauge the Professor's priorities and values, and to determine whether the Professor's views align with the interviewer's own views. Additionally, this question gives the Professor an opportunity to share any unique insights they may have on the topic.

Example: “ There are many attributes that can contribute to the success of an academic institution, but some key ones include: - A clear and focused mission and vision that guides all decision-making - A commitment to excellence in teaching, research, and service - A faculty that is passionate about their work and dedicated to student success - A supportive and collaborative administrative team - A robust financial foundation ”

The interviewer is likely interested in the Professor's opinions on the challenges faced by academic administrators today so that they can better understand the Professor's views on the topic. This question also allows the interviewer to gauge the Professor's level of knowledge and experience on the subject.

Example: “ There are a number of challenges faced by academic administrators today. One of the biggest challenges is ensuring that institutions are able to provide quality education in an environment that is increasingly competitive and globalized. This requires administrators to be able to effectively manage resources and ensure that they are being used efficiently and effectively. Additionally, another challenge faced by academic administrators is ensuring that faculty members are properly compensated for their work and that they have the necessary resources to do their jobs effectively. This can be a difficult task given the limited budgets that many institutions have to work with. Finally, another challenge faced by academic administrators is dealing with the increasing number of regulations and accreditation standards that institutions must meet. This can be a time-consuming and costly process, which can take away from other important tasks that administrators need to focus on. ”

There are a few potential reasons why an interviewer might ask this question to a professor. One reason could be to gauge the professor's level of interest in and understanding of academic administration. This question could also be used to determine whether the professor is a good fit for a position in academic administration. It is important for the interviewer to get a sense of the professor's understanding of the field of academic administration and what sets it apart from other professions. This question can also help to identify any areas where the professor may need additional training or education.

Example: “ There are a few key things that set academic administration apart from other professions. First, academic administrators are responsible for the educational mission of their institution. This means that they must be committed to ensuring that students have access to quality education and that faculty members have the resources they need to be successful in their roles. Second, academic administrators must be able to manage budgets and resources effectively. This requires a keen understanding of financial management and an ability to make tough decisions when necessary. Finally, academic administrators must be able to build and maintain relationships with key stakeholders, including donors, alumni, government officials, and accrediting agencies. Strong communication and interpersonal skills are essential in this role. ”

One potential reason an interviewer might ask this question to a professor is to gauge whether the professor is interested in working in academic administration and whether they would be a good fit for the position. Additionally, this question allows the interviewer to evaluate the professor's understanding of the work required in academic administration and their potential ability to perform the duties of the role. It is important for the interviewer to understand the professor's motivations for wanting to work in academic administration and whether they have the necessary skills and qualifications for the position.

Example: “ There are many benefits to working in academic administration, including the opportunity to work with and support students, faculty, and staff; to contribute to the development and implementation of institutional policies and procedures; and to play a role in shaping the overall direction of the institution. Additionally, administrators often have access to resources and information that can be used to support the work of the institution and its members. ”

There are a few potential reasons why an interviewer would ask this question to a professor. First, the interviewer may be interested in the professor's opinion on what qualities are necessary for success as an academic administrator. This information could be used to help guide the interviewer's own decisions about hiring and promoting administrators within the academic setting. Additionally, the professor's answer to this question could reveal whether or not the professor believes that they possess the key attributes of successful academic administrators. This could be important information for the interviewer to consider when making decisions about the professor's role within the academic institution. Finally, the professor's answer to this question could provide insight into the type of advice and mentorship the professor could provide to future academic administrators.

Example: “ The key attributes of successful academic administrators are: 1. They are effective communicators. 2. They have a clear vision for the future of the institution and are able to articulate this vision to others. 3. They possess strong interpersonal skills and are able to build consensus among different stakeholders. 4. They are decisive and have the ability to make tough decisions in a timely manner. 5. They have a deep understanding of the institution’s history, culture, and values. 6. They are able to navigate the complexities of the higher education landscape. 7. They possess financial acumen and are able to effectively manage budgets and resources. ”

There could be several reasons why an interviewer would ask this question to a professor. It could be to gauge the professor's awareness of the challenges faced by academic support staff, to get the professor's opinion on the most pressing issues facing academic support staff, or to see if the professor has any suggestions for how to address these challenges.

It is important for the interviewer to understand the challenges faced by academic support staff so that they can identify areas where the professor could provide support or assistance. Additionally, this question can help to identify areas where the academic support staff may need additional training or resources.

Example: “ There are a number of challenges faced by academic support staff today. One of the biggest challenges is providing support to students who are struggling academically. This can be a difficult task because it is often hard to identify students who are struggling and then provide them with the appropriate level of support. Another challenge is keeping up with the ever-changing technology and using it effectively to support teaching and learning. This can be a difficult task because there is always new technology emerging and it can be hard to keep up with it all. Finally, another challenge facing academic support staff is maintaining a high level of customer service while dealing with increasing workloads and demands. This can be difficult because it is important to maintain a positive attitude and be helpful to students, even when feeling overwhelmed. ”

There are a few reasons why an interviewer might ask this question to a professor. First, the interviewer may be interested in the professor's opinion on the matter. Second, the question may be intended to gauge the professor's level of knowledge about the topic. Finally, the question may be meant to prompt the professor to think about ways in which academic support staff can improve their professional practice.

It is important for academic support staff to be aware of the ways in which they can set themselves apart from other professionals. By being knowledgeable about the unique aspects of their role, academic support staff can more effectively contribute to the success of their students and the institution as a whole. Additionally, understanding how they can best serve their students and colleagues can help academic support staff to feel more fulfilled in their work.

Example: “ There are several key ways in which academic support staff differ from other professionals. First, academic support staff are typically more knowledgeable about the inner workings of the university and are better able to navigate its bureaucracy. Second, academic support staff are often more attuned to the needs of students and are better able to provide them with the resources and support they need to succeed. Finally, academic support staff typically have a more flexible work schedule, which allows them to better accommodate the demands of students. ”

Related Interview Questions

• Adjunct Professor
• Assistant Professor
• Associate Professor
• Chemistry Professor

Six Questions with Jing Cai

David mckenzie.

Jing Cai is an Associate Professor at the Department of Agricultural and Resource Economics at the University of Maryland. Her research has focused on the diffusion and impact of finance and insurance, testing different approaches to improving the growth of micro, small, and medium firms, and the use of taxes for industrial policies.

1.       We usually like to start by asking the interviewee to tell us a bit about how they decided to become a development economist, and what drew them to the area of work that they focus most on. Can you tell us a bit about your pathway to becoming a development economist, and to focus on finance and firms?

When I was in high school, my dream was to become a computer scientist because I believe computer technology has the power to change the world, and that’s why I choose computer science as my major when I entered college. During my junior year, I did an internship at the largest rural bank in China, and that experience completely changed my trajectory. I was assigned to work on a rural credit project, issuing loans to rural households and enterprises. To gain knowledge about our clients’ needs, I participated in numerous interviews with farmers and business owners. I was surprised that many of them refused to talk with us or apply for a loan, despite the potential benefits of using credit to fund investments and spur growth. The curiosity led me to audit some courses in the economic department, which I found to be far more interesting than coding…..As a result, I changed my major to Economics, and decided to focus on development economics given my interests in rural finance.

During my graduate studies, I conducted several projects to understand barriers faced by rural households in adopting financial projects. However, when I talked with government officials, a question often came up was, can you share some experience from other countries on how to support the growth of SMEs? At that time, there was not many development economists working on that area, but obviously SMEs play a significant role in driving economic growth and more rigorous evidence is needed to guide policy making. Consequently, I choose to focus more on firm issues after I finished my dissertation.

2.       You currently teach in a department of agricultural and resource economics (ARE). For our readers, many of whom are currently PhD students and considering where to work after graduating, what differences, if any, do you find from being in an ARE department compared to an economics department? Does it affect what topics you work on, what or how you teach, or have other differences that might be of interest?

I have experience working in both Economics and Agricultural and Resource Economics (ARE) departments, and I find that there aren't many differences, especially for those who focus on development economics, environmental economics, and energy economics, which are the primary areas of focus for many ARE departments. However, there are two advantages to being in an ARE department. The most significant advantage is that faculty in ARE departments typically teach fewer courses (about 2 per year) compared to those in general economics departments. Additionally, graduate research assistants are often funded by the department. For example, every year, I get two RAs paid by the department.

There are certain factors that create slightly different incentives for faculty in ARE departments compared to those in Economics departments. ARE is usually under the College of Agricultural and Natural Resources, which means that tenure cases for ARE faculty are evaluated by committees comprised not only of economists but also of scientists who run labs. Consequently, there is a higher expectation for ARE faculty to secure grants compared to Economics departments. Moreover, in the quality-quantity tradeoff, ARE faculty face greater incentives to generate quantity because the publication cycle in other disciplines is much shorter than in economics journals.

3.       One of your best known papers is your 2018 QJE paper with Adam Szeidl on interfirm relationships, in which you get firms in Nanchang, China to meet once a month, every month, for a year with one another in small business associations, finding this has persistent impacts on sales, profits, and management. I was always struck by how high compliance was here, with 87% attendance, when these meetings were half a day on average each time. Given the difficulties we see around the world in getting firms (and individuals) to continue to show up to free trainings, such high attendance really surprised me. I’ve always wondered whether this is because there was a partnership with the local government department, and when the Chinese government asks firms to do something there is much higher compliance than when governments in most other countries do, or if you think this is something that can apply in most countries? I know many World Bank teams have discussed how to use your ideas in other places – what are your reflections now on how easy it is to take “works in China” to elsewhere?

I’m delighted to hear that there is interest in replicating the idea elsewhere! While I agree that partnering with the government was immensely beneficial, it's worth noting that participation in the program and meeting attendance were never mandated by governmental. Instead, I believe that various aspects of the program's design played significant roles in its success, offering valuable insights that could be applicable in other countries or contexts.

Firstly, unlike many business training evaluations, our sample of firms was carefully selected; only young firms (less than 3 years old) that expressed interest in participating in business associations were included. This aspect implies that similar interventions are more likely to succeed when managers themselves are eager to enhance their networks and businesses. One potential method to identify such firms could be through an explicit recruitment process.

Moreover, we implemented incentives to encourage regular attendance at meetings. Specifically, we offered a certificate from the government to participating managers who attended most of the monthly sessions. This certificate designated the firms as part of the database of Micro, Small, and Medium-sized Enterprises (MSMEs) in the city. In China, inclusion in this database is often seen as a mark of excellence for both individuals and firms and can lead to improved access to various government services. Our discussions with sample firms indicated that they highly valued the benefits associated with this certificate. Consequently, offering meaningful incentives contingent upon satisfactory participation could effectively enhance overall engagement.

Finally, our program differs significantly from traditional classroom trainings in that managers have the autonomy to shape it themselves. In our groups, members took turns hosting meetings and visited each other’s companies, supplementing discussions with practical observations of business operations. Many managers expressed that witnessing firsthand the operations of other firms was a valuable learning experience, often inspiring them to adopt new operational or management strategies. This underscores the importance of considering novel ideas that resonate with participants' interests to enrich the program design, potentially increasing the likelihood of success for business associations policies.

4.       You have written several papers on insurance, including work on weather insurance for rice-producing farmers in China . With climate change, there is increasing interest in different types of adaption and mitigation mechanisms that can be used. As you note, one of the challenges with insurance is that it is an experience good, and people may not keep purchasing it if they cannot learn from observing payouts. How do you see this operating when it comes to catastrophic climate insurance – e.g. protecting against 1 in 50 or 1 in 100 year events (which perhaps these days happen every decade)? Do you see this as something you can sell to farmers, or that needs to be either mandated or state-provided?

I think achieving a high voluntary uptake on such products will be challenging. Tracing farmers several years following the introduction of weather insurance in China, my research indicates that positive experiences with insurance, particularly receiving payouts, indeed bolster demand. However, this effect typically diminishes over time without additional intervention. It's only when individuals also receive education about insurance that they internalize the positive signal, which in turn influences their uptake permanently. Consequently, both experiencing payouts and a good understanding of insurance are necessary to sustain long-term uptake. Given that catastrophic disasters are rare occurrences, making it challenging for individuals to gain experience, I believe mandating or fully subsidizing such insurance may be necessary.

5.       Industrial policy has re-emerged as a hot policy topic, and many countries look to see what can be learned from China’s experiences, particularly in growing green energy industries. I know you’ve worked on a couple of papers on the use of tax instruments as part of industrial policy in China, and on the role of competition in who gets supported. What’s the main takeaway you draw from this work as to the key design features such policies need?

Using a large dataset covering all “above scale” firms in China, we demonstrate that industrial policies allocated to competitive sectors or those fostering competition within a sector through dispersed allocation tend to increase productivity growth. Consequently, the primary takeaway from our research is that effective industrial policies should prioritize fostering competition. The rationale behind this is that, in the absence of industrial policy, innovative firms may opt to operate in different sectors to avoid intense competition in the product market. This tendency can lead to high sectoral concentration and diminished incentives for innovation due to a 'monopoly replacement effect.' In such scenarios, industrial policies that incentivize firms to operate within the same sector—such as through tax holidays or other tax subsidy schemes—can mitigate concentration in the targeted sector and bolster incentives for innovation. Hence, there exists a complementarity between competition and well-designed industrial policies in stimulating innovation and fostering productivity growth.

6.       What current project are you most excited about working on? Any early findings or surprises to share?

One message from my QJE paper on business networks is that group members supported each other by establishing partnerships or referring potential partners to one another. In a follow-up project (with Adam Szeidl and Wei Lin), we delve deeper into the frictions involved in forming supplier-client networks.

Specifically, we ask, do firm-to-firm search frictions lead to inefficient matches between suppliers and clients? Can partnering interventions improve business outcomes? These questions may be particularly important in low-income countries in which weak infrastructure and poor contract enforcement can generate large search frictions. To make progress answering them, we conducted a field experiment with about 800 firms in China, in which we evaluated the impact of referring business partners. Despite the firms having been in operation for many years, we find that the intervention had a large effect on firm networks and improved business performance. Our results suggest that firm-to-firm search frictions are an important growth barrier and that matchmaking interventions can generate substantial gains.

Here are our previous Six Questions with interview series:

·       Six questions with Chris Udry

·       Six questions with Rohini Pande

·       Six questions with Mark Rosenzweig

·       Six questions with Martin Ravallion

·       Six questions with Andrew Foster

·       Six questions with Tavneet Suri

·       Six questions with Morgan Hardy

·       Six questions with Oriana Bandiera

·       Six questions with Ted Miguel

Lead Economist, Development Research Group, World Bank

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5 tips to keep in mind before attending an interview

I nterviews can be nerve-wracking experiences, but they're also opportunities to showcase your skills, experience, and fit for a role. Preparing yourself for an interview involves thorough groundwork and self-assessment. Begin by researching the company, understanding its culture, values, and recent achievements. Then, delve into your own experiences, ensuring a solid grasp of your resume and how your skills align with the role. Anticipate common interview questions and practice articulating your responses confidently. 

Here are five essential tips to keep in mind before stepping into your next interview, ensuring you are poised, prepared, and ready to impress, shared by Dr Ravinder Goyal, Co-Founder, Erekrut HR Automation Solutions Pvt Ltd.

1. RESEARCH THE COMPANY AND ROLE 

 Before the interview, invest time in understanding the company's mission, culture, and the specifics of the role you're applying for. This knowledge not only helps you tailor your responses to align with the company's values but also demonstrates your genuine interest in the position. Review their website, recent news articles, and their social media presence to get a well-rounded view.

2. PRACTICE YOUR RESPONSES TO COMMON INTERVIEW QUESTIONS 

While every interview is unique, certain questions are almost universal. "Tell me about yourself," "What are your strengths and weaknesses?" and "Why do you want to work here?" are just a few examples. Practice your responses out loud, focusing on clarity, conciseness, and relevance. This practice will help you articulate your thoughts more confidently during the actual interview.

3. DRESS APPROPRIATELY 

First impressions matter, and how you dress is a significant part of that impression. Research the company culture to gauge the appropriate dress code for the interview. When in doubt, err on the side of being slightly more formal than the company's everyday attire. Dressing well shows respect for the interviewer and demonstrates your seriousness about the role.

4. PREPARE QUESTIONS TO ASK THE INTERVIEWER 

An interview is a two-way street. Preparing thoughtful questions to ask your interviewer shows your interest in the role and helps you assess if the company is a good fit for you. Enquire about the team you'll be working with, the challenges and opportunities the role entails, and the company's plans.

5. PLAN YOUR ROUTE AND ARRIVE EARLY 

 Nothing adds stress to an interview day like the fear of being late. Plan your route to the interview location, considering any potential delays. Aim to arrive 10–15 minutes early. This buffer allows you to calm any last-minute nerves and demonstrates your punctuality and respect for the interviewer's time.

An interview is more than just a hurdle to employment; it's an opportunity to advance your career and find a role that's truly a good fit for you. By researching the company and role, practising your responses, dressing appropriately, preparing thoughtful questions, and planning your arrival, you can approach your interview with confidence and poise. Remember, preparation is the key to success in any interview scenario.

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How to Answer the Interview Question: “What Is Your Greatest Accomplishment?”

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How to Answer the Interview Question: “What Is Your Greatest Accomplishment?” was originally published on WikiJob.

“What is your greatest accomplishment?” is one of the most challenging behavioral questions you can be asked during a job interview.

As children, we are often taught to practice humility; to not show off in social situations because it is considered rude. Consequently, as adults, we often feel awkward discussing our greatest achievements, even if we are asked about them directly. We subconsciously worry we are coming across as unlikeable or obnoxious.

Of course, in many situations, including at work, humility is a useful trait. But the entire purpose of a job interview is to convince your interviewer that you are the best person for the job. So, start embracing what makes you great.

This article will outline the purpose of behavioral interview questions and help you understand what your interviewer is really looking for when they ask about your major accomplishment. It will then explain how to prepare your answer and provide some sample answers to help you get started.

Why Interviewers Ask “What Accomplishments Are You Most Proud Of?”

Contrary to what your subconscious is trying to tell you, your interviewer isn’t attempting to trick you into revealing arrogance when they ask the ‘greatest achievement’ job interview question. They just want to know what it is that makes you stand out from the crowd.

How to Choose Your Major Accomplishments With the STAR Interview Method

As with all behavioral interview questions, it is crucial that you practice in advance.

TopInterview is a network of expert career coaches focused on demystifying the interview process and instilling confidence in job seekers across the US. Job seekers work one-on-one with professionals experienced in HR and recruiting practices to create custom interview strategies and get the practice they need to impress at their next interview.

The best way to describe your greatest achievement while only including relevant information is to use the STAR interview method. The acronym works as follows:

• S = Situation. In what context did your greatest accomplishment occur?
• T = Task. What challenges did you face or what goal did you want to achieve?
• A = Action. What action did you take? What skills did you use?
• R = Result. What was the result? What did you learn from the experience? Why is this your greatest accomplishment?

Ideally, you should talk about a workplace accomplishment. However, you could refer to school, volunteering or even your hobbies, so long as you demonstrate transferable skills and prove you are the best person for the job.

‘My greatest achievement’ examples could include:

• Giving a great presentation at work.
• Beating sales targets.
• Training for and completing a marathon.
• Organizing a successful charity event.
• Mentoring a coworker or fellow student.

Now you know how to structure your answer and the common pitfalls to avoid, here are some examples of accomplishments using the STAR technique to help you prepare your own.

Step 1. Think About Your Values and Best Qualities, and Try to Highlight Them

What does your greatest achievement say about what you value in life? How does this make you perfect for the job?

For example, you might have been named the top salesperson at your company last year. You consider this your greatest accomplishment because you value hard work and making people happy. You always come to work with a smile, you do your best to get to know your target customer and adapt your sales techniques to each customer’s needs, and you make it your personal goal to go above and beyond the targets set for you.

This tells your interviewer that:

• You are passionate about customer service and you aim to exceed the expectations of your customers and employer.
• You are a hard worker, a positive and adaptable person, and you have excellent communication skills.
• You are ambitious and thrive on quantifiable targets and results.

Consider working backwards to ensure you highlight your best qualities sufficiently.

Step 2. Research the Job and Company

Think about the skills and qualities valued by the company and tailor your answer to demonstrate some of these.

The best way to start your research is to review the job description , as it will list the skills necessary to fulfil the responsibilities of the job. You could also:

• Browse the company’s website, blog and LinkedIn profile for previous projects, achievements and client testimonials.
• Read news articles about the company.
• Read online employee reviews of the company.

Step 3. Be Honest

It is tempting to embellish the truth, or even lie, because you worry your greatest achievement is not good enough or you can’t think of anything that qualifies.

Remember, your interviewer isn’t expecting you to have eradicated world hunger. What qualifies as a ‘greatest achievement’ is subjective and personal to you.

So long as you can demonstrate skills and qualities that set you apart from other candidates, the interviewer will not mind which accomplishment you choose to discuss.

Step 4. Be Specific

Your answer should be clear and detailed. Avoid using vague language such as, “I oversaw a project.” Explain what the project entailed and what your role in it was.

Step 5. Ensure Your Accomplishment Is Recent and Relevant

Learning to use a word processor on your computer might have been impressive several decades ago when typewriters were the norm. Today, almost every job candidate is expected to know how to type on a computer.

Make sure your answer is relevant to today’s job market and the skills required of today’s candidates. Often this means using an example that happened relatively recently.

“Tell Me Your Proudest Accomplishment or Greatest Achievement” Sample Answers:

It is likely that the company received numerous, if not dozens of applications for the same job. Therefore, one of the purposes of the interview is to assess which candidates stand above the rest.

“What is your greatest accomplishment?” or “What is your greatest professional achievement?” is an example of a behavioral interview question, commonly used in interviews to assess skills and competencies through discussions about your past experiences.

Some other examples of behavioral questions include:

• “Tell me about a time you demonstrated leadership.”
• “Tell me about a time you failed.”
• “Describe a time you solved a difficult problem.”

“What is your greatest achievement?” and its similar variations are designed to evaluate:

• What you value most in life, how this can benefit the company and whether you are a good fit for the company’s culture.
• How you view success and whether this coincides with the company’s commercial goals.
• Whether you possess desired soft skills such as communication, leadership potential, teamwork, adaptability, creativity and problem-solving.
• Whether you have ambition and a drive to succeed. For example, if you had to fight hard for your greatest achievement.

101 Interview Questions You’ll Never Fear Again

Learn the secrets to excelling at interview, direct from top interviewers and recruiters, in Why You? by James Reed, chairman of recruitment specialists REED.

Typical Mistakes to Avoid

Steer clear of any of these:

• Rambling – A long-winded answer will indicate to your interviewer that you are unprepared. Using the STAR interview method to ensure you are only mentioning the key points is an easy way to avoid this problem.
• Indecisiveness – Don’t give your interviewer a long list of possible achievements because you cannot decide which one to discuss. Prepare your answer in advance, so you don’t have to think up an accomplishment on the spot.
• Trying to be funny – For example: “ My greatest achievement was when I managed to get to work on time for once. Just kidding, my real greatest achievement is… ” There can be a time and a place for humour in a job interview, but it is not when the interviewer has asked you a serious question.
• Putting others down to make yourself look better – Do not fixate on others’ failures or use them to make your accomplishment seem more impressive, even if your accomplishment involves you correcting someone else’s mistake. For example: “ One time, a coworker completely messed up and deleted loads of files. He tried to recover them but he was never very good at his job so, needless to say, he was unsuccessful. In the end, I felt obligated to step in. Of course, I succeeded where he failed. ” Other people’s shortcomings may be incidental to your story, but focusing on them will make you appear unprofessional or suggest that you are insecure. Focus on your own qualities instead.

Examples of Bad Answers

“What’s my greatest achievement? I’m not sure.

“Maybe the time I stopped two coworkers arguing? Is that an accomplishment?

“One time I gave a great presentation at work… Or once, I raised £600 for a sponsored run, but I guess it wasn’t a great accomplishment because I gave up in the middle and had to return the money to my sponsors.”

Why this answer is bad:

• The candidate has vocally expressed indecisiveness, which is not an attractive trait in a potential employee.
• They rambled but failed to expand on any of their accomplishments or talk about their skills.
• They ask the interviewer for reassurance, indicating they have low confidence.
• They mentioned an accomplishment but then reduced its impact by expressing doubt about its worth.

“My greatest accomplishment is finally passing my driving test. I actually failed four times and passed on my fifth attempt.

“The first time I failed was because I was speeding. The other times weren’t my fault. I was so happy when I finally passed. I’m a great driver.”

• The situation is irrelevant in a work context.
• The answer does not specify any key skills or values which would make them a great job candidate.
• The candidate focuses on their failures rather than their successes.
• The candidate disparages others in an attempt to make their achievement appear more impressive.

What Is Your Greatest Achievement Sample Answer

Now you know how to structure your answer and the common pitfalls to avoid, here are some sample answers using the STAR technique to help you prepare your own.

“My Greatest Achievement” Example Answer 1

“My greatest accomplishment is when I took over a children’s reading group in my current position as a Library Assistant.

“Children between the ages of 7 and 12 can come to the library on a Saturday morning, we read a chapter of a book together and then we discuss it.”

“At the time, my official responsibility was to provide customer service at the front desk. However, one of our Library Supervisors retired and no replacement was hired. Due to the lack of staff, the library made the difficult decision to cut the weekly children’s reading group._”

“I was saddened to hear about the disappointment felt by the children and their parents. I volunteered to change my shifts so I worked on a Saturday morning and could run the reading group.

“I am now the leader of the group. I help choose the books we read, prepare questions for educational discussion and organize games and other activities.”

“We get around five to ten children per session. Their parents are so grateful we were able to continue the group and I enjoy interacting with children who love to read.”

Why this answer is good:

• This answer says great things about the candidate’s priorities: they value education, community and childhood development.
• The example is relevant to the workplace.
• The candidate showed initiative by taking over the group.
• They show great management skills and leadership potential through their ability to organize and run the group.
• They also show skills in communication, adaptability, teamwork and problem-solving.

“My Greatest Achievement” Example Answer 2

“My greatest accomplishment occurred in my previous position as HR Administrator.”

“I noticed team members often had difficulty locating specific files – which reduced productivity, particularly during busy periods.”

“So I took the initiative to implement a team filing system. I scanned every vital document, which I then saved to shared folders on our computer system.”

“At the end of the month, our time sheets indicated that the time spent looking for files had reduced by several hours.”

• The candidate has demonstrated skills such as resourcefulness, creativity, innovation, teamwork, adaptability and problem-solving .
• Their project was successful, giving weight to the accomplishment.

Final Thoughts

You should now be able to prepare a well structured and detailed answer to the behavioral interview question, “What is your greatest accomplishment?”. Below is a summary of the key points covered in this article:

• Get comfortable with talking about yourself.
• Ensure your answer is structured well and only includes relevant information, by using the STAR interview method.
• Ensure your greatest accomplishment is work-related or demonstrates skills which can be directly applied in the workplace.
• Research the job and company and tailor your answer accordingly.
• Focus on your best qualities and what makes you stand out.
• Be concise, avoid rambling and don’t lie or embellish the truth.

Finally: practice. The best way to approach behavioral interview questions is to prepare in advance. This way you will know exactly what you are going to say when you are asked about your greatest accomplishment.

20 Assistant Professor Interview Questions and Answers

Common Assistant Professor interview questions, how to answer them, and sample answers from a certified career coach.

Congratulations, you’ve been invited to interview for an assistant professor position! You know that you have the qualifications and experience needed for the job. But how can you make sure you stand out from other candidates?

Preparing for your interview is key. To help you get ready, we’ve compiled a list of common questions asked in interviews for assistant professor positions. We’ll also provide some tips on how to answer them so you can present yourself as the perfect candidate for the job.

• What is your teaching philosophy?
• How do you ensure that all students in the classroom are engaged and learning?
• Describe a lesson plan you have developed for an undergraduate course.
• Are you familiar with current trends in higher education?
• How would you handle a student who was not meeting expectations or falling behind in their studies?
• What strategies do you use to create an inclusive learning environment?
• Tell me about a time when you had to adjust your teaching style to accommodate different learning styles.
• How do you stay up-to-date on new developments in your field of study?
• Describe your experience working with diverse student populations.
• What methods do you use to assess student performance?
• How do you approach mentoring students outside of the classroom?
• Do you have any experience developing online courses?
• What strategies do you use to encourage critical thinking among your students?
• How do you incorporate technology into your teaching?
• What challenges have you faced while teaching, and how did you address them?
• How do you foster collaboration between students in the classroom?
• What techniques do you use to motivate students to complete assignments?
• How do you manage difficult conversations with students or parents?
• What strategies do you use to keep students engaged during lectures?
• How do you evaluate the effectiveness of your teaching methods?

1. What is your teaching philosophy?

An assistant professor is responsible for teaching, researching, and mentoring students and colleagues. The interviewer wants to know your philosophy on teaching, your approach to research, and your thoughts on mentoring. This question allows them to gain a better understanding of your academic beliefs and values, and how they may fit into their institution.

How to Answer:

This is your chance to explain how you view teaching, research, and mentoring. Start by talking about your overall philosophy on education: what do you believe makes a successful learning environment? How do you use technology in the classroom? What methods do you employ to engage students?

Next, discuss your approach to research. Do you prefer qualitative or quantitative methods? Are there any particular topics that you focus on? How do you collaborate with other researchers?

Finally, talk about your experience as a mentor. What have been some of your most rewarding experiences? How do you help students develop their skills?

Overall, be sure to demonstrate your enthusiasm for teaching, research, and mentoring throughout your answer.

Example: “My teaching philosophy is rooted in the idea that education should be an engaging and collaborative process. I believe that students learn best when they are actively involved in their own learning, so I strive to create a classroom environment where students can feel comfortable asking questions and sharing ideas. I also emphasize the importance of technology in the classroom, as it allows for greater access to information and more opportunities for collaboration. Finally, I believe strongly in mentoring my students both inside and outside of the classroom, providing them with guidance and support throughout their academic journey.”

2. How do you ensure that all students in the classroom are engaged and learning?

Teaching is a complex job that requires a variety of skills, including the ability to engage with students of all learning styles and abilities. As a professor, it’s your job to make sure that each student is learning, regardless of their background. An interviewer will want to make sure that you’re aware of this responsibility and that you have strategies in place to ensure that each student is getting the most out of the classroom experience.

Your answer should focus on the strategies you use to engage and motivate students. Talk about how you create a safe learning environment, what methods you use to assess student understanding, and how you encourage critical thinking in your classes. You can also talk about any innovative teaching techniques or technology that you use to enhance the classroom experience. Showing that you’re up-to-date with the latest trends in education will demonstrate that you’re an effective educator who is always looking for ways to improve.

Example: “I believe that the key to engaging all students in the classroom is having a variety of teaching methods. I like to incorporate active learning strategies such as group work, discussions, and hands-on activities, so that each student can learn in a way that best suits their individual needs. Additionally, I make sure to provide a safe and inclusive environment where everyone feels comfortable participating. I also use technology whenever possible to keep my students engaged and help them visualize complex concepts.”

3. Describe a lesson plan you have developed for an undergraduate course.

This question is designed to assess your teaching style and capabilities. They want to get an understanding of your approach to curriculum development, how you manage the classroom, and how well you can engage with students. It will also give them a sense of your creativity and enthusiasm for teaching.

Start by describing the course you developed a lesson plan for. Then, explain how you structured your lesson plan and what topics it covered. Talk about any unique teaching methods or activities that you incorporated into the plan to make it more engaging. Finally, discuss the results of the lesson and how it impacted student learning. Be sure to focus on the positive outcomes of your lesson plan and emphasize the value it added to the classroom experience.

Example: “I recently developed a lesson plan for an undergraduate course on American literature. My lesson plan focused on the works of Edith Wharton and how her writing helped shape our understanding of the period. I structured my lesson plan to include both lecture-style discussion and small group activities, as well as individual assignments for students to complete outside of class. The overall goal was to provide students with an in-depth look at Wharton’s work, while also encouraging them to think critically about the themes she explored. After completing the lesson, students had a better appreciation for Wharton’s contribution to American literature and were able to connect her writing to broader historical and cultural contexts.”

4. Are you familiar with current trends in higher education?

An assistant professor is expected to be up-to-date on the current trends in higher education. Trends can include changes in technology, teaching styles, research, and more. It’s important for a potential hire to demonstrate their knowledge and understanding of the field and how they can use it to contribute to the university.

To answer this question, you should be prepared to discuss the current trends in higher education. You can mention some of the specific trends that you are familiar with and how they have impacted your work as a professor or researcher. Additionally, it’s important to explain how you keep up-to-date on these trends by reading relevant publications, attending conferences, or participating in online forums. Finally, you should provide an example of how you have used your knowledge of current trends to benefit your students or research.

Example: “I am very familiar with the current trends in higher education, and I make sure to stay up-to-date by attending conferences and reading publications such as The Chronicle of Higher Education. Recently, I’ve been focusing on technologies that are being used in classrooms to improve the learning experience for students. For example, I recently implemented a flipped classroom model in my classes, which has allowed me to provide more interactive lectures and activities for my students. Additionally, I’ve incorporated online discussion boards into my course so that students can engage in group conversations outside of class.”

5. How would you handle a student who was not meeting expectations or falling behind in their studies?

For any professor, it’s important to be able to identify students who are struggling and then figure out how to help them. Interviewers want to know that you understand the importance of this responsibility and that you have a plan to deal with students who are having difficulty. They’ll want to see that you have strategies for helping students understand the material, as well as for managing the classroom and dealing with difficult student behavior.

Start by talking about the importance of creating a learning environment that is conducive to student success. Explain how you create an atmosphere in which students feel comfortable asking questions and engaging with the material, as well as one where they can get help when needed. Talk about how you monitor student progress and provide feedback on assignments or exams. Finally, explain how you would intervene if a student was falling behind or not meeting expectations—mentoring, tutoring, extra office hours, etc.—and how you would work with the student to ensure their success.

Example: “Creating a supportive learning environment that encourages student engagement and success is important to me. I strive to monitor student progress throughout the semester, providing feedback on assignments or exams so they can understand the material better. If I notice a student falling behind or not meeting expectations, I would start by talking with them one-on-one to try to get to the root of the issue. Depending on the situation, I might offer extra office hours for additional help, create a tutoring plan, or provide mentorship. Ultimately, my goal is to ensure each student has the resources and support needed to be successful in the course.”

6. What strategies do you use to create an inclusive learning environment?

An inclusive learning environment is a key part of any educational institution. It not only helps students become more engaged and active in their learning, but it also creates an atmosphere of respect and acceptance. As an assistant professor, it’s important to demonstrate that you have the skills to create such an environment and that you understand the importance of it.

To answer this question, you should focus on the strategies that you use to create an inclusive learning environment. This could include things such as creating a safe space for students to express their opinions and perspectives, using diverse materials in your lessons, and providing equal opportunities for all students regardless of gender, race, or other factors. You can also mention any initiatives you’ve taken to promote diversity and inclusion in your classroom, such as organizing events or workshops.

Example: “I strive to create an inclusive learning environment for my students by emphasizing the importance of respect and acceptance in my classes. I make sure that all students feel comfortable expressing their opinions, beliefs, and perspectives without fear of judgement or criticism. To further promote diversity and inclusion, I frequently incorporate materials from different cultures into my lessons, and I also organize events and workshops on topics such as gender equality and cultural sensitivity. My goal is to ensure that all students, regardless of background or identity, have the opportunity to succeed in my classroom.”

7. Tell me about a time when you had to adjust your teaching style to accommodate different learning styles.

Every student learns differently, and as a professor, it’s your job to accommodate their needs. An interviewer will want to know that you understand the importance of tailoring your teaching methods to different students and that you’re comfortable doing so. This question will also help the interviewer assess your creativity and flexibility when it comes to problem-solving.

To answer this question, think about a time when you had to adjust your teaching style for different learning styles. You can talk about how you used various methods such as visual aids, hands-on activities, and individual or group assignments to accommodate the needs of each student. Additionally, discuss any feedback you received from students on how your approach was beneficial and how it improved their understanding of the material. Finally, explain how this experience has helped you become a better teacher in the future.

Example: “I had a student in my advanced calculus course who was having difficulty understanding the material. After speaking with her, I realized that she learned best through visual aids, so I created an infographic to illustrate each concept we discussed in class. This allowed her to gain a better understanding of the material and it also helped other students comprehend the concepts more easily. Through this experience, I learned how important it is to be flexible when teaching and to find creative solutions to help students learn.”

8. How do you stay up-to-date on new developments in your field of study?

Teaching is a profession that requires you to stay abreast of new trends, research, and discoveries in your field. It’s important for Assistant Professors to be knowledgeable and well-informed if they are to keep their students engaged and on the cutting edge of knowledge. The interviewer is looking to gauge your commitment to staying up-to-date on the latest developments in your field.

Be prepared to discuss the various ways you stay informed about new developments in your field. This could include attending conferences, reading industry journals and publications, participating in online forums or webinars, taking courses or workshops, and networking with colleagues in the same field. You should also be able to explain how these activities help you keep up-to-date on trends, research, and discoveries in your field.

Example: “I take staying up-to-date in my field very seriously. I attend conferences and workshops, read industry journals and publications, and participate in online forums and webinars. I also make sure to network with colleagues in my field to stay informed about the latest trends and developments. All of these activities help me to stay abreast of the latest research and discoveries in my field so that I can keep my students engaged and on the cutting edge of knowledge.”

9. Describe your experience working with diverse student populations.

Higher education is becoming increasingly diverse, and universities are looking for faculty who can connect with students from all backgrounds. This question can help the interviewer determine whether you have the necessary experience and skills to work with a diverse student body. It also shows that you’re aware of the importance of having a diverse faculty and student body and that you’re willing to take an active role in creating an inclusive environment.

To answer this question, you should provide examples of how you’ve worked with diverse student populations in the past. This could include leading a discussion group for international students or developing curriculum that appeals to a wide range of backgrounds and experiences. You can also talk about any initiatives you’ve taken to promote diversity on campus or in your department. If you don’t have direct experience working with diverse student populations, you can discuss what steps you would take as an instructor to ensure all students feel comfortable and welcome in your classroom.

Example: “I have worked with diverse student populations in a variety of ways. In my current role as an assistant professor at XYZ University, I have created course content and activities that appeal to a range of backgrounds and experiences. I also serve as a mentor to international students and lead discussion groups that are focused on topics related to diversity and inclusion. In addition, I have developed initiatives to foster an inclusive environment on campus, such as hosting events that celebrate different cultures and providing resources for students from underserved communities.”

10. What methods do you use to assess student performance?

Assessing student performance is a key part of teaching, and the interviewer wants to make sure you have a solid system for doing so. They’ll want to know if you use multiple methods, such as traditional tests and quizzes, open-ended questions, or activities. They may also be interested in how you use the results of your assessments to improve your teaching methods or adapt your course content.

The interviewer is likely asking this question to gauge your ability to evaluate student performance and progress. Be sure to mention the various methods you use to assess student performance, such as exams, quizzes, projects, presentations, class participation, and group work. Explain how each of these methods helps you to gain a better understanding of a student’s learning process and academic performance. Additionally, explain how you use data from assessments to provide feedback to students and adjust your teaching strategies accordingly.

Example: “I use a variety of methods to assess student performance, including exams, quizzes, projects, presentations, and class participation. I also like to use open-ended questions to gauge a student’s understanding of the material. After each assessment, I review the results and use the data to provide feedback to students and adjust my teaching strategies. I also use the results to determine which topics need more attention or further explanation. Ultimately, I strive to create a learning environment that is both challenging and rewarding for my students.”

11. How do you approach mentoring students outside of the classroom?

Mentoring students is a key part of the job of an assistant professor. The interviewer wants to know how you will support and encourage your students to help them reach their full potential. They also want to know what kind of relationship you will have with your students, and how you will go about guiding them in their studies.

Your answer should emphasize your commitment to helping students succeed. Describe how you will connect with them both inside and outside of the classroom, such as through office hours, student clubs, or research projects. Talk about how you have mentored students in the past and what strategies you used to help them reach their goals. Demonstrate that you understand the importance of developing relationships with students to ensure they get the most out of their education.

Example: “I like to take a holistic approach to mentoring students. I believe it’s important to create a supportive environment in which students can grow and learn. I strive to get to know each of my students on a personal level, so that I can better understand their individual needs and help them develop their strengths. I also like to provide students with resources and guidance outside of the classroom, such as through office hours, student clubs, and research projects. I have found that these activities can be invaluable for helping students reach their academic and professional goals.”

12. Do you have any experience developing online courses?

Many universities are now offering online courses as an alternative to traditional classroom instruction. As an assistant professor, you may be asked to develop online courses as part of your job. This question is designed to assess your familiarity with online course design and development, as well as your willingness to take on the challenge of creating an online course.

If you have experience developing online courses, be sure to highlight it. Talk about the specific tools and platforms you’ve used, as well as any successes or challenges you faced in creating the course. If you don’t have experience with online course design, talk about your willingness to learn and how you would approach the task. You can also discuss any relevant skills that could help you succeed in this role, such as instructional design, multimedia production, or programming.

Example: “I have experience developing online courses, and I’m confident that I could create a successful and engaging course for your university. I’ve used a variety of tools and platforms in the past, including Moodle, Blackboard, and Adobe Captivate. I’ve also done instructional design work in the past, so I’m familiar with the process of creating engaging and interactive learning experiences. I’m always eager to learn new skills and technologies, so I’d be more than willing to learn any new tools or platforms you use for online course development.”

13. What strategies do you use to encourage critical thinking among your students?

This question gives the interviewer a chance to see how you engage with your students and what kind of educational environment you create. It’s also a great chance for you to discuss your teaching style and the methods you use to foster a learning environment that encourages critical thinking and problem-solving.

You should discuss the strategies you use to help your students think critically. For example, you can talk about how you create assignments that require them to analyze a concept or idea in depth and come up with their own conclusions. You can also mention how you encourage class discussions and debates on topics related to the course material, as well as how you provide feedback on their work that helps guide their thinking process. Finally, you may want to emphasize how you incorporate real-world examples into your lectures to help make the concepts more tangible for your students.

Example: “I believe that critical thinking is an essential part of any learning process, and I strive to create an environment in my classes that encourages my students to think in a more analytical and creative way. To achieve this, I use a variety of strategies. For example, I often assign projects that require my students to analyze a concept or idea in depth and come up with their own conclusions. I also encourage class discussions and debates on topics related to the course material, as well as provide feedback on their work that helps guide their thinking process. Additionally, I incorporate real-world examples into my lectures to help make the concepts more tangible for my students. All of these strategies help to promote critical thinking and problem-solving skills, which I believe are essential for my students to be successful in their future endeavors.”

14. How do you incorporate technology into your teaching?

Technology is a great tool for teachers at all levels, and as an assistant professor, you should be able to demonstrate that you understand the various ways it can be used to benefit your students. You should be able to discuss the different ways you have incorporated technology into your classes, such as using online tools for student feedback and assessment, video conferencing, or interactive white boards. Showing that you understand how to make the most of technology in your teaching will help you stand out from other candidates.

When answering this question, you should explain how you have used technology to enhance your teaching. You could talk about specific tools and platforms that you use or have used in the past, such as online discussion boards, video conferencing, virtual classrooms, or interactive whiteboards. It’s also important to discuss why you think incorporating technology into your classes is beneficial for students. For example, you might explain that it allows them to work more collaboratively, get real-time feedback on their work, or access resources more easily.

Example: “I have always made an effort to incorporate technology into my teaching whenever possible. For example, I use online discussion boards for my classes so that students can engage in meaningful dialogue with their peers and I can provide feedback in real-time. I also use video conferencing to bring guest speakers into the classroom and virtual classrooms to provide students with access to resources. I believe that technology can be a great tool for enhancing student learning, as it allows them to collaborate more easily and get more timely feedback on their work. I also think it’s important to be aware of the latest technologies and trends so that I can continue to find new ways to incorporate them into my teaching.”

15. What challenges have you faced while teaching, and how did you address them?

Teaching is a unique profession, especially at the higher education level. It requires a certain level of expertise and problem-solving skills. Interviewers want to know that you can handle the challenges that come along with teaching, such as dealing with disruptive students, adapting to new technologies, and creating engaging lesson plans. They want to know that you’re prepared to handle any and all challenges that come your way.

To answer this question, you should think of specific challenges that you’ve faced while teaching and how you overcame them. Be sure to demonstrate your problem-solving skills by explaining the steps you took to address each challenge. You can also talk about any successes or positive outcomes you achieved as a result of addressing these challenges. Finally, be sure to emphasize the importance of collaboration and communication when it comes to resolving issues in the classroom.

Example: “One of the biggest challenges I’ve faced when teaching is getting students to engage with the material. I’ve found that the best way to address this is to create a learning environment that encourages collaboration and discussion. I’ve also implemented technology into my classrooms, such as interactive whiteboards and online discussion boards, to help students stay engaged and participate in the learning process. I’ve also found that by breaking down complex topics into smaller, more manageable chunks, I’m able to better engage my students and help them understand the material more easily. Finally, I’ve found that it’s important to maintain an open line of communication with my students so that any issues or concerns can be addressed in a timely manner.”

16. How do you foster collaboration between students in the classroom?

As an assistant professor, it’s your job to create an environment where students feel comfortable and engaged in the learning process. You should be able to demonstrate how you create opportunities for students to work together and collaborate on projects, which can help build strong relationships between students and can help them learn more effectively.

You should be prepared to discuss how you facilitate collaboration in the classroom. Talk about specific strategies that you use, such as group work, class discussions, and peer-to-peer learning activities. You can also talk about ways that you create an environment where students feel comfortable sharing their ideas and opinions. Additionally, emphasize any techniques you have used to ensure that everyone is heard and respected during group activities.

Example: “I believe that collaboration between students is essential for learning. To foster this in the classroom, I use a variety of strategies, such as group projects, class discussions, and peer-to-peer learning activities. I also provide students with the opportunity to share their thoughts and opinions in a safe and respectful environment. I also encourage students to listen to each other and provide feedback to help them learn from one another. I find that these strategies help to build strong relationships between students and foster an environment that is conducive to learning.”

17. What techniques do you use to motivate students to complete assignments?

Teaching is all about engaging and motivating students to learn, and the best teachers know how to do that. By asking about your techniques for motivating students, the interviewer is looking for how you can bring out the best in your students and get them to work hard and complete assignments. They want to know that you are capable of inspiring and engaging your students, and that you can provide the support and guidance they need to succeed.

To answer this question, you should provide specific examples of how you motivate students to complete assignments. You can talk about ways in which you have used positive reinforcement and rewards to encourage student engagement and completion of tasks. Additionally, you can discuss the various methods you use to create an engaging learning environment, such as interactive activities and group work. Finally, be sure to emphasize the importance of clear communication with your students to ensure that they understand what is expected of them and why it’s important for them to complete their assignments.

Example: “I believe the best way to motivate students to complete assignments is to create an environment that is both engaging and supportive. I strive to create a classroom atmosphere where students feel comfortable asking questions and participating in discussions, and where they can see the value in the material they are learning. I also use positive reinforcement and rewards to motivate students to complete assignments, such as offering extra credit or recognition for those who turn in their work on time. Finally, I make sure to communicate clearly with my students so they understand why their assignments are important and what is expected of them.”

18. How do you manage difficult conversations with students or parents?

Teaching is a job that requires a lot of interpersonal skills, and managing difficult conversations is one of the most important. Interviewers want to know that you can handle the pressure of talking to people who may be upset or angry, and that you can remain professional no matter the situation. They want to make sure you can handle yourself in these conversations and come out with a resolution that everyone is satisfied with.

Start by talking about how you approach difficult conversations. Do you try to remain calm and collected? Do you listen actively, or do you prefer to take a more direct approach? Explain your process for handling these conversations, emphasizing the importance of being respectful and professional no matter what. Talk about any strategies you have used in the past to manage difficult conversations, such as giving people time to speak their mind, repeating back what they say to show that you understand them, and offering solutions if possible. Finally, explain why you believe it is important to be able to handle these conversations well—it shows respect for the other person and helps maintain positive relationships.

Example: “My approach to difficult conversations is to stay calm and professional, and to listen actively. I try to give everyone a chance to express their thoughts and concerns, and I repeat back what they say to show that I understand. I also try to offer solutions if possible, or at least suggest a path forward. I believe it is important to be able to handle difficult conversations well, as it shows respect for the other person and helps maintain positive relationships. I have had success in the past using this approach, and I am confident I could do the same in this role.”

19. What strategies do you use to keep students engaged during lectures?

Teaching is a very interactive job, and one of the most important aspects is making sure that students are engaged in the material. This question is a chance for the interviewer to assess your ability to effectively present material and make sure that students are actively learning. It can also be a good indication of how much you value student engagement in the classroom.

Start by talking about the strategies that you have used in the past to keep students engaged. Do you use active learning techniques, such as lectures with discussion and debate? Or do you prefer more traditional lecture-style teaching? You can also talk about how you design your classroom activities and assignments to ensure that they are engaging and relevant to the material. Finally, discuss any methods you have for assessing student engagement, such as surveys or feedback forms.

Example: “I believe that student engagement is essential to effective teaching, so I always strive to make my lectures as interactive as possible. I use a combination of lecture-style teaching and active learning techniques, such as discussion, debate, and group work. I also design assignments and activities that are relevant and engaging, and I use surveys and feedback forms to measure student engagement and make sure I’m meeting their needs. Finally, I make sure to provide plenty of opportunities for students to ask questions, provide feedback, and discuss the material.”

20. How do you evaluate the effectiveness of your teaching methods?

This question is designed to gauge your approach to teaching and the methods you use to assess the success of your teaching style. It also reveals how you go about assessing student performance and understanding the impact of the material you are teaching. The interviewer wants to know if you are committed to measuring the success of your teaching methods and if you have a plan for adapting those methods to ensure they are as effective as possible.

You should explain the methods you use to evaluate your teaching effectiveness. This could include surveys, student feedback, or assessments of student performance and understanding. You should also provide examples of how you have adapted your teaching style based on the results of these evaluations. Finally, discuss any refinements you’ve made in order to improve student learning and engagement.

Example: “I evaluate the effectiveness of my teaching methods by assessing student performance. I use both written and oral assessments to measure understanding of the material. I also look at student feedback to understand how well they are engaging with the material and which topics or concepts they are struggling with. Based on this data, I can adjust my teaching style to ensure that students are getting the most out of the course. For example, I recently noticed that student engagement was low during lectures, so I implemented interactive activities during class to get them more involved. I also asked students to complete a survey at the end of the semester to get their feedback on the course. Based on their responses, I made a few changes to the curriculum to ensure that it was more engaging and effective for the students.”

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