Interviewing Advice for Teaching Positions in Higher Education On this page you will find advice, tips, and suggestions on interviewing preparation essential for Ph.D. candidates looking for teaching and research positions in higher education. The advice comes from experienced University of Iowa faculty, employed in many different areas, who have expertise in chairing or participating in search committees. This section is divided into the corresponding phases of the interview. Please click below to find the advice by the faculty on each individual section. Preparing for the Interview First Impression Question & Answer Period Applicant Questions Follow Up Capsule Advice Wrap Up PREPARING FOR THE INTERVIEW Question: How much should applicants know about: the institution? curriculum in applicant's area? other faculty in the department and their research areas? "We are looking for a match - the more they can find out about you and you about them, the better." "Candidates should also be aware of research areas of the current faculty." Chet Rzonca, Dean, Division of Continuing Education Teaching Areas: Higher Education, Vocational-Technical Education  TOP "General information is useful; however, more useful is having a sense of the department, who is there, what they do; more and more this information is available through the web." Lelia Helms, Professor, Educational Policy and Leadership Studies Teaching Areas: Law, Politics, and Policy in Higher Education FIRST IMPRESSION Question: How important is the first impression of the applicant? What do you look for? Are dress and appearance important? "Though this is difficult to do, relax and be yourself. Dress well. If you're not sure about styles, ask for help from an experienced salesperson at a good clothing store." Carolyn Wanat, Associate Professor, Educational Policy and Leadership Studies Teaching Areas: Management Strategies, School & Community Relationships, Administration of Educational Programs & Personnel, Qualitative Research "A negative early impression - or even a positive first impression is often overweighed in the long run by other impressions." David Jepsen, Professor, Counseling, Rehabilitation, and Student Development Teaching Areas: Career Development, Career Counseling and Guidance TOP QUESTION AND ANSWER PERIOD Question: What are some key questions? What qualities do you look for in an applicant? What is the worst an applicant can do during the question and answer period? "The biggest mistake is to try to please everyone who asks you a question because this can have a negative impression. Don't feel like you have to be talking all the time; giving interviewers an opportunity to talk shows them that you will be collegial." Carolyn Wanat, Associate Professor, Educational Policy and Leadership Studies Teaching Areas: Management Strategies, School & Community Relationships, Administration of Educational Programs & Personnel, Qualitative Research TOP "We ask questions about research interests and about their relationships with the profession outside the university through professional associations and activities." David Jepsen, Professor, Counseling, Rehabilitation, and Student Development Teaching Areas: Career Development, Career Counseling and Guidance TOP "From my viewpoint I like to see applicants who are not overtly ideological, meaning that their views and their positions are largely moved by rules of evidence rather than a loyalty to ideology." "I like to see an open mindedness and association with the evidence, a person who is open to criticism." "The worst thing would be an antagonistic response - belittling the person who asked the question. Even though you might be right, you are still wrong. Applicants should show that they are good scholars but also good persons." Peter Hlebowitsh, Professor, Curriculum & Instruction Teaching Areas: Curriculum Theory & Design TOP "I want someone to take a moment to think about what the question is, someone who is articulate and not afraid to say 'I really haven't thought about this.' Typical questions may include: Why are you specifically interested in Iowa? What are you going to do for a research program? How do you see your research plan working out in the next 5-10 years and how can we accommodate this?" "The worst thing would be to make yourself look like someone you're not." Chet Rzonca, Dean, Division of Continuing Education Teaching Areas: Higher Education, Vocational-Technical Education  APPLICANT QUESTIONS Question: What do you consider good questions by the applicant? "Ask about expectations for teaching, research, and service. Find out what kind of support will be available pre-tenure. Will you be teaching in areas of strength or in other areas? How many classes? How many preparations? What assistance will be available for your research?" Carolyn Wanat, Associate Professor, Educational Policy and Leadership Studies Teaching Areas: Management Strategies, School & Community Relationships, Administration of Educational Programs & Personnel, Qualitative Research TOP "I like questions that go to lifestyle issues." "What's the school like? Is there a social life to the faculty? "How do you all get along in this department?" Peter Hlebowitsh, Professor, Curriculum & Instruction Teaching Areas: Curriculum Theory & Design "You have to make some sort of assessment to see if you would fit and if you would get along with us." "Ask about what types of grants are available for research, what types of support; get an idea of the social dynamics." Lelia Helms, Professor, Educational Policy & Leadership Studies Teaching Areas: Law, Politics, and Policy in Higher Education TOP FOLLOW UP Question: How important is the Thank You Letter? is it expected? what format do you prefer (letter, card, e-mail) "It is not necessary to write everyone on the search committee, but send a follow-up thank-you to the committee chair and to any members of the committee you enjoyed meeting for a particular reason." Carolyn Wanat, Associate Professor, Educational Policy and Leadership Studies Teaching Areas: Management Strategies, School & Community Relationships, Administration of Educational Programs & Personnel, Qualitative Research "The thank you note is the smallest part of the follow up. The follow up that is more meaningful to me comes in the form of: This is what I liked about your institution. Here are a couple of things I have thought about after the interview. Here are some questions that came up after the interview. " Chet Rzonca, Dean, Division of Continuing Education Teaching Areas: Higher Education, Vocational-Technical Education  TOP "I don't expect a Thank You note and since I don't, I notice when I get one. It doesn't decide about the position but I don't think it hurts." "I'd rather have a letter than a card. Some people's handwriting is hard to read" Don Coffman, Professor, Curriculum & Instruction Teaching Areas: Music Education CAPSULE ADVICE   Question: What should applicants always do during an interview? What should applicants avoid doing during an interview? "Applicants should convey their work and interest toward scholarship, personality, maybe even outside interests or hobbies." "They should avoid being hostile or antagonistic." Peter Hlebowitsh, Professor, Curriculum & Instruction Teaching Areas: Curriculum Theory & Design TOP "Candidates should make sure to establish personal connections with their interviewers, such as mentioning their names during answers." "Candidates should be tuned in to the people by whom they are interviewed and should avoid being inattentive or arrogant." Lelia Helms, Professor, Educational Policy & Leadership Studies Teaching Areas: Law, Politics, and Policy in Higher Education "Something everyone should do during an interview is be yourself, friendly and engaging." "People are going to be drawn most to the people they think they can work best with." "Something not to do would be trying to discuss salary." Don Coffman, Professor, Curriculum & Instruction Teaching Areas: Music Education "Applying for positions is a professional and ethical issue. It is really important to focus in terms of the kind of position you are interested in and how well a potential position fits your academic preparation. Be sincere about any position you apply for." "The academic selection process is very labor intensive for both the candidate and the search committee. Expect a job search to require the same level of organization and attention to detail as writing your dissertation." Carolyn Wanat, Associate Professor, Educational Policy and Leadership Studies Teaching Areas: Management Strategies, School & Community Relationships, Administration of Educational Programs & Personnel, Qualitative Research WRAP UP General interviewing advice by faculty members: "I am moved by people who have and can discuss this sense of integration of their professional life with their whole life." David Jepsen, Professor, Counseling, Rehabilitation, and Student Development Teaching Areas: Career Development, Career Counseling and Guidance TOP "Effective job talks require preparation and practice. Students in our division give their presentations to faculty members, get feedback, and then do a second presentation. These practice job talks have resulted in good job offers." Carolyn Wanat, Associate Professor, Educational Policy and Leadership Studies Teaching Areas: Management Strategies, School & Community Relationships, Administration of Educational Programs & Personnel, Qualitative Research "References are so important. Be sure not to overuse faculty for recommendations. We might not have time to write 10 or more individual references." "Find more than one professor to write recommendations for you." Don Coffman, Professor, Curriculum & Instruction Teaching Areas: Music Education [back to top] [EPO Main Index] [College of Education] [University of Iowa] Copyright © The University of Iowa ed-epoweb@uiowa.edu