final.10.8.15 inde 231 b
TRANSCRIPT
Interviewing: purpose, process, and preparation
Focusing on: the academic job search Joe Bucher and Latishya Steele
October 8, 2015
Agenda• Purpose• Process• Preparation & Practice • Navigating behavioral questions
Interviewing What questions/concerns do you have about interviewing?
Purpose
MetaQuestions1. Why should we hire
you?
2. Why do you want to work here?
3. How will you fit in here?
Activity: Examining a job descriptionIn groups of 4-5:
Individually (3 minutes): Examine the job description.
In your group (5 minutes): Create a list of possible questions or topics that you would ask if you were on this search committee.
Spokesperson (1 minute each): Report your findings back to the class.
Activity: Examining a job descriptionPossible Questions:• What is the broader significance of your research?• Tell me where your research will be in 5 years.• What are your plans for applying for external funding?
• How have you used technology in the classroom? • Given your research work at a large, prestigious university, what attracts you to
teaching at our school?• Describe your philosophy of teaching.
• Are you willing to become involved in committee work?• How do you feel about living in [a big city/small town/opposite side of country from
where you’ve been living]?• How would you see yourself contributing to the mission of the college and the campus
atmosphere?
Process: interviews
Phone interview:• Typically with Department Chair or Committee Chair• Discuss potential dates of visit• General itinerary and travel arrangements
In-person interview Duration: • Typically 1-2 days • 12+ hours per day
Points of contact: • Search committee• Dept. Chair• Dean (Provost, President, Chancellor)• Graduate students/postdocs/undergraduates• Potential faculty collaborators (if there is someone you would like to meet,
arrange ahead of time)
Preparation: Non-verbal cues
“What you do speaks so loudly, that I cannot hear what you say.”Ralph Waldo Emerson
Preparation: Know yourself • What is unique to you
and why is that of benefit to them?
• How are you a match with the department/institution/needs/people?
Preparation: ResearchDepartment level:• What has that group published recently?• What techniques are others in the group using?• Who funds their research and what are the funders
requirements? • Who ought to be interested in what you do?
University level: • What strategic goals do they mention?• Mission and values? • Types of students?
Where to look:• Institution: web site, job description, blog, etc.-breadth of fields in department, connections to research, potential collaborations-courses taught, interdisciplinary programs, courses you could teach or create-opportunities to contribute via service
• Web sites: Glassdoor, LinkedIn, Twitter, Research Gate -Overall process, interview, culture, salary
• Employees: Friends, classmates, faculty, alumni, info interviews
Tough interview questions: Do’s and Don’tsDo:• Be prepared for behavioral, technical, and open-ended
questions. • Know what is on your CV.• Respond honestly and authentically.• Ask for clarification.Don’t• Do not lie or fake your way through a response.• Tell the interviewer what you think they want to hear.• Answer if you are unclear of what you are being asked.• Feel rushed to respond immediately.
Behavioral Interview Questions: SAR Model
• Situation• Action• Response
Your questions for them
Next Steps• Examine potential interview questions and prepare• Practice and receive feedback• Develop a “bank” of responses for behavioral questions • Appointment with the SoMCC for a mock interview• Ask others about their interview experiences• Create a shared doc of questions with others
RESEARCH/TEACHING JOB TALKSLatishya J. Steele, PhDOctober 8, 2015INDE 231B
Research/teaching job talksWhat concerns do youhave about your job talk?
Agenda
• Purpose• Preparation
• Content• Format
• Practice
Purposes of research and teaching talks
Impressive candidates…
Inform, excite, delight
Display strong fit
Have a clear
message
Engage their
audience
Convey comfort
with content
Reflect passion
Raise questions
Preparation: Pre-talk• Understand your audience• Know your timing • Identify a contact person• Clarify their expectations for your talk• Spec out available tech
Preparation: Content flow
Question What you care about
Impact Why they should care, too
Approaches Ways you answer the question
Outcomes Results of your approaches
Next Steps Working here would help by …
Activity: Craft your content flow• Think and write on your question,
impact, approach, outcomes, and next steps for a research project (2-3 min)
• With someone not in your research field, share and receive feedback (5-6 min total per person)
• Report out on learning process (1-2 min)
• Why did we do this activity?• Prep for week 4
Sample structure for 45-minute talk
Content Time Target Audience Detail Level / Purpose
Question/Impact 15 Everyone Your parents would understand it
Approach 10 People in related fields Show you know the field
Outcomes 10 People who work in your field
Show that you are the world expert on something
Conclusions 10 Everyone Relate results to big picture
Adapted from “The Academic Job Talk,” http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1085
Need to give teaching talks differs by institution type
The job candidate is required to give …Institution type just a
research talk (%)
a research talk and a teaching demonstration
(%)
just a teaching
demonstration (%)
Othera(%) n
Community college
0 6.7 83.3 10.0 30
Primarily undergraduate institution
34.3 34.3 20.0 11.4 35
Master's degree granting
42.9 57.1 0 0 7
PhD granting 43.9 36.6 0 19.5 41
a“Other” includes alternatives to teaching demonstration, such as informal discussion about teaching or chalk-talk (with chalk only, no slides).
Adapted from CBE Life Sci Educ. 2013 Spring; 12(1): 12–18. doi: 10.1187/cbe.12-09-0161. PMCID: PMC3587851
Preparation: Format (Teaching)What makes an effective teaching presentation?
1. Accurate content2. Presentation understandable to students3. Material is organized effectively4. Talk is pitched at the correct level for intended audience5. Topics are introduced in a way that connects to audience6. Demonstration of knowledge of topic7. Enthusiasm8. Confidence in ability to teach9. Material is appropriate for the given time and level of student10. Comfortable speaking pace11. Easy-to-read slides12. Asking for questions during the presentation
Adapted from CBE Life Sci Educ. 2013 Spring; 12(1): 12–18. doi: 10.1187/cbe.12-09-0161. PMCID: PMC3587851
Preparation: Format• Powerpoint• Chalk
PowerPoint: Finding the balance
What is a chalk talk, anyway?
CHALK TALKING LIKE A ROCKSTAR See whiteboard for further information.
Storyboard: Chalk-talking like a rockstar
Storyboard your talk in advance
Practice (often!) in a realistic setting
Get comfortable writing and speaking
Outline overall flow Use boards that are to scale
Write right to left and top to bottom
Prepare short phrases and images
Have your markers ready – caps off
Stand straight to write straight
Use sections to separate content
Have an audience for feedback in real time
Look where you are going as you write
Use 2-3 colors purposefully but sparingly
Be imperfect and non-apologetic
Work on your handwriting in advance
Pre-write some content before you begin
Invite compliments, not criticism
Write, turn, THEN talk to your audience
Main goal of chalk-talking is to be INTERACTIVE!!!
Adapted from http://www.presentationstoryboarding.com/2011/01/11/is-your-whiteboard-picture-perfect/
Sample template for 3-part chalk talkTitle
Project 1 Title
Project 2 Title
Project 3
Aim(s)
Experimental Approaches
Expected Outcomes
Pitfalls and Alternatives
Who will conduct this research?
Questions?School of Medicine Career Centerhttp://med.stanford.edu/careercenter/