The Academic Interview

1
The Academic Interview
Lauren Pasquarella Daley, PhD Sr Assistant
Director of Graduate Services
2
Interview Goals

• Establish rapport with the interviewer
• Convey your abilities and skills
• Collect more information about the department,
  college, and/or university
• And, of course, to secure a position

3
Preparing for the Interview

• Know what you want
• Balance between research and teaching
• Research agenda
• Courses you would like to teach and preferred
  teaching methodology
• Preferred environmental characteristics
• Strengths and limitations as they relate to the
  position

4
Preparing for the Interview

• Begin by researching the institution
• Understand the position requirements
• Research the school, as well as the department
• Evaluate the ways in which your research
  teaching interests complement and support the
  schools offerings.
• Gain a solid understanding of their culture
• Type of Institution
• School and Departmental Culture
• Utilize the following Resources
• Internet site
• Course catalog
• Advisors and colleagues

5
Preparing for the Interview

• Practice short descriptions of your dissertation
• Two to four minutes long
• Describe the essence and importance of your work
• Practice the job talk
• Practice, Practice, Practice
• Attend job talks on your campus so that you
  evaluate different styles for possible use
• Inquire about expectations
• content, length, questions, audience, AV
  needs/availability, room size, etc.

6
Preparing for the Interview

• Complete putting your portfolio together to
  present at the interview (if not online).
• Practice Stress Management
• The best interview results from a positive,
  self-confident demeanor.
• Some practices that may be beneficial
• Breathing exercises
• Walking, jogging, exercise
• Meditation, yoga, or spiritual practices
• Whatever helps keep you centered!!!

7
Etiquette in the Interview

• Meals and social events will be included in the
  onsite interviews therefore, it is helpful to be
  aware of etiquette in eating.
• Send out Thank You letters within 24 48 hours
  after the interview to interviewer and/or each
  member of the search committee.

8
Interview Attire

• Women
• Suit, bottoms and blazer, or dress and blazer
• Men
• Suits, pants and sport jacket, or casual suits

9
Types of Interviews

• Screening Interviews
• Setting
• Annual Professional Meetings
• Teleconferencing
• Length of Interview
• 30 minutes to one hour
• Onsite Interviews
• Setting On Campus
• Length of Interview 2 3 days

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Screening Interview

• Interviewer/Search Committees Goals
• Gain a sense of your personality.
• Evaluate your qualifications for the position.
• Ascertain that you have the ability to work
  autonomously while also being able to work well
  with fellow faculty members.

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Onsite Interview

• 2 3 day campus interview
• Only two to three candidates will be considered
  for formal interviews.
• May bring favored candidate first.
• Interview conducted by a search committee,
  faculty and students.
• Job talk
• Teaching presentation
• Meals and social events
• Ask for an itinerary of the interview

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Onsite Interview

• Travel considerations
• Pack extra copies of your CV.
• Bring your portfolio to the interview.
• Bring only carry-on luggage.
• Bring your laptop, if needed.
• Beware of potential problems.
• Keep all receipts for reimbursement purposes.

13
Typical Interview Questions

• Research
• What are your future research goals?
• How do they make you valuable to the institution?
• How will your research intersect with your
  colleagues interests?
• How can your future research plans enhance your
  teaching?
• What contribution is your research making to the
  field?
• What other research topics might you pursue?

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Typical Interview Questions

• Teaching
• Tell us about your teaching methods, philosophy
  and goals.
• How might you structure an introductory course in
  the field?
• What are your primary goals in an introductory
  course?
• What do you most look forward to teaching?

15
Questioning the Interviewer

• What are your expectations for the candidate who
  accepts this position?
• When do you expect to make a decision about the
  position?
• What do the department and school value when
  making tenure decisions?
• How much time, resources, and support are offered
  to assist faculty conduct research?
• What are the three best and worst things about
  working here?
• What other needs might the department have?
• What other courses might you like me to teach?

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During the Interview

• Remember that anything you do or say is an
  indication of what you will be like as a
  co-worker.
• Arrive on time.
• Present a professional demeanor.
• Maintain a positive attitude.
• Be positive and confident about your abilities.
• Avoid making negative statement about others.
• Answer the questions posed.
• When meeting with the committee, look at each
  member while answering the questions.
• If you have difficulty w/eye contact, look at
  interviewers eyebrows.

17
During the Interview

• Handling illegal questions
• A question is not illegal if it is related to the
  requirements of the position.
• Possible responses to an illegal question
• Answer the question.
• Refuse to answer the question.
• Explore and respond to the intent of the
  question.
• Salaries
• Do not address during the interview.
• Familiarize yourself with the ranges in your
  discipline.
• http//chronicle.com/stats/aaup/2002/

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Departmental Politics During the Interview

• With the Department Chair
• Get a feel for the vision/goal for the
  department.
• How does your position fit into the plan?
• Try to gauge the administration.
• Management Style
• Faculty expectations
• Departmental culture
• Negotiation (ONLY AFTER OFFERED JOB)
• Salary
• Departmental monies for research and professional
  development available?

19
College Departmental Politics During the
Interview

• With the College Dean
• Inquire about Vision or Goal for the College
• How does the department fit into the plan?
• How would your contribution to the department fit
  in with the plan?

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Evaluating a Position Research Considerations

• College/University Resources
• Libraries and resource materials
• Monetary support for travel
• Summer research
• Equipment
• The extent to which individual vs. collaborative
  work is valued/rewarded.

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Evaluating a PositionTeaching Considerations

• Course load
• Number of courses (1 4)
• Number of sections
• Flexibility
• Ability to select courses
• Ability to schedule own courses
• Pre-existing vs. new course

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Evaluating a PositionService Considerations

• Definition and expectations vary by institution.
• Can include
• Department
• School or college
• University
• Student organizations
• Off-campus community efforts
• Balancing tenure qualification and departmental/
  university needs.
• Opportunity to build administrative skills.

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Evaluating a PositionTenure Expectations

• Tenure requirements may include appropriate
  balance of research, teaching, and service as
  delineated by the department, college, and or
  university
• Sources Detailing Tenure Requirements
• University Handbooks
• Department Guides
• Guidance from Faculty and Administrators
• Specifications of Tenure
• Type/quality of research required
• Type of press recognized as legitimate

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Evaluating a PositionTenure Expectations

• Does the institution value publications, grants,
  teaching evaluations, professional service, or
  all of the above in granting tenure?
• For publications, which ones are most valued?
• Scholarly Monographs
• Textbooks
• Scholarly Articles Published in Refereed Journals
• Book Reviews
• Edited Projects
• Encyclopedia Entries
• Creative Writing
• Popular Writing (newspapers, popular periodicals,
  etc.)