Careers in Academia II: The Interviewing Process

December 9, 2013

Associate Provost Brian Mitchell Graduate Career Advisor Rachel Burk

Introduction

--An institutional perspective on hiring

--What a committee evaluates in interviews

--Overview of workshop

Institutional Perspective (B)• Adjunct Faculty

– Short-term contract (1 semester at time)– “Part-time” teaching load (1-2 courses)– Hired by CV, short interview with Dean/Dept. Chair– Local search

• Contract Faculty– “PoP”– 3-5 year contracts, full teaching load– Screening by CV, on-campus interviews – Local, regional search

• Tenure-Track Faculty– Hired as Assistant Professor– 3rd year review, 6th year tenure review– Screening by CV, initial telephone/conference interview with department head, on-

campus interview with faculty– National, international search

Institutional Perspective – Tenure Track Faculty Considerations (B)

• Disciplinary “Fit”• Diversity• Collegiality• Tenurability• “Return on Investment”

Overview of Workshop (R)

• Presentation on the second half of the hiring process, from screening interview through campus interview to job offer

• Mock interview workshop in smaller groups

Screening Interviews (R)

--Most institutions interview at least 12 and as many as 30 candidates for a

single position. --Selection for a screening interview means that the Search Committee thinks

your credentials as presented in your application materials are a good match for their requirements. In the current job market, this means you ranked in the top +/-15% of a very capable applicant pool.

--Interviews last 30 to 60 minutes and are normally conducted by a committee of at least two faculty members.

--Many take place at annual professional conferences, others by phone or Skype. --Afterwards, two to four candidates are invited to campus to continue the

interview process.

Screening Interview: Preparation (R)

• Logistics – Schedule strategically. Be polite and make friends with staff.– Half the battle is showing up on time, to the right place, looking

the part. • Practice

– Be able to answer three to four basic questions fluently. Avoid rapid-fire delivery: treat your explanations as if you were teaching.

– Practice often and with different partners. Get advice from faculty in what they look for in candidates.

– Plan in advance what you’ll say if you draw a blank.– Research each institution. Prepare a tailored, innocuous

question to ask them at the end.

The Screening Interview Itself (R)• Walk purposefully, look interviewers in the eye when you meet, shake hands firmly. First

impressions matter.

• Stand out and present your qualifications succinctly and interestingly.

• Come off as a potential colleague, a friendly engaging expert on your field. Aim for less typical interview and more erudite conversation between peers.

• Don’t let answers trail off. If you are momentarily stumped, ask for clarification, so you can give them the answer they want quickly.

• Conference vs. phone or Skype

• Illegal questions and hostile interviewers

• Issues for non-native speakers of English (Robert Connor, Director of English as a Second Language)

Elevator Speech (B)

• Answer to “Tell me about your research.”• “Three Minute Thesis,” a quick synopsis of your major

research• Prepare at least two versions: one for departmental

colleagues, another for administrators • Avoid jargon, but don’t dumb it down• Remember to situate your work in relation to

disciplinary currents, clarify its importance for your field.

• Business cards are still nice touches

On-Campus Interviews (B&R)

• Logistics• Job talk

– Present your best research.– Keep to time limit.– Practice before audience, particularly Q & A.

• Teaching demonstration– Do what they ask.– Contact professor whose class you will take over for syllabus, tips.– Plan a quick ice-breaker to start.

• Meals, meetings, receptions– Always be on. – Meetings with faculty are about fit more than qualifications.– Nurse a drink if you must.– Show students you are interested in them. Ask what they want. Tell them

about classes you’d be excited to teach.

Negotiating Job Offers (B)

• Salary• Benefits

– Retirement (vesting)– Health/Dental/Eye Care– Benefits for Dependents (Tuition waiver)

• Start-up costs, graduate students, teaching release• Moving Expenses• Start date• Consider the entire package• Spouse/partner considerations• Get it in writing!

Conclusion and Resources (B)

The Academic Job Search Handbook by Jennifer Furlong and Julie Vick (4th ed., 2008)

From Student to Scholar: A Candid Handbook to Becoming a Professor by Stephen Cahn (2008)

CHE and Inside Higher Ed

For individual career planning advice, contact:Rachel L. Burk, Ph.D.Graduate Career AdvisorTulane Career Center(504) 865-5107 or rburk@tulane.edu

Workshop: Peer-to-Peer Mock Interviews (R)

--Purpose and format

--Explanation of critique rubric

--Break up into assigned groups

Mock Interview Questions

• Tell us about your research/scholarship (as discipline appropriate). How do you see it evolving over the next five years?• Describe yourself as a teacher. What

teaching experiences have you had and which ones have you most enjoyed?• Do you have a question for us about the

position?