Questions to Ask Interviewer at Faculty Interview Liberal Arts College
CBE Life Sci Educ. 2013 Spring; 12(i): 12–xviii.
The Teaching Demonstration: What Faculty Await and How to Prepare for This Aspect of the Chore Interview
Michelle K. Smith
*School of Biology and Environmental, Academy of Maine, Orono, ME 04469-5751
†Research in Stalk Didactics Center, University of Maine, Orono, ME 04469-5751
Mary Pat Wenderoth
‡Department of Biology, Academy of Washington, Seattle, WA 98195-1800
Mary Tyler
†Research in Stem Education Heart, Academy of Maine, Orono, ME 04469-5751
Linnea Fletcher, Monitoring Editor
Received 2012 Sep 14; Revised 2012 Nov xviii; Accepted 2013 Jan 2.
Abstract
Many institutions require candidates for kinesthesia positions to present a teaching demonstration as function of the interview process. To help job candidates fix for this and to assist departments in planning how to structure this portion of the interview, we surveyed biological science faculty from community and liberal arts colleges and master's- and PhD-granting institutions concerning how their departments assess teaching potential. Nosotros as well asked survey respondents to share advice on how candidates tin fix for teaching demonstrations. Here we report on the survey results and offering suggestions based on comments from respondents.
INTRODUCTION
It is an all-too-familiar scenario: The chore candidate for a biology department faculty position gives an outstanding research seminar, showing skill in formulating a hypothesis, carrying out meaningful research, analyzing information, forming conclusions, and translating work into the larger picture of science and social club—it is an effective demonstration of the process of science. Even so, during the instruction demonstration portion of the interview, rather than engaging the audience in the learning process, the candidate delivers a presentation with too many slides, each of which is packed with factual information. The candidate interprets all the graphs and data for the audition, presents conclusions, and only intermittently asks whether the audience has whatever questions. Furthermore, the job candidate expects the audience to sit down passively and absorb knowledge. In brusk, the candidate shows little ability to help others learn the process of science.
The wide discrepancy between the quality of the job candidate's research talk and pedagogy demonstration indicates inadequate preparation for the teaching component of the job interview. At that place are a number of reasons that can explain lack of training, only 2 major ones are: 1) not knowing what is expected during the education demonstration and two) a lack of effective practice of the desired skill. Though each task candidate has been attention class since he or she was a kid, few have had enough practise teaching, and even fewer have delineated the crucial aspects of constructive teaching.
To help job candidates better understand kinesthesia expectations of the teaching demonstration and to help departments recall most how to construction this portion of the interview, we canvassed 113 biology kinesthesia from a diversity of institutions across North America (Table one) as to the office and cess of the educational activity demonstration in the interview procedure. We asked kinesthesia who vote on tenure-track hiring decisions and are in departments in which a teaching demonstration is function of the interview process to identify the elements of an effective teaching sit-in and to give advice as to how candidates can prepare for this aspect of the interview. The results of the survey, as well as representative comments from survey respondents, are presented below.
Table one.
Demographic information on survey respondents
| Establishment blazon | Number of respondents | Current position |
|---|---|---|
| Community higher | 30 | Full professor: xl% |
| Associate professor: 13% | ||
| Assistant professor: 10% | ||
| Lecturer: 37% | ||
| Other: 0% | ||
| Primarily undergraduate institution | 35 | Full professor: 26% |
| Associate professor: 37% | ||
| Banana professor: 31% | ||
| Lecturer: 3% | ||
| Other: iii% | ||
| Master's caste granting | 7 | Full professor: 14% |
| Associate professor: 72% | ||
| Banana professor: 14% | ||
| Lecturer: 0% | ||
| Other: 0% | ||
| PhD granting | 41 | Full professor: 35% |
| Acquaintance professor: 26% | ||
| Assistant professor: 21% | ||
| Lecturer: 16% | ||
| Other: 2% |
The Importance of the Teaching Demonstration
Our survey shows that 62% of biological science departments require a educational activity demonstration. Withal, the inclusion of a teaching demonstration equally a component of the interview process varies by institution type, with teaching demonstrations being about common at community colleges (Table two). When education demonstrations are included in the interview procedure, candidates are most often asked to ready materials for an undergraduate course for majors, irrespective of institution type. Faculty members of the department and hiring committee typically attend the presentations. Students are also present in well-nigh i-third of the cases. Regardless of the audience, candidates are typically told to care for the audition as though they were students.
Tabular array ii.
The requirement for task candidates to do a teaching demonstration varies past institution type
| The job candidate is required to give … | |||||
|---|---|---|---|---|---|
| Establishment type | merely a research talk (%) | a research talk and a educational activity sit-in (%) | just a educational activity demonstration (%) | Othera (%) | north |
| Customs higher | 0 | half dozen.7 | 83.3 | 10.0 | 30 |
| Primarily undergraduate institution | 34.3 | 34.three | 20.0 | eleven.iv | 35 |
| Primary'due south degree granting | 42.nine | 57.1 | 0 | 0 | 7 |
| PhD granting | 43.9 | 36.six | 0 | nineteen.5 | 41 |
Our survey also showed that faculty members think that the teaching demonstration is an important part of a task interview. Namely, 47.0% of respondents said that the candidate's performance on the teaching demonstration carries equal weight with the inquiry talk, and 28.one% said that the educational activity demonstration carries more than weight than the research talk (results by establishment blazon in Table 3).
Table iii.
The importance of the pedagogy demonstration relative to the inquiry talk at different institution types
| The candidate'south performance on the educational activity demonstration carries … | ||||
|---|---|---|---|---|
| Establishment blazona | more weight than his/her performance on the research talk (%) | less weight than his/her functioning on the inquiry talk (%) | equal weight with his/her functioning on the research talk (%) | n b |
| Primarily undergraduate institution | 41.7 | 0 | 58.3 | 12 |
| Master's degree granting | l.0 | 25.0 | 25.0 | 4 |
| PhD granting | 0 | 53.3 | 46.7 | 15 |
One reason kinesthesia are placing importance on the teaching sit-in portion of the interview, according to 98.2% of respondents, is that teaching plays some office in determining tenure and promotion, with 57.1% saying teaching is heavily weighted (results by institution type in Table iv). Given the cost in time and money of conducting faculty searches, every bit well equally the financial investment the college is making with each hire, information technology is incumbent on the department to select the job candidate who shows high potential in both research and didactics abilities. As a survey responder noted:
It is amazing how often applicants are ill-prepared for the teaching demonstration; if the teaching demonstration cannot be the "best" lecture they have ever prepared and given, how well will they prepare for the daily lectures of a course?
Table 4.
The role of teaching in tenure and promotion separated by establishment type
| How much do education and teaching evaluations decide tenure and promotion in your department? | ||||
|---|---|---|---|---|
| Institution type | Teaching does not contribute, merely research effort is important (%) | Pedagogy evaluations must be adequate (nifty) (%) | Instruction is heavily weighted (%) | due north |
| Customs college | 0 | 14.3 | 85.7 | 28 |
| Primarily undergraduate establishment | 0 | 14.three | 85.7 | 35 |
| Principal'southward degree granting | 0 | 57.ane | 42.9 | 7 |
| PhD granting | iv.8 | 78.half dozen | 16.6 | 42 |
Some other reason faculty desire to hire candidates who demonstrate potential as constructive teachers is that, since 2000, a number of national reports have made calls to activeness to amend science education (National Research Council, 2000 
, 2003 ; American Association for the Advancement of Science, 2010 ; Anderson et al., 2011 ). These reports conclude that learning is most effective when it is an agile try incorporating research-based learning strategies and integrating all steps of the scientific procedure into the learning process. A wealth of studies indicate that few students learn while sitting passively in lecture taking notes (due east.g., Bonwell and Eison, 1991 ; Bransford et al., 2000 ; Knight and Forest, 2005 ; Ruiz-Primo et al., 2011 ). Therefore, faculty are existence asked to recognize that students must "do" scientific discipline to "learn" science and their pedagogy methods should reflect this change.
Finally, showing teaching potential demonstrates not only that a candidate is prepared for the major task of instruction, simply also that he or she is well prepared for establishing his or her own research projects. Just as research enhances instruction, it is as well true that instruction enhances enquiry. A recent study of science graduate students found that those who teach inquiry-based methods amend their research skills in formulating hypotheses and designing experiments to test these hypotheses (Feldon et al., 2011 ). Giving a skilled teaching demonstration therefore establishes a candidate's potential equally both an constructive teacher and a enquiry scientist.
Elements of an Effective Instruction Sit-in
To determine which elements of a didactics sit-in are most important, we asked survey participants to respond to 21 statements describing specific characteristics of a education session on a Likert scale from 1 = not important to 4 = very important (Table v).
Table 5.
The ranked importance of elements of a teaching demonstrationa
| Statement | Mean scoreb | |
|---|---|---|
| Q21. | The candidate'south content information is accurate. | 3.86 |
| Q12. | The candidate's presentation would exist understandable to students. | 3.82 |
| Q18. | The candidate is able to organize material effectively. | 3.73 |
| Q4. | The candidate pitches the talk at the correct level for the intended audience. | 3.68 |
| Q7. | The candidate introduces topics in a mode that connects to the audience (asking questions, emphasizing the relevance of the topic, etc.). | 3.63 |
| Q9. | The candidate demonstrates his/her cognition about the topic. | 3.60 |
| Q1. | The candidate is enthusiastic. | three.56 |
| Q6. | The candidate appears confident in his/her power to teach. | iii.52 |
| Q8. | The candidate covers the appropriate amount of material for the given time and level of student. | three.40 |
| Q11. | The candidate speaks at a comfortable step. | iii.22 |
| Q10. | The candidate's slides are easy to read. | 3.20 |
| Q14. | The candidate asks if the audition has questions during the presentation. | 3.02 |
| Q3. | When asked a question, the candidate facilitates a discussion, rather than simply telling the respond. | 2.66 |
| Q13. | The candidate provides a wrap-up at the stop. | two.62 |
| Q16. | The candidate allows expect time (at to the lowest degree 3–5 s) for the audition to retrieve about questions posed. | ii.58 |
| Q17. | The candidate incorporates elements of agile learning (due east.g. discussion, minor-group piece of work, clicker questions). | 2.52 |
| Q15. | The candidate gives a articulate indication of his/her education philosophy. | 2.48 |
| Q5. | The candidate discusses how he/she would assess student learning on an test or other future assignment. | ii.26 |
| Q19. | The candidate explains why he/she is using certain teaching strategies. | 2.02 |
| Q2. | The candidate brings in materials, such as a printout of slides, that he/she would manus out in form. | 1.98 |
The top-rated argument from faculty across institution types was that the content of a candidate's teaching demonstration be accurate (Q21), which indicates that, first and foremost, faculty feel it is of import that the job candidate have expertise in his or her discipline. Disciplinary expertise includes factual knowledge, equally well as a deep agreement of the conceptual frameworks that underlie and connect these facts. However, to be an constructive teacher, the candidate should also demonstrate pedagogical content knowledge, that is, the ability to select, organize, and properly implement the advisable teaching method to help students meet the challenges of mastering the material (Shulman, 1986 ). Statements aligned with the importance of pedagogical content noesis were also ranked highly in our survey, including: the presentation is understandable to students (Q12), the material is organized effectively (Q18), and the candidate pitches the talk at the correct level for the intended audience (Q4).
Our survey showed few differences based on institutional type in how kinesthesia ranked the importance of specific elements in a teaching sit-in. Just ii statements showed a pregnant deviation: whether "the candidate discusses how he/she would assess student learning on an exam or other future assignment" (Q5: Kruskal-Wallis χ2 = six.11, df = two, p < 0.05) and whether "the candidate explains why he/she is using certain teaching strategies" (Q19: Kruskal-Wallis χtwo = 8.51, df = 2, p < 0.05). Whether a candidate discusses cess methods elicited a greater range of responses from kinesthesia at primarily undergraduate and PhD-granting institutions when compared with customs higher faculty (Effigy 1A). Whether a candidate discusses instruction strategy elicited a greater range of responses from kinesthesia at PhD-granting institutions when compared with the other ii institution types (Effigy 1B).
A comparison of how faculty from dissimilar establishment types ranked the importance of two statements on the survey. (A) Responses to Q5: "The candidate discusses how he/she would assess educatee learning on an exam or other time to come consignment." (B) Responses to Q19: "The candidate explains why he/she is using certain teaching strategies." Mistake bars prove the range limits of kinesthesia answers.
Elements of an Outstanding Teaching Demonstration
A teaching demonstration that incorporates all the statements shown in Table 5 would certainly exist impressive. As one survey responder noted: "Very few candidates are able to encounter all the criteria. If a candidate does at least, say, two-thirds of those well, then south/he is going to be ranked quite highly in my heed." Given that the likelihood of a job candidate excelling at all the statements in Tabular array 5 is small, nosotros likewise wanted to determine which elements were key to making a teaching demonstration outstanding, to enable candidates to prioritize their teaching efforts.
To learn what faculty consider the fundamental elements of an outstanding educational activity sit-in, we asked the following: "What distinguishes an adequate teaching demonstration from an outstanding education demonstration?" The elements most oftentimes cited included: enthusiasm, passion for a topic, and a relaxed and confident way.
The outstanding candidate conveys their excitement for the topic to their audience. The outstanding candidate likewise conveys to their students the sense that "I can do this," along with the expectations to be achieved.
I ask myself if I would like to enroll in a course taught past the candidate. If I am left excited about the experience and left inspired and I experience my students feel the same I would say information technology was an outstanding demonstration. If I could tolerate attending the candidate's course it would exist considered adequate.
The utilise of agile-learning strategies was also cited by respondents.
If the individual can demonstrate something out of the ordinary, for example, a easily-on action or an online simulation, the presentation will clearly stand out.
An outstanding candidate will requite us some indication that he/she will readily do more than lecture (some type of student centered didactics) upon arriving on campus.
Preparing for the Teaching Demonstration
Implementing the elements considered of import in a teaching demonstration requires planning and practice. We have compiled a number of suggestions that can assistance job candidates as they prepare for the pedagogy demonstration part of their task interviews.
Follow Instructions.
If you are given instructions past the department on the type of audience you are to be teaching, follow the instructions. Regardless of the makeup of the audition, it is advised that you lot treat them every bit though they were students. Furthermore, if y'all were told your educational activity demonstration is to be pitched to an introductory biological science class, do not give the same talk you would give in a graduate-level journal club.
In my feel, the pedagogy demonstration can hands fall into a continuation of the enquiry presentation, centering on the presenter'due south surface area of expertise rather than using a more balanced approach to the big picture that an undergraduate or even graduate educatee might need to progress.
It is helpful to start your presentation by reminding your audience of the blazon of form your teaching demonstration is focused on (due east.one thousand., level, expected size, educational background of students, and majors vs. nonmajors). Reviewing these details not only sends the message that yous are paying attention to directions, merely also reminds the audience they are playing the role of the "pupil." This reminder is particularly important when active-learning exercises are being used, equally the kinesthesia need to requite typical student responses if the exercise is to work accordingly.
Do Some Research.
Once either yous or the department y'all are visiting has selected a topic for your teaching demonstration, find a course at your home institution similar to the one your teaching demonstration will focus on. Sitting in on this class, looking over the form textbook, and talking with teaching assistants or faculty associated with the course will give you lot a much better understanding of what electric current students know and how to make circuitous material accessible to them. It will besides requite you insight into current classroom dynamics and management bug, topics that could easily arise during the chore interview.
Cover the Appropriate Amount of Material—Less IS More.
When your audience is filled with faculty members, information technology is hard to think that y'all are not being judged on the amount of knowledge you tin can convey, but on how able you are to "teach" the process of science, using the subject area you lot are discussing.
An outstanding demonstration would engage the audience (encouraging responses, discussion amid the students), chronicle the fabric being taught to students' interests and experience, [and] not view covering any given amount material as the main goal.
Although it is common for scientific discipline teachers to feel the need to cover large amounts of content, effective education does not sacrifice depth, trouble solving, and critical thinking in the procedure (Whorl et al., 2010 ). Studies have shown there is a limit to the amount of information a person tin can process and store (Miller, 1956 ; Sweller, 1994 ). Realize, therefore, that your sit-in should only contain three to four major points that yous present in a manner that is accessible to students. Choose these well.
Engage Students in the Classroom.
I key to facilitating learning is to engage students in the learning process (Bransford et al., 2000 ; deWinstanley and Bjork, 2002 ). We place below key aspects of how to appoint students in a manner that enhances learning.
Connect with the Audience: Help Them Realize the Importance and Relevance of the Topic.
To capture the attending of your audience, relate the class material to something with which your audition is very familiar yet which provides some mystery or puzzle. Alluding to something in the contempo or popular press is ofttimes quite effective in producing the "hook" that will encourage attention.
When considering textile that could generate student interest, go along in listen that your class will contain a diversity of individuals. This multifariousness can comprehend ethnic, socioeconomic, religious, political, and gender differences. You want your teaching demonstration to engage but not offend any sector of this wide audience.
Use Slides and the Board to Promote Learning.
Many teaching demonstrations include slides, such as PowerPoint slides, merely keep in mind:
PowerPoint is a adept offset for some, but it isn't the whole talk and it isn't essential. What is essential is that they get their betoken across.
If yous use slides in your teaching demonstration, each slide should assistance promote learning and display material so it is accessible to students. Your slides, therefore, should not be used as simply a style to convey information. For example, bulleted points are a classic way of reminding a speaker of what they want to say, but this is not an effective way to aid students larn cloth. In fact, piece of work in cognitive science has shown that supplying students with an extensive gear up of class notes actually impedes rather than enhances learning (deWinstanley and Bjork, 2002 ). Slides, instead, tin be used to pose questions, query interpretations of graphs, and illustrate points with pictures and videos.
When incorporating graphs into your teaching sit-in, it is important that the graphs are big and readable and that all axes are labeled. Have time to orient the audition to the graph by asking the audience to explicate what is depicted on each axis and to propose how the data were generated. Similarly, ask the audience to construct possible conclusions to exist drawn from the data rather than just telling them your conclusions—interpretation of fabric is a primal aspect of the student learning procedure (deWinstanley and Bjork, 2002 ).
If audience members should be writing down material you lot are presenting, it is best if you are writing it downwards besides. If a blackboard or whiteboard is available, employ this to write downwards the information that you absolutely want the audience to write down.
Information technology is important that the candidate uses the board, or other technique that slows the footstep for students and allows for more spontaneity than merely post-obit (a) PPT.
Employ Questions to Promote Learning: "Ask, Don't Tell."
Using questions to innovate an idea is an constructive way to focus the audience's minds on the material that is coming. Your questions can be rhetorical or directed to elicit educatee discussion. In improver, it is important to verify that your audition is processing the information you are trying to convey. Chore candidates will often stop periodically and inquire whether there are any questions, which in a existent classroom can be problematic, considering students who are lost are ordinarily reluctant to speak in forepart of the grade. A more effective strategy is to inquire a question that will diagnose whether the students actually understand the cloth. During your task interview, yous could one) pose a question, 2) have the audience members write down an answer and talk over their answers with their neighbors, and 3) ask the audience to share ideas. When responding to an audience fellow member's idea, it is a good thought to try to employ at to the lowest degree a portion of each answer to build the correct answer, while also politely correcting whatever errors.
Many job candidates feel uncomfortable request questions and fielding audience responses, considering they are afraid they might not be able to apace process an reply or handle follow-upwards questions. If a question is asked that is difficult to answer, give yourself time to thoughtfully consider the question by turning the question back to the audience. Ask the audience to "talk to your neighbor." This approach will give y'all time to gather audience input to which you can add your ain ideas. Yous do not have to know all the answers, merely ever acknowledge the value of a question, and tell the audition to research this out of grade and bring their subsequent ideas to the next class.
Use Active-Learning Activities.
Incorporating active-learning techniques into the classroom greatly enhances student learning (e.g., Bonwell and Eison, 1991 ; Bransford et al., 2000 ; Knight and Wood, 2005 ; Ruiz-Primo et al., 2011 ). These techniques comprehend a broad multifariousness of activities, such as small-group break-out discussions, group assignments, short in-class writing assignments, and use of personal response systems, such every bit clickers (Table 6 has a list of resource with information on active-learning strategies). Finer incorporating any of these agile-learning activities into your teaching demonstration can be impressive to the search committee.
Outstanding education demonstrations are distinguished past effective use of agile learning exercises, ability to conform a diversity of learning styles, and, almost importantly, ability to engage the class.
Table six.
Resources to help task candidates get familiar with active learning
If you mention active learning as an important office of your educational activity philosophy statement, it is important that you use active-learning in your teaching demonstration.
One time, a candidate had an impressive argument of teaching philosophy that talked almost employing country-of-the-art pedagogies, and then failed to use any active learning in the teaching demonstration. I found this particularly frustrating because information technology suggested an disability to recognize what skilful teaching/learning is.
If you are using electronic devices, such as clickers, however, make sure you are well versed in how they piece of work before yous employ them for a chore interview. If at all possible, take the opportunity to attempt them out in the room you will use for your educational activity demonstration. Declining technology can doom a didactics demonstration, so either ostend all parts of the system are in working club or go with a technique that does not crave technology, such equally having audience members raise their hands.
If one tries to use methods or tools they are uncomfortable or unaccustomed to using merely to try to impress the committee, it will show, and work against them.
Practice!
Simply as you lot practice your enquiry talk in front of peers, present your teaching demonstration to colleagues, especially lecturers and other faculty whose primary focus is on instruction. Seasoned teachers have a wealth of experience and information that can ensure that your educational activity session is organized in a fashion that is accessible to students, accurate, and effective at helping students learn. If possible, also practice your talk in front end of students at your home establishment. Students are quite honest and directly about what they call back makes constructive education and tin give your teaching demonstration a true test run.
When you give a practice talk, fully try out any active-learning strategies.
Candidates we take interviewed recently used standard, lecture-only teaching style and did non engage the audience except in cursory, half-hearted, incompletely conceived question/word interludes.
This mistake is avoidable. Practicing active-learning strategies will give you an idea of the range of responses y'all can wait from the audition and help y'all plan how to react. It is also important to set aside plenty time for each active-learning activity. Job candidates oftentimes cut short their learning activity with the missive "in a real class I would requite the students more time just I am cutting it short today due to time." Be cautious about saying this, because such a statement may point poor time-management or an inability to implement the activeness.
CONCLUSIONS
Above all, realize that departments want to hire someone who has the potential to be successful in the classroom. While success in inquiry volition exist measured by your number of grants and publications, success in the classroom will be measured past how well you appoint students in meaningful learning.
The outstanding demonstration of instruction helps the states understand how the private connects with students.
Then, amidst all the things y'all are doing to prepare for your hereafter career, capitalize on your teaching assignments and mentorship opportunities in your laboratory. Each of these endeavors offers the opportunity to learn how to interact finer with students. Understanding educatee concerns and how to help students learn could be the cardinal to landing your academic job.
ACKNOWLEDGMENTS
M.S. is supported in part by the National Science Foundation under grant 0962805. We thank the faculty who responded to this survey. Approval to evaluate faculty responses to survey questions (exempt condition, protocol no. 2012-04-07) was granted by the institutional review board at the University of Maine.
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