board presentation for lecturer interview

How To Prepare For A Teaching Demonstration At A Job Interview

• Post author: Dr. Fawaz Al-Malood
• Post category: Podcast / Productivity / Professional Development / Teaching

This is the third in a series of articles to help you prepare for the teaching job interview. In the last two articles, I discussed how you can prepare for the Writing Assignment At Teaching Job Interview and how to Prepare For A Teaching Interview .

In this article, I’ll share four things to help you prepare for the teaching demonstration.

Teaching Demonstration

Most applicants applying for a teaching position seem have some teaching experience either as a Teaching Assistant (TA) in graduate school, or as an adjunct faculty, or as a trainer in the industry they’ve specialized in.  If you happen to be one of those, you’re fortunate enough to have some classroom or instructional experience.

However, that isn’t the case for all applicants, and it shouldn’t prevent you from still being able to perform a teaching demonstration and doing exceptionally well if you are prepared!

While prior teaching experience is helpful, what is more important is possessing excellent communication skills and the ability to connect and engage with students.

Since teaching demonstrations are relatively short, usually 10 minutes in length, you have limited time to show your hiring committee how well you are able to articulate your thoughts and break-down the concept you are teaching. You’ll also be assessed on your ability to peak students’ interest and engage them through your delivery, and non-verbal communication.

The following four tips will help you better prepare for your teaching demonstration:

1. Content Mastery

Your hiring committee will most likely provide you with the topic for your teaching demonstration in advance. Make use of the early notice to ensure that you familiarize yourself with the topic you are going to demo.  If you’re lucky, you’ll be assigned with a topic which you are very familiar with.

When I went through my teaching demo, the topic that I was assigned had very little to do with the discipline and college level that I would be teaching if hired. Thankfully, it was a topic that I was extremely familiar with because I’d studied, researched, and written about it in graduate school. Familiarity with the topic is extremely important because it will boost your confidence as you prepare for and deliver your demonstration.

So, make sure you know everything you need to know about that topic. Having said that, you need to remember that the hiring committee and your future students do not need to know everything you know. Your job is to cover the topic(s) that they need to know to help them achieve the lesson or course objectives.

 2. Content Structure

  Once you feel confident with your mastery of the topic that you’ll need to teach, it is time to begin creating an outline for what you need to include in your demo. Remember that you only have a few minutes to perform your teaching demo, so you need to be very selective about what you cover. As I stated earlier, your job is not to teach everything you know, but merely what your students or hiring committee needs to know about that topic in the allotted time.

  When planning your outline, you should include the following three things:

• The title of your topic.
• What will be covered (in list or bullet format).
• How or why it is relevant or important for the students to learn.
• Be enthusiastic and passionate about the topic.
• Make eye contact with the students.
• Share a relevant story.
• Conclusion:   You may be tempted to use up all of the time given to you to flex your intellectual muscles in front of your committee, but that’s not the purpose of the teaching demo.  You need to focus on teaching what you were asked to teach in an effective manner. Do not rush, and don’t feel pressured into adding more content to fill up the given time. Allow 1 or 2 minutes for questions.

 3. Visual Aids

When planning your teaching demo, identify the visual aids that will be provided to you by the hiring committee, if any, and determine which of them would best help you cover the content that you plan on presenting.

Some content is best delivered through a digital presentation software while smart boards or white boards are still effective for other types of content. The advantage of the digital presentations such as PowerPoint, Keynote, Prezi, or Google Slides is that you don’t have to use any of your demo time to actually generate the content on the slides since you would have done that in advance.

When putting your presentation together, keep each slide simple and avoid tiny text and overcrowding. A good rule-of-thumb is to limit each slide to no more than 6 bullets, with no more than 6 words per bullet. Some presentation designers even suggest no more than 12 words total per slide. Pick whichever works for you but avoid listing paragraphs and lots of text on each slide as that would be ineffective.  

In these two examples, the first slide contains (left) only ten words, while the second slide on the right contains only five words.

Students should be focused on what you have to say and not on busily reading and copying what’s on the slide. Bear in mind that you only have a few minutes to teach, so your presentation cannot be too long.  If your presentation is 10 minutes, I wouldn’t recommend more than 3-4 slides.  

Design Elements

There is a lot that can be said about design, and if you haven’t read Presentation Zen by Garr Reynolds, I would highly suggest that you do so. The two key points that I do want to emphasis with regards to design are fonts and images.

Be sure to use a font style and size that are large enough to see and are easy to read off of a screen. I’d recommend using a member of the Sans-Serif font family such as: Arial, Verdana, or Tahoma.

  As for the size, remember that this is a presentation and not a word document, so go large. Your font size should be 40 or larger.

  If you choose to add an image to your presentation, be sure to include a large high quality image. You want your image to be easily seen and look professional. Avoid pixelated and blurry images, they’re unclear and will make you look like an amateur.  

In these two examples, the emphasis is on high resolution images with limited text on the slide. The images on both slides take up a majority of the real estate on the slide without looking pixelated and blurry.

Once you’ve completed your presentation, be sure to proof-read all of your slides multiple times.

Regardless, of the method that you choose to adopt, it’s helpful to have a back-up plan in case your experience any glitches on the day of the demo. If you’re doing a digital presentation, be sure to have your presentation saved in multiple formats including PDF.  

Sometimes the version of the PowerPoint or Keynote that you save your file in is not compatible with the version that the school has and in the event that you are not able to open your presentation file correctly, most computers will still be able open a PDF. The PDF version will not include any of the animation, sounds, videos, or transitions that you may have included in your original presentation, but at least you’ll have still-slides that you can use for your demo.

In addition to your digital presentation, I would also recommend providing a hardcopy of the presentation to the committee as well.  

4. Teaching Rehearsal

Your teaching demonstration will be assessed on a number of things including:

• communication skills
• presentation skills
• ability to engage and generate interest
• knowledge of the subject matter
• ability to teach within the allotted time
• ability to clearly and effectively answer questions

Prepare your teaching demonstration as early as possible, and then practice your teaching presentation over and over again and until you are comfortable delivering the material without referring to your notes or slides.

If possible, record yourself giving the teaching demonstration using a camcorder and review the footage to see what you did well and what you need to improve on.

When reviewing the video, ask yourself the following things:

• Do I look confident and comfortable with the material? You want to ensure that you’re not projecting nervous behavior.
• Are you projecting your voice loud enough, and do you sound enthusiastic about your topic? If you’re excited about your topic, your audience will get excited about it. You want to avoid sounding monotone or speaking in a low volume.
• Did you actually address the specific topic that you were asked to demo?
• Are you able to teach the topic within the allotted time, or do you need to revise your presentation? You want to make sure that you do not run out of time during your demo. And you also do not want to rush.

If you really want to go the extra mile in your preparation, ask a friend or colleague to give you feedback on your presentation video. Be sure to find someone who will actually help you improve your demo and not be too shy about providing constructive feedback.

So to recap, here are the four things that you need to do to prepare for a teaching demonstration at a job interview:

• Content Mastery: Familiarize yourself with your topic.
• Content Outline: Create a structure for your presentation that covers the title, what will be covered, and the purpose of knowing the material.
• Visual Aids: Make sure your presentation is concise, well designed, and backed-up in multiple formats including hard copy.
• Teaching Rehearsal: practice your demo repeatedly until you are comfortable and confident with the material and your delivery. Use a camcorder if possible, and solicit feedback from friends or colleagues.

Well, I hope you found this post useful. If you did, I’d be grateful if you’d help spread the word by sharing this with friends or colleagues on LinkedIn, Facebook, Twitter, Reddit, or any other social media platform you use.

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Dr. Fawaz Al-Malood

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The academic job interview: Three do’s and don’ts when preparing for a teaching demonstration

By Barbi Honeycutt

Most faculty job interviews include a research presentation and a teaching demonstration as part of the on-campus interview process. Postdoctoral scholars are experts in research. They know how to design experiments, test ideas and hypotheses, and analyze the findings. But while a postdoc may feel confident and prepared for a research presentation, the same person may not feel as prepared for the teaching demonstration.

This is especially true if the academic institution has not provided opportunities to gain teaching experience in graduate school or during your postdoc appointment.

This article explores three tips to consider in preparing for your teaching demonstration to feel confident and ready to ace this part of the interview!

First, what is the teaching demonstration?

There are two main types of teaching demonstrations: the “in class” demonstration and the “open” demonstration. If asked to give an “in class” demonstration, the postdoc will be the guest lecturer for students in an actual course and will teach in their classroom. The topic will most likely relate to the course material and fit into the course syllabus.

In an “open” demonstration, the postdoc will be teaching to a mixed audience that may include undergraduate and graduate students, postdocs, faculty, staff and campus leaders. The audience will have been uniquely invited and have volunteered to attend. The topic will most likely relate to the postdoc’s research or a course they would likely teach in that department. The “classroom” will probably be a conference room.

There are pros and cons to both formats and every department will do things differently. Make sure to know the type of teaching demonstration expected and learn as much as possible about the audience before the campus visit.

Here are a few ideas to consider in preparing a teaching demonstration.

Three do's and don't when preparing for a teaching demonstration:

1. Do teach. Don’t give a presentation.

Search committees want to see how faculty candidates facilitate students’ learning. Teaching is about organizing complex information and helping students make sense of it. Two common mistakes are to give a presentation about how to teach or to try to impress the audience/students with a breath-taking breadth of knowledge about the topic. In a winning teaching demonstration, the presenter will shift the focus from themselves and demonstrate their skill of knowing how to create an environment where the audience/students feel comfortable, engaged and ready to learn.

2. Do engage the audience. Don’t just lecture.

Search committees want to see how you connect with and engage students. Unlike a presentation, a teaching demonstration should be more of a dialog; if a postdoc is delivering a lecture they could give without any students in the room, they need to re-think the approach. Don’t talk “at” students the whole time. Talk “with” students, and give them time to talk with each other. The teaching demonstration is different than teaching a course because it’s a one-time event. The “teacher” most likely will not know any of the students and have to figure out how to establish rapport while also demonstrating how effectively they teach.

3. Do use an active learning strategy. But, don’t do something you’ve never done before.

In planning a teaching session, integrate at least one active learning strategy to engage students. However, this is not the time to experiment with an entirely new teaching strategy. It is hard to feel or demonstrate confidence if the outcome is unknowable, so it is important to use a teaching strategy previously tried in a classroom, or with a group of friends and colleagues. The goal is to provide guided active participation by conveying confidence and authority, and not to suggest things in the classroom will be out of control under your leadership.

Final Tips:

Remember, an invitation to teach at a campus is an admission of status on the final list of candidates. Getting this invitation is a cause for celebration! The search committee members have chosen a select group of postdocs they feel have the capacity to be a good fit for their department. They have invested time and resources and they want to cement a relationship.

Be authentic. Show them who you are as a teacher and what kind of colleague you will be.

For more tips to help prepare for a successful teaching demonstration and a list of questions to ask before visiting the campus, visit BarbiHoneycutt.com .

Republished with permission from Barbi Honeycutt, PhD. Dr. Honeycutt is a teaching and learning consultant in higher education. She is a speaker, scholar and author. Honeycutt teaches online professional development courses, facilitates in-person workshops and creates resources to help higher education professionals increase student engagement and improve learning. Learn more at barbihoneycutt.com .

Academic Lecturer Interview Questions and Sample Answers Unveiled

Table of Contents

Have you ever wondered what it takes to stand out in an academic lecturer interview? Securing a role as a lecturer is not just about showcasing your knowledge; it's about demonstrating how you can inspire, engage, and lead in an academic setting.

Interviews for academic lecturer positions are uniquely challenging. They not only test your subject expertise but also evaluate your teaching philosophy, ability to engage with students, and contribution to academic research. With the right preparation, however, these interviews offer a valuable opportunity to illustrate your passion for teaching and your vision for contributing to the academic community.

In this article, we will delve into the most common and significant interview questions faced by candidates for academic lecturer roles. We'll provide insights into what each question seeks to uncover and offer sample answers to help you articulate your responses effectively. Whether you're a seasoned educator or aspiring to step into academia, this guide is designed to equip you with the knowledge and confidence needed for a successful interview.

Take a look at our lecturer job posts.

Understanding the Role of an Academic Lecturer

The role of an academic lecturer involves much more than just delivering lectures. It is a multifaceted position that plays a crucial role in shaping the educational experiences of students. Academic lecturers are responsible for not only imparting knowledge but also inspiring critical thinking, fostering a positive learning environment, and contributing to the academic growth of their students. Additionally, they often engage in research activities, adding to the knowledge base of their respective fields.

Key Skills and Qualities:

Successful academic lecturers possess a blend of skills and qualities that enable them to excel in their roles. Some of these include:

• Expertise in Subject Matter: A deep and broad understanding of their field of study is fundamental.
• Effective Communication Skills: The ability to convey complex concepts in an understandable and engaging manner is crucial.
• Innovative Teaching Methods: Employing diverse teaching strategies to cater to various learning styles.
• Research Skills: Actively contributes to research and stays updated with the latest developments in their field.
• Empathy and Student Engagement: The capacity to connect with students and foster a supportive learning environment.
• Organisational Skills: Efficiently managing teaching, research, and administrative tasks.
• Continuous Professional Development: Committing to lifelong learning and staying abreast of pedagogical advancements.

Understanding these key aspects of the role can help candidates prepare more effectively for the interview, ensuring they can demonstrate how their skills and experiences make them a suitable fit for the position.

Common Interview Questions for Academic Lecturers

Preparing for common interview questions can give you a significant advantage. This section covers some typical questions that candidates might encounter, along with insights into why these questions are asked and sample answers to guide your preparation.

Question 1: Can you describe your teaching philosophy?

• Why this question might be asked: This question aims to understand your approach to teaching and how you engage with students.
• Sample answer: “My teaching philosophy is centred around student engagement and active learning. I believe in creating an environment where students are encouraged to question, debate, and think critically. My role is to guide and challenge students, not just to impart knowledge. This approach has helped me to cater to different learning styles and foster a deeper understanding of the subject matter.”

Question 2: How do you incorporate technology into your teaching?

• Why this question might be asked: With the increasing role of technology in education, interviewers want to know how you integrate digital tools into your teaching.
• Sample answer: “I leverage technology to enhance interactivity and accessibility in my teaching. For instance, I use multimedia presentations to bring abstract concepts to life and online platforms for collaborative projects and discussions. I also employ virtual learning environments to provide students with additional resources and support outside of traditional classroom settings.”

Question 3: How do you stay current with developments in your field?

• Why this question might be asked: This question assesses your commitment to ongoing professional development and staying updated in your academic field.
• Sample answer: “Staying current is essential in academia. I regularly read academic journals, attend conferences, and participate in professional networks related to my field. Additionally, I often collaborate with colleagues on research projects, which helps me stay informed about the latest trends and debates.”

Question 4: What strategies do you use to engage students who seem disinterested?

• Why this question might be asked: This question evaluates your ability to motivate and engage all students, even those who may not initially show interest.
• Sample answer: “Engaging disinterested students is a challenge I enjoy. I try to understand their perspectives and tailor my teaching to their interests. This might involve using real-life examples, interactive activities, or discussing how the course material relates to their future career goals. I also encourage active participation and provide regular feedback to keep students involved and motivated.”

Scenario-Based and Behavioural Questions

In addition to standard interview questions, candidates for academic lecturer positions may also encounter scenario-based and behavioural questions. These questions are designed to assess how candidates would handle specific situations they might face in the role. Here are some examples of such questions, along with suggestions for how to answer them.

Question 1: Describe a time when you had to adapt your teaching approach to accommodate diverse learning styles.

• Why this question might be asked: This question assesses your adaptability and awareness of different learning needs.
• Sample answer: “In one of my courses, I noticed a significant variation in how students were grasping the material. To address this, I diversified my teaching methods. I incorporated more visual aids for visual learners, group discussions for those who learn better through interaction, and detailed handouts for students who prefer reading. This approach helped engage students with different learning styles more effectively.”

Question 2: Give an example of how you handled a challenging situation in a classroom or academic setting.

• Why this question might be asked: This aims to gauge your problem-solving and conflict-resolution skills.
• Sample answer: “I once dealt with a situation where two students had a disagreement during a group project. I first ensured that I addressed the situation calmly and listened to both sides. Then, facilitating a discussion between them, I guided them towards a mutual understanding and collaboration. This experience underscored the importance of empathy and clear communication in resolving conflicts.”

Question 3: How do you approach feedback and criticism from students or peers?

• Why this question might be asked: This question tests your receptiveness to feedback and your commitment to self-improvement.
• Sample answer: “I view feedback as a vital tool for personal and professional growth. Whether it’s from students or peers, I take it seriously and reflect on it constructively. For instance, after receiving feedback about the pace of my lectures, I made adjustments to ensure that I was catering to the learning speed of all students. This has helped me become a more effective lecturer.”

Question 4: Can you describe a situation where you had to go above and beyond to support a student?

• Why this question might be asked: This question evaluates your dedication to student support and success.
• Sample answer: “I had a student who was struggling with the transition to university life. Recognising the signs of distress, I scheduled one-on-one meetings to offer support and guidance. I also connected them with campus resources for additional help. Seeing this student eventually thrive academically and personally was extremely rewarding.”

Questions on Research and Academic Contributions

Academic lecturer positions often require a balance between teaching and research. This section focuses on interview questions related to research activities and academic contributions, which are essential components of the role.

Question 1: Can you discuss your current research interests and how they align with our department's focus?

• Why this question might be asked: Interviewers want to gauge your research relevance to the department and your ability to contribute to its academic profile.
• Sample answer: “My current research focuses on [specific research area], which aligns well with your department’s specialisation in [related department focus]. I believe that my work can contribute to the ongoing projects here, especially in [specific project or area]. Additionally, my research has potential interdisciplinary applications that could benefit other areas within the department.”

Question 2: How do you plan to balance your teaching responsibilities with research commitments?

• Why this question might be asked: This question assesses your time management skills and ability to fulfil dual roles effectively.
• Sample answer: “Balancing teaching and research is indeed challenging, but I approach it through careful planning and prioritisation. I allocate specific times for research activities and stay flexible to accommodate teaching responsibilities. I also integrate my research into my teaching where appropriate, which enriches the learning experience for students and keeps my research perspective fresh.”

Question 3: Describe a significant achievement in your research career and its impact on your field.

• Why this question might be asked: This question allows you to showcase your research contributions and their relevance.
• Sample answer: “One significant achievement in my research career was [describe achievement]. This work contributed to [specific impact on the field], which was acknowledged through [awards/recognition or practical application]. It not only advanced our understanding of [research topic] but also opened new avenues for further investigation.”

Question 4: How do you involve students in your research, and what benefits does it bring?

• Why this question might be asked: This question evaluates your ability to mentor students and integrate them into academic research.
• Sample answer: “I actively involve students in my research projects, offering them roles that match their skills and academic goals. This involvement provides them with hands-on experience and insights into academic research, enhancing their learning and career prospects. For example, [briefly describe a successful student involvement initiative]. It’s rewarding to see students apply their learning in real research scenarios and contribute meaningfully.”

Preparing for Your Interview

To excel in an academic lecturer interview, thorough preparation is key. This final section offers tips and strategies to help candidates effectively prepare and present themselves during the interview process.

• Understand the ethos, research focus, and teaching approach of the institution and the specific department you’re applying to. Tailor your responses to demonstrate how your expertise and approach align with their values and needs.
• Prepare to discuss your teaching experiences and philosophy, as well as your research achievements. Think of specific examples and scenarios that highlight your skills, adaptability, and contributions.
• Be ready to articulate your future teaching and research plans. Discuss how you envision contributing to the department and advancing your field.
• Practice answering common interview questions aloud. This helps in articulating your thoughts clearly and confidently during the actual interview.
• Come up with thoughtful questions for the interviewers about the role, the department, and the institution. This shows your interest and engagement with the position.
• Revisit your CV, cover letter, and any other application materials you submitted. Be prepared to discuss any points the interviewers might bring up from these documents.
• Dress appropriately for the interview and ensure you have everything you need, such as copies of your CV, a list of references, and any presentation materials if required.
• Send a thank-you email to the interviewers expressing your gratitude for the opportunity and reiterating your interest in the position.

Remember, an academic lecturer interview is an opportunity to showcase not just your qualifications and achievements but also your passion for teaching and research and your potential as a valuable member of the academic community.

Wrapping It Up

As we conclude our guide to "Academic Lecturer Interview Questions," remember that each interview is a unique opportunity to showcase your passion, expertise, and vision for your role in academia. Your responses should reflect not only your knowledge and experience but also your enthusiasm for teaching, research, and contributing to the academic community.

The journey to becoming an academic lecturer is as much about demonstrating your skills and competencies as it is about aligning with the values and goals of the institution you aim to join. By preparing thoroughly, understanding the nuances of the role, and articulating your ideas and experiences confidently, you position yourself as a strong candidate.

Use this guide as a roadmap to navigate through the various aspects of the academic lecturer interview. Whether you're a seasoned educator or a new entrant into academia, the insights and strategies outlined here are designed to help you approach your interview with clarity and confidence.

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Here are some other resources we have created that might be helpful in your career journey:

• Legal Practice to Law Lecturer Jobs : Explore opportunities for transitioning from legal practice to a rewarding career as a law lecturer.
• Music Lecturer Jobs in Further Education : Discover insights and openings for music lecturer positions within the context of further education.
• Transition to Art Lecturer Jobs : Learn how to make the transition to becoming an art lecturer and explore job opportunities in the field.
• Early Years Lecturer Jobs: Opportunities and Requirements in Further Education : Get information on early years lecturer positions, their requirements, and opportunities in further education.
• Comprehensive Guide to Lecturer Jobs Across Disciplines : This guide covers lecturer job prospects across various academic disciplines.
• Lecturer CV Tips with Example : Craft an effective CV for lecturer positions using these valuable tips and an example template.
• Lecturer Interview Questions with Sample Answers : Prepare for your lecturer job interview by reviewing common interview questions and sample answers.
• Lecturer Job Description : Understand the responsibilities and expectations associated with the role of a lecturer.

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The Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview

Michelle k. smith.

*School of Biology and Ecology, University of Maine, Orono, ME 04469-5751

† Research in STEM Education Center, University of Maine, Orono, ME 04469-5751

Mary Pat Wenderoth

‡ Department of Biology, University of Washington, Seattle, WA 98195-1800

To help job candidates understand faculty expectations of the teaching demonstration portion of an interview for a tenure-track faculty position, we canvassed biology faculty from a variety of institutions. We asked faculty to identify the elements of an effective teaching demonstration and to give advice on how candidates can best prepare for this aspect of the interview.

Many institutions require candidates for faculty positions to present a teaching demonstration as part of the interview process. To help job candidates prepare for this and to assist departments in planning how to structure this portion of the interview, we surveyed biology faculty from community and liberal arts colleges and master's- and PhD-granting institutions concerning how their departments assess teaching potential. We also asked survey respondents to share advice on how candidates can prepare for teaching demonstrations. Here we report on the survey results and offer suggestions based on comments from respondents.

INTRODUCTION

It is an all-too-familiar scenario: The job candidate for a biology department faculty position gives an outstanding research seminar, showing skill in formulating a hypothesis, carrying out meaningful research, analyzing data, forming conclusions, and translating work into the larger picture of science and society—it is an effective demonstration of the process of science. However, during the teaching 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 audience, presents conclusions, and only intermittently asks whether the audience has any questions. Furthermore, the job candidate expects the audience to sit passively and absorb knowledge. In short, 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 teaching demonstration indicates inadequate preparation for the teaching component of the job interview. There are a number of reasons that can explain lack of preparation, but two major ones are: 1) not knowing what is expected during the teaching demonstration and 2) a lack of effective practice of the desired skill. Though each job candidate has been attending class since he or she was a child, few have had enough practice teaching, and even fewer have delineated the crucial aspects of effective teaching.

To help job candidates better understand faculty expectations of the teaching demonstration and to help departments think about how to structure this portion of the interview, we canvassed 113 biology faculty from a variety of institutions across North America ( Table 1 ) as to the role and assessment of the teaching demonstration in the interview process. We asked faculty who vote on tenure-track hiring decisions and are in departments in which a teaching demonstration is part of the interview process to identify the elements of an effective teaching demonstration 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.

Demographic information on survey respondents

The Importance of the Teaching Demonstration

Our survey shows that 62% of biology departments require a teaching demonstration. However, the inclusion of a teaching demonstration as a component of the interview process varies by institution type, with teaching demonstrations being most common at community colleges ( Table 2 ). When teaching demonstrations are included in the interview process, candidates are most often asked to prepare 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 about one-third of the cases. Regardless of the audience, candidates are typically told to treat the audience as though they were students.

The requirement for job candidates to do a teaching demonstration varies by institution type

a “Other” includes alternatives to teaching demonstration, such as informal discussion about teaching or chalk-talk (with chalk only, no slides).

Our survey also showed that faculty members think that the teaching demonstration is an important part of a job interview. Namely, 47.0% of respondents said that the candidate's performance on the teaching demonstration carries equal weight with the research talk, and 28.1% said that the teaching demonstration carries more weight than the research talk (results by institution type in Table 3 ).

The importance of the teaching demonstration relative to the research talk at different institution types

a Community college is omitted, because there was only one respondent to this question.

b Respondents were faculty who vote on hiring decisions and are in a department in which both a teaching demonstration and a research talk are required.

One reason faculty are placing importance on the teaching demonstration portion of the interview, according to 98.2% of respondents, is that teaching plays some role in determining tenure and promotion, with 57.1% saying teaching is heavily weighted (results by institution type in Table 4 ). Given the cost in time and money of conducting faculty searches, as well as the financial investment the college is making with each hire, it is incumbent on the department to select the job candidate who shows high potential in both research and teaching 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?

The role of teaching in tenure and promotion separated by institution type

Another reason faculty want to hire candidates who demonstrate potential as effective teachers is that, since 2000, a number of national reports have made calls to action to improve science teaching ( 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 active endeavor incorporating inquiry-based learning strategies and integrating all steps of the scientific process into the learning process. A wealth of studies indicate that few students learn while sitting passively in lecture taking notes (e.g., Bonwell and Eison, 1991 ; Bransford et al. , 2000 ; Knight and Wood, 2005 ; Ruiz-Primo et al. , 2011 ). Therefore, faculty are being asked to recognize that students must “do” science to “learn” science and their teaching methods should reflect this change.

Finally, showing teaching potential demonstrates not only that a candidate is prepared for the major task of teaching, but also that he or she is well prepared for establishing his or her own research projects. Just as research enhances teaching, it is also true that teaching enhances research. A recent study of science graduate students found that those who teach inquiry-based methods improve 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 as both an effective teacher and a research scientist.

Elements of an Effective Teaching Demonstration

To determine which elements of a teaching demonstration are most important, we asked survey participants to respond to 21 statements describing specific characteristics of a teaching session on a Likert scale from 1 = not important to 4 = very important ( Table 5 ).

The ranked importance of elements of a teaching demonstration a

a 1 = not important to 4 = very important.

b Based on the opinion of 49 respondents who vote on tenure-track hiring decisions and are in a department in which a teaching demonstration is part of the interview process.

The top-rated statement 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 important that the job candidate have expertise in his or her discipline. Disciplinary expertise includes factual knowledge, as well as a deep understanding of the conceptual frameworks that underlie and connect these facts. However, to be an effective instructor, the candidate should also demonstrate pedagogical content knowledge, that is, the ability to select, organize, and properly implement the appropriate teaching method to help students meet the challenges of mastering the material ( Shulman, 1986 ). Statements aligned with the importance of pedagogical content knowledge 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 faculty ranked the importance of specific elements in a teaching demonstration. Only two statements showed a significant difference: whether “the candidate discusses how he/she would assess student learning on an exam or other future assignment” (Q5: Kruskal-Wallis χ 2 = 6.11, df = 2, p < 0.05) and whether “the candidate explains why he/she is using certain teaching strategies” (Q19: Kruskal-Wallis χ 2 = 8.51, df = 2, p < 0.05). Whether a candidate discusses assessment methods elicited a greater range of responses from faculty at primarily undergraduate and PhD-granting institutions when compared with community college faculty ( Figure 1A ). Whether a candidate discusses teaching strategy elicited a greater range of responses from faculty at PhD-granting institutions when compared with the other two institution types ( Figure 1B ).

A comparison of how faculty from different institution types ranked the importance of two statements on the survey. (A) Responses to Q5: “The candidate discusses how he/she would assess student learning on an exam or other future assignment.” (B) Responses to Q19: “The candidate explains why he/she is using certain teaching strategies.” Error bars show the range limits of faculty answers.

Elements of an Outstanding Teaching Demonstration

A teaching demonstration that incorporates all the statements shown in Table 5 would certainly be impressive. As one survey responder noted: “Very few candidates are able to meet all the criteria. If a candidate does at least, say, two-thirds of those well, then s/he is going to be ranked quite highly in my mind.” Given that the likelihood of a job candidate excelling at all the statements in Table 5 is small, we also 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 key elements of an outstanding teaching demonstration, we asked the following: “What distinguishes an adequate teaching demonstration from an outstanding teaching demonstration?” The elements most frequently cited included: enthusiasm, passion for a topic, and a relaxed and confident manner.

The outstanding candidate conveys their excitement for the topic to their audience. The outstanding candidate also 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 by the candidate. If I am left excited about the experience and left inspired and I feel my students feel the same I would say it was an outstanding demonstration. If I could tolerate attending the candidate's class it would be considered adequate.

The use of active-learning strategies was also cited by respondents.

If the individual can demonstrate something out of the ordinary, for example, a hands-on activity or an online simulation, the presentation will clearly stand out.

An outstanding candidate will give us some indication that he/she will readily do more than lecture (some type of student centered teaching) upon arriving on campus.

Preparing for the Teaching Demonstration

Implementing the elements considered important in a teaching demonstration requires planning and practice. We have compiled a number of suggestions that can help job candidates as they prepare for the teaching demonstration part of their job interviews.

Follow Instructions.

If you are given instructions by the department on the type of audience you are to be teaching, follow the instructions. Regardless of the makeup of the audience, it is advised that you treat them as though they were students. Furthermore, if you were told your teaching demonstration is to be pitched to an introductory biology class, do not give the same talk you would give in a graduate-level journal club.

In my experience, the teaching demonstration can easily fall into a continuation of the research presentation, centering on the presenter's area of expertise rather than using a more balanced approach to the big picture that an undergraduate or even graduate student might need to progress.

It is helpful to start your presentation by reminding your audience of the type of course your teaching demonstration is focused on (e.g., level, expected size, educational background of students, and majors vs. nonmajors). Reviewing these details not only sends the message that you are paying attention to directions, but also reminds the audience they are playing the role of the “student.” This reminder is particularly important when active-learning exercises are being used, as the faculty need to give typical student responses if the exercise is to work appropriately.

Do Some Research.

Once either you or the department you 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 course textbook, and talking with teaching assistants or faculty associated with the course will give you a much better understanding of what current students know and how to make complex material accessible to them. It will also give you insight into current classroom dynamics and management issues, topics that could easily arise during the job interview.

Cover the Appropriate Amount of Material—Less IS More.

When your audience is filled with faculty members, it is difficult to remember that you are not being judged on the amount of knowledge you can convey, but on how able you are to “teach” the process of science, using the subject you are discussing.

An outstanding demonstration would engage the audience (encouraging responses, discussion among the students), relate the material being taught to students’ interests and experience, [and] not view covering any given amount material as the main goal.

Although it is common for science teachers to feel the need to cover large amounts of content, effective teaching does not sacrifice depth, problem solving, and critical thinking in the process ( Coil et al. , 2010 ). Studies have shown there is a limit to the amount of information a person can process and store ( Miller, 1956 ; Sweller, 1994 ). Realize, therefore, that your demonstration should only contain three to four major points that you present in a way that is accessible to students. Choose these well.

Engage Students in the Classroom.

One key to facilitating learning is to engage students in the learning process ( Bransford et al. , 2000 ; deWinstanley and Bjork, 2002 ). We identify below key aspects of how to engage students in a manner that enhances learning.

Connect with the Audience: Help Them Realize the Importance and Relevance of the Topic.

To capture the attention of your audience, relate the class material to something with which your audience is very familiar yet which provides some mystery or puzzle. Alluding to something in the recent or popular press is often quite effective in producing the “hook” that will encourage attention.

When considering material that could generate student interest, keep in mind that your class will contain a diversity of individuals. This diversity can cover ethnic, socioeconomic, religious, political, and gender differences. You want your teaching demonstration to engage but not offend any sector of this broad audience.

Use Slides and the Board to Promote Learning.

Many teaching demonstrations include slides, such as PowerPoint slides, but keep in mind:

PowerPoint is a good start for some, but it isn't the whole talk and it isn't essential. What is essential is that they get their point across.

If you use slides in your teaching demonstration, each slide should help promote learning and display material so it is accessible to students. Your slides, therefore, should not be used as simply a way 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 help students learn material. In fact, work in cognitive science has shown that supplying students with an extensive set of class notes actually impedes rather than enhances learning ( deWinstanley and Bjork, 2002 ). Slides, instead, can be used to pose questions, query interpretations of graphs, and illustrate points with pictures and videos.

When incorporating graphs into your teaching demonstration, it is important that the graphs are large and readable and that all axes are labeled. Take time to orient the audience to the graph by asking the audience to explain what is depicted on each axis and to propose how the data were generated. Similarly, ask the audience to construct possible conclusions to be drawn from the data rather than just telling them your conclusions—interpretation of material is a key aspect of the student learning process ( deWinstanley and Bjork, 2002 ).

If audience members should be writing down material you are presenting, it is best if you are writing it down as well. If a blackboard or whiteboard is available, use this to write down the information that you absolutely want the audience to write down.

It is important that the candidate uses the board, or other technique that slows the pace for students and allows for more spontaneity than only following (a) PPT.

Use Questions to Promote Learning: “Ask, Don't Tell.”

Using questions to introduce an idea is an effective way to focus the audience's minds on the material that is coming. Your questions can be rhetorical or directed to elicit student discussion. In addition, it is important to verify that your audience is processing the information you are trying to convey. Job candidates will often stop periodically and ask whether there are any questions, which in a real classroom can be problematic, because students who are lost are usually reluctant to speak in front of the class. A more effective strategy is to ask a question that will diagnose whether the students actually understand the material. During your job interview, you could 1) pose a question, 2) have the audience members write down an answer and discuss their answers with their neighbors, and 3) ask the audience to share ideas. When responding to an audience member's idea, it is a good idea to try to use at least a portion of each answer to build the correct answer, while also politely correcting any errors.

Many job candidates feel uncomfortable asking questions and fielding audience responses, because they are afraid they might not be able to quickly process an answer or handle follow-up 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 you time to gather audience input to which you can add your own ideas. You do not have to know all the answers, but always acknowledge the value of a question, and tell the audience to research this out of class 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 encompass a wide variety of activities, such as small-group break-out discussions, group assignments, short in-class writing assignments, and use of personal response systems, such as clickers ( Table 6 has a list of resources with information on active-learning strategies). Effectively incorporating any of these active-learning activities into your teaching demonstration can be impressive to the search committee.

Outstanding teaching demonstrations are distinguished by effective use of active learning exercises, ability to accommodate a variety of learning styles, and, most importantly, ability to engage the class.

Resources to help job candidates become familiar with active learning

If you mention active learning as an important part of your teaching philosophy statement, it is important that you use active-learning in your teaching demonstration.

One time, a candidate had an impressive statement of teaching philosophy that talked about employing state-of-the-art pedagogies, and then failed to use any active learning in the teaching demonstration. I found this particularly frustrating because it suggested an inability to recognize what good teaching/learning is.

If you are using electronic devices, such as clickers, however, make sure you are well versed in how they work before you use them for a job interview. If at all possible, take the opportunity to try them out in the room you will use for your teaching demonstration. Failing technology can doom a teaching demonstration, so either confirm all parts of the system are in working order or go with a technique that does not require technology, such as 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.

Just as you practice your research talk in front of peers, present your teaching demonstration to colleagues, especially lecturers and other faculty whose primary focus is on teaching. Seasoned teachers have a wealth of experience and information that can ensure that your teaching session is organized in a way that is accessible to students, accurate, and effective at helping students learn. If possible, also practice your talk in front of students at your home institution. Students are quite honest and direct about what they think makes effective teaching and can give your teaching demonstration a true test run.

When you give a practice talk, fully try out any active-learning strategies.

Candidates we have interviewed recently used standard, lecture-only teaching style and did not engage the audience except in brief, half-hearted, incompletely conceived question/discussion interludes.

This mistake is avoidable. Practicing active-learning strategies will give you an idea of the range of responses you can expect from the audience and help you plan how to react. It is also important to set aside enough time for each active-learning activity. Job candidates often cut short their learning activity with the missive “in a real class I would give the students more time but I am cutting it short today due to time.” Be cautious about saying this, because such a statement may indicate poor time-management or an inability to implement the activity.

CONCLUSIONS

Above all, realize that departments want to hire someone who has the potential to be successful in the classroom. While success in research will be measured by your number of grants and publications, success in the classroom will be measured by how well you engage students in meaningful learning.

The outstanding demonstration of teaching helps us understand how the individual connects with students.

So, among all the things you are doing to prepare for your future career, capitalize on your teaching assignments and mentorship opportunities in your laboratory. Each of these endeavors offers the opportunity to learn how to interact effectively with students. Understanding student concerns and how to help students learn could be the key 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 status, protocol no. 2012-04-07) was granted by the institutional review board at the University of Maine.

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• Schools & departments

Prepare for an academic interview

What to expect at academic interviews and how to prepare effectively.

Most academic interviews will follow a similar format. 

What to expect

Panel interviews are most common, where you are interviewed by a number of people together, usually between two and six. The panel is likely to include at least one person from the department (possibly the head of department or research group), a representative from Human Resources, and often someone from another department outside your discipline. 

You will usually be asked to give a presentation either to the panel or to other members of the department or research group. This will commonly be on your research and could include plans for future research. You may also be asked to present on your teaching practice or give a mini-lecture. 

You may also be given the opportunity to talk informally to other departmental staff to find out more about the department and teaching and research activities. 

Preparation

Take time to develop a deeper understanding of the research group you're applying to. Use a variety of approaches to get to know the department or institution; you could ask your colleagues, explore the institution's website and read relevant papers related to their research.

Job adverts often include contact details of someone you can talk to informally about the vacancy before applying. It is a good idea to do this especially if you are not already known to the people recruiting. 

Here are some examples of the things you will want to know:

what are the research interests of other staff and how can your research complement or add to the group? 

(if it’s a teaching position) what courses are currently being taught? Where you can make a contribution? 

are there any new courses you could develop as a result of your subject expertise? 

what opportunities are there for collaborations, both intra- and inter-disciplinary? 

In preparation for your presentation you should ask for advice from, and practise with, your supervisor and any other members of your department or research group who have  knowledge of your research area. 

Find advice on presentations for academic interviews on the jobs.ac.uk website: 

jobs.ac.uk - tips for presentations  

Part of your preparation should include thinking about the questions which might come up during the interview. Academic interviewers will focus on questions about your: 

previous research, including research methodologies and skills 

ideas for future research projects and funding proposals 

track record in attracting funding 

teaching experience and style 

thoughts on how you can contribute to the teaching and research of the department 

involvement in the wider academic community through committees 

Examples of questions asked

Some examples of the type of questions asked at academic interviews are given below. 

Motivation and Knowledge 

Why are you attracted to this post? 

What do you feel are the key skills of an effective lecturer? 

Describe your working relationships? For example, tell me about your experience of collaborative projects, close working with colleagues in department, development of external relationships? 

What are the current issues around teaching, learning and assessment in Higher Education? 

What do you think are your particular strengths that would make you the ideal person for this job? 

There is considerable administration involved in running courses.  How do you think you would cope with this, as well as the teaching and research? 

How do you feel your particular research interests would allow you to contribute to and complement the research activities in this department? 

What do you see as your major research achievements? 

How can you demonstrate international excellence in research quality? 

Describe your experience of generating research income. What plans do you have to generate research funding in the future? 

What impact do you believe your research to date has made? 

How have you disseminated your research findings? 

What does “making an impact with your research” mean to you? 

Tell me about your publication record? How would you judge this achievement and what are your future plans? 

How much influence have you had on the direction of work undertaken?  Tell me about something which you have initiated. 

Tell me more about your future research plans. 

Teaching and Supervision 

How equipped do you feel to contribute to teaching within our degree programmes? 

What teaching methods have you used? 

What level of experience have you had in planning and developing teaching material for courses? 

What do you think are the main challenges facing a lecturer when teaching a large group of undergraduates? 

How would your teaching methods vary according to the size and level of groups you would be teaching – if at all? 

How do you address different learning styles in your teaching? 

What experience do you have of using e-learning systems? 

How do you evaluate your teaching effectiveness? 

Teaching is important but in your view should a department give it as much of a priority as research? 

What experience have you had of supervising research projects or students? 

Related Links 

Further support with interviews

jobs.ac.uk - interview tips  

AGCAS survey - Getting the first lecturing job  

20 Lecturer Interview Questions and Answers

Common Lecturer interview questions, how to answer them, and sample answers from a certified career coach.

If you’re interviewing for a lecturer position, you know how competitive the job market is. To make sure you stand out from all the other candidates and land the job, you need to be prepared to answer some tough questions during your interview.

From discussing your teaching methods to explaining why you want this particular job, there are lots of different topics you might get asked about during an interview for a lecturer position. Here are some of the most common questions—and tips on how to answer them—so you can walk into the room feeling confident.

• What strategies do you use to engage students in the classroom?
• How do you ensure that all students are able to participate and understand the material?
• Describe your experience with developing course materials, such as syllabi and lecture notes.
• Are you familiar with using technology in the classroom, such as online learning platforms or video conferencing tools?
• Tell me about a time when you had to adjust your teaching style to accommodate different learning styles.
• How do you handle difficult questions from students during lectures?
• Do you have any experience with mentoring students outside of the classroom?
• Explain how you would assess student performance and provide feedback on their work.
• What methods do you use to encourage critical thinking among your students?
• How do you stay up-to-date on new developments in your field?
• Describe your experience with designing and administering exams.
• How do you approach grading assignments fairly and consistently?
• What strategies do you use to motivate unmotivated students?
• How do you handle disruptive behavior in the classroom?
• What is your experience with providing academic support services for students?
• How do you foster an inclusive environment in the classroom?
• What techniques do you use to help struggling students catch up with the rest of the class?
• How do you incorporate current events into your lectures?
• What strategies do you use to keep students engaged during long lectures?
• How do you evaluate the effectiveness of your teaching methods?

1. What strategies do you use to engage students in the classroom?

Lecturing can be both a rewarding and challenging experience. It’s rewarding when you’re able to keep your students interested and engaged in the material, and challenging when you’re not. The interviewer wants to make sure that you understand that engaging students is an important part of the job, and that you have strategies for doing so.

How to Answer:

To answer this question, you should focus on the strategies you use to actively engage students in the classroom. Some possible strategies include using interactive activities such as polls and quizzes, encouraging class discussion, providing real-world examples, breaking up lectures with short breaks or activities, and giving timely feedback. You can also mention any technology tools you’ve used to make your classes more engaging, such as video conferencing or virtual whiteboards.

Example: “I believe that active engagement is key to student success, so I strive to make my classes as interactive and engaging as possible. To do this, I use a variety of strategies such as incorporating polls and quizzes into my lectures, encouraging class discussion, providing real-world examples, and breaking up long lectures with short activities. I also use technology tools like video conferencing and virtual whiteboards to keep students engaged. Additionally, I always make sure to give timely feedback on assignments and tests so that students can learn from their mistakes.”

2. How do you ensure that all students are able to participate and understand the material?

The goal of any lecturer is to ensure that all students are able to learn and understand the material. They want to make sure that you use different teaching methods, such as lecture, discussion, group work and individual work, to ensure that all students can participate and understand the material. They also want to make sure that you use different assessment methods to gauge student learning and comprehension.

Start by talking about the different teaching methods you use in your classes. Explain how you have used lecture, discussion, group work and individual work to ensure that all students are able to participate and understand the material. Then talk about the different assessment methods you use, such as quizzes, tests, presentations and projects. Lastly, explain how you provide feedback and guidance to help students improve their understanding of the material.

Example: “I always make sure to stay up-to-date on the topics I’m teaching by doing research, attending conferences, and collaborating with other faculty members. For each of my courses, I create a comprehensive syllabus that outlines all of the course material in detail, as well as lecture notes and activities for students to use during class time. In addition, I also take advantage of multimedia tools to engage my students and help them better understand the material. For example, I often include videos or interactive elements in my lectures to keep their attention and ensure they are able to comprehend the concepts being discussed.”

3. Describe your experience with developing course materials, such as syllabi and lecture notes.

Lecturers need to be able to create engaging and informative course materials that will help students understand the topics they’re teaching. The interviewer is looking to understand your experience in creating course materials, and how up-to-date and relevant they are. This question also helps the interviewer get a sense of your teaching style and how you might develop materials for the courses you’d be teaching.

Start by talking about the course materials you’ve developed in the past, such as syllabi and lecture notes. Explain how you go about creating these materials, including any research or collaboration with other faculty members that you do to stay up-to-date on the topics you’re teaching. It’s also a good idea to mention any feedback you’ve received from students or colleagues on your course materials. Finally, talk about how you use technology and multimedia to create engaging course materials for your students.

Example: “I’ve developed course materials for a variety of courses, from introductory-level classes to advanced seminars. I always start by researching the latest developments in the field and collaborating with other faculty members to ensure my syllabi and lecture notes are up-to-date and relevant. My students have consistently given positive feedback on my course materials, praising their organization and clarity. In addition, I use multimedia tools such as videos and interactive quizzes to make my lectures more engaging and help my students better understand the material.”

4. Are you familiar with using technology in the classroom, such as online learning platforms or video conferencing tools?

Technology can be hugely beneficial for educators, and many universities and schools are looking for instructors who are comfortable using it. Being able to use technology in the classroom can help you reach more students, provide better feedback and assessments, and more. Being able to demonstrate your technical proficiency and ability to use technology to enhance the learning experience is a great way to stand out in an interview.

Start by talking about how you’ve used technology in the classroom before. If you have experience with specific tools or platforms, be sure to mention those and provide examples of how you’ve used them. You should also emphasize any successes you’ve had using technology in the classroom, such as increased engagement from students or improved learning outcomes. Finally, make sure to demonstrate your willingness to learn new technologies—this is a great way to show that you are open to change and adapting to new methods of teaching.

Example: “I have experience using technology in the classroom, both for online classes and in-person lectures. I’ve used Zoom to provide video conferencing for my students and Blackboard to create interactive course materials. I also use Google Classroom to assign assignments and provide feedback on student work. I am comfortable with all of these tools, but I’m always eager to learn new technologies and explore how they can help me better engage my students and enhance their learning experience.”

5. Tell me about a time when you had to adjust your teaching style to accommodate different learning styles.

Lecturers need to be able to adjust their teaching style to accommodate different learning styles and needs of their students. This question is designed to see if the candidate is able to recognize the differences between students and to adjust their teaching methods accordingly. The interviewer wants to know that the candidate is able to identify different learning styles and that they can adjust their teaching style to ensure that all students are able to learn and comprehend the material.

To answer this question, you should provide an example of a time when you had to adjust your teaching style in order to accommodate different learning styles. Explain the different learning styles that you identified and how you adjusted your teaching methods accordingly. Talk about the results of your adjustments and how it helped the students learn better. Finally, emphasize the importance of being able to recognize different learning styles and adjusting your teaching style for each student.

Example: “I had to adjust my teaching style when I was lecturing a course on American History. I recognized that there were three different learning styles in the classroom: visual, auditory, and kinesthetic. To accommodate these different learning styles, I adjusted my lectures to include visuals such as PowerPoint slides, videos, and diagrams; audio recordings of speeches from historical figures; and hands-on activities like debates or role-playing scenarios. By adjusting my teaching style, I was able to ensure that all students had equal access to the material and could better understand and retain the information. This allowed for higher engagement and participation among the students and ultimately helped them succeed in the class.”

6. How do you handle difficult questions from students during lectures?

It’s important for potential lecturers to be able to handle difficult questions from students during lectures. This question is designed to get a sense of how a potential lecturer would handle a tricky situation, such as a student challenging the lecturer on a point or asking a difficult question. It also helps the interviewer get an idea of the lecturer’s ability to think on their feet and stay composed in difficult situations.

The best way to answer this question is to provide a specific example of how you have handled difficult questions in the past. Talk about the steps you took to ensure that the student was satisfied with your response and felt heard. You can also discuss any strategies you use to handle difficult questions, such as taking a deep breath before responding or asking clarifying questions to better understand the student’s perspective. Finally, talk about what you learned from the experience and how it has helped you become a better lecturer.

Example: “I believe in being prepared for difficult questions during lectures. I always make sure that I have a thorough understanding of the material before each lecture and am ready to answer any questions that come my way. When faced with a difficult question, I take a deep breath and ask clarifying questions to better understand the student’s perspective. If I don’t know the answer right away, I tell them that I will research the topic and get back to them as soon as possible. This approach has helped me to build trust with my students and ensure that they feel heard.”

7. Do you have any experience with mentoring students outside of the classroom?

Lecturers are expected to not only teach their students, but also to help them grow and succeed in their academic pursuits. Having experience with mentoring students outside of the classroom, such as in research projects or extra-curricular activities, is a great way to show that you’re committed to helping your students grow and succeed beyond just the classroom.

If you have experience with mentoring students outside of the classroom, be sure to mention it. Talk about any research projects or extra-curricular activities that you’ve been involved in and explain how you helped mentor the students through those experiences. If you haven’t had much experience with this type of mentorship, talk about what strategies you would use as a lecturer to help your students succeed beyond just teaching them course material.

Example: “I have had the opportunity to mentor students outside of the classroom in a few research projects I’ve been involved in. For example, when I was a professor at XYZ University, I worked with a student on a project that explored how technology can be used to improve education. Throughout the process, I provided guidance and support to help the student understand the complexities of the project and reach successful conclusions. In addition, I also worked with another student who was interested in pursuing an internship related to her coursework. I helped her craft her resume, prepare for interviews, and ultimately she received the position. I believe it is important to not only teach students but also guide them through their academic pursuits so they can succeed beyond the classroom.”

8. Explain how you would assess student performance and provide feedback on their work.

Assessing student performance and providing feedback on their work is a critical part of a lecturer’s job. You need to demonstrate that you have an understanding of the techniques and strategies for evaluating student work, such as creating rubrics for assignments, providing regular feedback, and using technology to track student progress. It’s also important to show that you’re able to provide clear, constructive feedback that will help students succeed.

Start by talking about the methods you use to evaluate student performance. You can mention how you create rubrics for assignments and exams, as well as any other strategies you use to assess student work. Then, explain how you provide feedback on their work. Talk about how you give both positive and constructive feedback in a timely manner, and how you use technology to track student progress. Lastly, emphasize your ability to provide clear and actionable feedback that will help students succeed.

Example: “I use a variety of methods to assess student performance and provide feedback on their work. I create detailed rubrics for assignments and exams that clearly outline the criteria for successful completion of the task. I also use technology to track student progress and provide regular feedback. When I provide feedback, I make sure it is clear, actionable, and timely. I strive to provide both positive feedback and constructive criticism in a way that will help students understand what they did well and what they need to improve upon.”

9. What methods do you use to encourage critical thinking among your students?

Lecturers need to be able to foster an environment in which students can think critically and explore different points of view. The interviewer wants to know that you’re able to engage with your students and help them learn in a meaningful way. Your answer should demonstrate that you have experience in creating a learning environment that promotes creative thinking and problem-solving.

You should be prepared to discuss the methods you use to get students thinking critically. Examples of techniques that can help foster critical thinking include encouraging open dialogue, posing thought-provoking questions, and providing opportunities for students to explore different perspectives. Additionally, you could talk about how you provide resources or assignments that allow students to practice their problem-solving skills. Be sure to emphasize your experience in creating a learning environment that encourages critical thinking and allows students to grow intellectually.

Example: “I believe that encouraging critical thinking in the classroom is essential for student success. To do this, I create an environment that allows for open dialogue and exploration of different perspectives. I often pose thought-provoking questions to my students and provide them with resources that allow them to practice their problem-solving skills. I also assign projects that require students to think critically and analyze the information they’ve learned. My aim is to create an atmosphere where students can develop their critical thinking skills and become more well-rounded thinkers.”

10. How do you stay up-to-date on new developments in your field?

As a lecturer, you’ll be expected to stay current with the latest research and developments in your field. Your interviewers will want to know that you’re actively reading, attending conferences and seminars, or participating in professional organizations that keep you informed. This will help them gauge your enthusiasm for the subject matter and give them an idea of how you’ll keep your lectures fresh and engaging.

Be sure to have a few examples of how you stay up-to-date on new developments in your field. This could include attending conferences and seminars, reading industry journals or blogs, participating in professional organizations, or even taking classes yourself. If you’re just starting out, talk about the steps you plan to take to ensure that you’re always informed.

Example: “I stay up-to-date on new developments in my field by reading industry publications, attending conferences, and participating in professional organizations. I’m also currently enrolled in an online course on the latest trends in my field. I’m also a member of the International Lecturers Association, which keeps me informed of the latest research and best practices in teaching. I’m also eager to learn more and I’m always looking for new ways to stay current in my field.”

11. Describe your experience with designing and administering exams.

Designing and administering exams is a key part of being a lecturer. It’s important for you to be able to effectively assess the knowledge of your students and help them progress. Your interviewer wants to understand how you go about this process, from the materials you use to the methods you employ to give feedback to students. This question also helps to determine if you have the organization and communication skills necessary to be successful in the role.

Start by outlining the types of exams you have experience with. Examples could include multiple choice, essay-style, or oral exams. Then discuss your approach to creating exam questions and how you ensure they are fair and relevant to the course material. If possible, provide an example of a successful exam question you designed in the past. Finally, explain the strategies you use for administering exams, such as providing clear instructions, proctoring the exam, and giving feedback to students after the exam is completed.

Example: “I have experience designing and administering all types of exams, including multiple choice, essay-style, and oral exams. When creating exams, I make sure that the questions are relevant to the course material and that they are designed to test the students’ knowledge in an effective and fair way. For example, in a recent course I taught, I created a multiple-choice exam with questions that covered the key concepts discussed in class. When administering the exam, I always provide clear instructions and proctor the exam to ensure that all students are following the rules. After the exam is completed, I give feedback to students to help them understand the material and how they can improve in the future.”

12. How do you approach grading assignments fairly and consistently?

Grading assignments is a key part of the lecturer role. It is important to be able to assess student work objectively and fairly. The interviewer wants to understand how you approach this task, to ensure that you can provide students with accurate and meaningful feedback. They also want to make sure that you are able to grade assignments consistently, so that students are not treated unfairly or inconsistently.

To answer this question, you should focus on your approach to grading assignments. Talk about how you ensure that students are graded fairly and consistently by setting clear expectations for the assignment, creating a rubric or set of criteria for assessment, and providing detailed feedback to help them improve their work. You should also talk about how you use technology such as online gradebooks or automated grading software to make sure all student grades are recorded accurately and in one place. Finally, emphasize any methods you use to double-check your own grading decisions, such as peer reviews or group discussions with colleagues.

Example: “I approach grading assignments fairly and consistently by setting clear expectations for each assignment and creating a rubric or set of criteria for assessment. I provide detailed feedback to help students understand what they did well and how they can improve their work. I also use technology such as online gradebooks or automated grading software to make sure all student grades are recorded accurately and in one place. Additionally, I double-check my own grading decisions by having colleagues review my assessments or by discussing them with my department head. This ensures that I’m providing fair and consistent feedback to my students.”

13. What strategies do you use to motivate unmotivated students?

Motivating students is a key part of being a successful lecturer. You need to be able to identify the underlying causes of students’ lack of motivation and develop strategies to help them overcome these issues. The interviewer wants to know that you can take a proactive approach to addressing such issues, rather than simply relying on the same methods for all students.

To answer this question, you should discuss the strategies that you use to identify and address unmotivated students. For example, you could talk about how you observe student behavior in class and then develop individualized plans for each student based on their specific needs. You could also mention how you encourage open dialogue with your students so that they feel comfortable discussing any issues or concerns they may have. Additionally, you can emphasize the importance of offering positive reinforcement when students make progress towards their goals.

Example: “I take a personalized and proactive approach to motivating students. I observe their behavior in class and try to identify any underlying causes for their lack of motivation. I also make sure to open up dialogue with my students, to encourage them to express any issues or concerns they may have. Finally, I make sure to offer positive reinforcement and praise when they make progress towards their goals. I believe that these strategies are essential in helping students to stay motivated and engaged in their learning.”

14. How do you handle disruptive behavior in the classroom?

As a lecturer, you’ll be expected to lead a class full of students and ensure that everyone is on task. You’ll need to be able to recognize and respond to disruptive behavior in an appropriate manner. This question gives the interviewer an idea of how you handle situations like these and how you would handle them in the future.

Your answer should demonstrate that you have the skills to handle disruptive behavior in a professional and effective manner. Explain how you would use positive reinforcement for good behavior, such as praising students who are on task or providing rewards for completing assignments. You can also discuss strategies for dealing with more serious issues, such as talking to the student one-on-one or involving administrators if necessary. Make sure to emphasize your ability to remain calm and composed while handling difficult situations.

Example: “I believe in using positive reinforcement to encourage good behavior and discourage disruptive behavior. I always start out by praising students who are on task and providing rewards for completing assignments. If a student is exhibiting disruptive behavior, I will talk to them one-on-one to try to understand the root cause of the issue. I also believe in setting clear expectations and consequences for inappropriate behavior, and I am not afraid to involve administrators if necessary. Above all, I strive to remain calm and professional while addressing any issues in the classroom.”

15. What is your experience with providing academic support services for students?

Academic support services are an important part of the role of a lecturer or professor. Providing students with the guidance and resources they need to succeed in their academic pursuits is a crucial part of the job and can make a huge difference in their overall success. Interviewers will want to know if you have experience with providing this type of support and how you handled it in the past.

You should come prepared to discuss any experience you have with providing academic support services. This could include tutoring, mentoring, or leading study groups. You can also talk about how you’ve gone above and beyond in helping students by connecting them with resources they need, such as internships or research opportunities. If you don’t have much experience, focus on your enthusiasm for the role and your commitment to helping students succeed.

Example: “I have a lot of experience with providing academic support services for students. I have been tutoring for the past five years, and I have mentored several students through their research projects. I also lead study groups twice a week to help students prepare for exams. I am passionate about helping students reach their academic goals, and I am always looking for new ways to provide support. I also make sure to stay informed about the latest resources available to students, so I can connect them with the help they need.”

16. How do you foster an inclusive environment in the classroom?

In order for students to feel comfortable and engaged in the classroom, it’s important for lecturers to create an inclusive and welcoming environment. Interviewers want to know that you understand the importance of creating a safe space for all students, no matter their background or identity, and that you have a plan to make sure everyone feels respected, heard, and valued.

To answer this question, you should draw from your previous teaching experience and any initiatives or strategies that you have implemented in the past. You can talk about how you create an inclusive environment by using open-ended questions to encourage participation from all students, addressing everyone by name, and providing a variety of activities and resources for different learning styles. Additionally, you can mention any specific steps you take to ensure everyone feels included such as holding office hours, creating a student feedback system, and/or having regular check-ins with students who may be struggling.

Example: “I always strive to create a learning environment where all students feel respected, heard, and valued. To do this, I start by introducing myself and making sure to use open-ended questions to encourage participation from all students. I also address everyone by name and provide a variety of activities, resources, and assessments to accommodate different learning styles. Additionally, I hold regular office hours and check-ins with students who may be struggling, and I also have a student feedback system so that everyone feels heard. Overall, I strive to create an environment that is inclusive and welcoming for all students.”

17. What techniques do you use to help struggling students catch up with the rest of the class?

It’s important for a potential lecturer to understand their students and be able to identify when more help is needed. It’s also important to be able to provide that help in an effective way. Interviewers want to know that you have an approach to helping students who may be struggling or who may need a little extra assistance to keep up with the class. Additionally, being able to identify a student’s individual needs and provide the necessary support shows that you are a good educator.

You should be prepared to discuss the strategies you use to help students who are struggling. You could talk about providing additional one-on-one support, offering extra study sessions or tutorials outside of class, or creating and implementing a personalized learning plan for each student based on their individual needs. You can also explain how you communicate with parents or guardians to ensure that they are informed and involved in their child’s education. Finally, emphasize your ability to be patient and understanding when helping students catch up.

Example: “I believe that every student learns differently, so I focus on helping each individual student in the best way possible. I like to start by understanding the student’s learning style and then work with them to develop a personalized learning plan that works for them. I also offer additional one-on-one support and tutoring outside of class, so they can get the extra help they need. I also make sure to communicate with parents or guardians to ensure that they are informed and involved in their child’s education. Finally, I strive to always be patient and understanding when helping students catch up.”

18. How do you incorporate current events into your lectures?

Current events can be a great way to engage students and get them to think critically about the world around them. By asking this question, the interviewer wants to know that you understand the importance of staying up-to-date on current events and can use them to spark discussion in your lectures.

You should be prepared to discuss how you incorporate current events into your lectures. Talk about the methods you use, such as having students research a certain topic and present their findings in class or using news articles as discussion starters. You can also mention any strategies you have for staying up-to-date on current events, such as subscribing to newsletters or following certain social media accounts. Finally, emphasize why it is important to you that your students stay informed on what’s happening in the world.

Example: “I take staying up-to-date on current events seriously. I subscribe to several newsletters and follow several Twitter accounts that specialize in news related to my subject area. I also encourage my students to do the same. During each class, I typically start off by discussing the latest news related to the topic at hand. I find this helps my students understand the relevance of the material we’re covering. I also assign research projects in which my students have to find a current event related to the topic and present their findings to the class. This not only helps them stay informed, but also helps them develop their research and presentation skills.”

19. What strategies do you use to keep students engaged during long lectures?

No matter how interesting the material is, it can be hard to stay engaged in a lecture for an extended period of time. Lecturers need to be able to find ways to keep students interested and motivated to learn, and this question can help an interviewer understand your approach to teaching. Do you use multimedia elements? Break up the lecture into smaller chunks? Ask for student participation? Knowing how you keep students engaged can help an interviewer understand the overall effectiveness of your teaching style.

Think about the strategies you’ve used in the past to engage students. Do you like to use multimedia elements such as videos or slides? Have you ever broken up a lecture into smaller chunks with activities and discussions in between? Do you ask for student participation, either through questions or group work? It’s important to be able to explain why these strategies are effective and how they keep students engaged. You can also talk about any innovative methods you’ve tried that have been successful, or even ones that didn’t quite work out.

Example: “I like to keep students engaged by mixing up the way I deliver my lectures. I’ll start with a brief overview and then dive into the material with interactive activities and multimedia elements, like videos or slides. I like to ask questions throughout the lecture to make sure students are following along and to encourage them to think critically about the material. I also incorporate group work into my lectures to give students a chance to work together and discuss the topics. I’ve found that this helps keep them engaged and encourages them to think more deeply about the material.”

20. How do you evaluate the effectiveness of your teaching methods?

Lecturers must be able to assess the effectiveness of their teaching in order to improve the quality of their lessons and ensure that their students are learning correctly. This question helps the interviewer understand how you measure the success of your teaching and what strategies you might use to improve your lectures.

You should emphasize the importance of assessment and evaluation in your teaching. Talk about how you use a variety of methods to measure student progress, such as quizzes, exams, projects, presentations, and other assessments. Explain that you also use feedback from students to gauge their understanding of the material, and discuss how you adjust your lessons accordingly. Finally, mention any tools or technologies you’ve used to track student performance, such as online learning platforms or analytics software.

Example: “I use a range of methods to evaluate the effectiveness of my teaching. I regularly assign quizzes and exams to assess student understanding, and I also have them complete projects or presentations that allow me to see how well they’ve mastered the material. I also solicit feedback from students about their learning experience, and use that to inform how I modify and improve my lectures. I also use online learning platforms and analytics software to track student progress and identify any areas that need extra attention. All of this helps me ensure that my students are learning in the most effective way possible.”

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Lecturer Interview Questions

Lecturers use a wide range of skills to design, develop, and deliver subject material. They develop curricula, conduct research and fieldwork, mentor students, process applications, and also attend interviews, open days, conferences, and meetings. They often work long hours in a variety of environments.

When interviewing lecturers, look for candidates who display a deep understanding and passion for their subject matter, and also have a friendly demeanor. Be wary of those who seem standoffish, and lack confidence and interpersonal skills.

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Interview Questions for Lecturers:

1. what are the skills and qualities that make you a good lecturer.

Reveals more about the candidate, their skills, and important personality traits that would make them suitable for the position.

2. Describe a time when you had to defend your research or argument. What happened?

Demonstrates communication, interpersonal, and conflict resolution skills, as well as the ability to remain professional.

3. Can you explain how you would prioritize your work?

Tests time management, planning, and organizational skills.

4. How do you ensure students remain engaged during your lectures?

Tests presentation abilities, teaching methods, and innovation.

5. What are your most successful strategies for keeping abreast of developments in your field?

Demonstrates commitment to learning and research, as well as dedication to excellence.

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The Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview

• Michelle K. Smith
• Mary Pat Wenderoth

Address correspondence to: Michelle Smith ( E-mail Address: [email protected] ).

*School of Biology and Ecology, University of Maine, Orono, ME 04469-5751

Research in STEM Education Center, University of Maine, Orono, ME 04469-5751

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Department of Biology, University of Washington, Seattle, WA 98195-1800

Many institutions require candidates for faculty positions to present a teaching demonstration as part of the interview process. To help job candidates prepare for this and to assist departments in planning how to structure this portion of the interview, we surveyed biology faculty from community and liberal arts colleges and master's- and PhD-granting institutions concerning how their departments assess teaching potential. We also asked survey respondents to share advice on how candidates can prepare for teaching demonstrations. Here we report on the survey results and offer suggestions based on comments from respondents.

INTRODUCTION

It is an all-too-familiar scenario: The job candidate for a biology department faculty position gives an outstanding research seminar, showing skill in formulating a hypothesis, carrying out meaningful research, analyzing data, forming conclusions, and translating work into the larger picture of science and society—it is an effective demonstration of the process of science. However, during the teaching 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 audience, presents conclusions, and only intermittently asks whether the audience has any questions. Furthermore, the job candidate expects the audience to sit passively and absorb knowledge. In short, 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 teaching demonstration indicates inadequate preparation for the teaching component of the job interview. There are a number of reasons that can explain lack of preparation, but two major ones are: 1) not knowing what is expected during the teaching demonstration and 2) a lack of effective practice of the desired skill. Though each job candidate has been attending class since he or she was a child, few have had enough practice teaching, and even fewer have delineated the crucial aspects of effective teaching.

To help job candidates better understand faculty expectations of the teaching demonstration and to help departments think about how to structure this portion of the interview, we canvassed 113 biology faculty from a variety of institutions across North America ( Table 1 ) as to the role and assessment of the teaching demonstration in the interview process. We asked faculty who vote on tenure-track hiring decisions and are in departments in which a teaching demonstration is part of the interview process to identify the elements of an effective teaching demonstration 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.

The Importance of the Teaching Demonstration

Our survey shows that 62% of biology departments require a teaching demonstration. However, the inclusion of a teaching demonstration as a component of the interview process varies by institution type, with teaching demonstrations being most common at community colleges ( Table 2 ). When teaching demonstrations are included in the interview process, candidates are most often asked to prepare 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 about one-third of the cases. Regardless of the audience, candidates are typically told to treat the audience as though they were students.

a “Other” includes alternatives to teaching demonstration, such as informal discussion about teaching or chalk-talk (with chalk only, no slides).

Our survey also showed that faculty members think that the teaching demonstration is an important part of a job interview. Namely, 47.0% of respondents said that the candidate's performance on the teaching demonstration carries equal weight with the research talk, and 28.1% said that the teaching demonstration carries more weight than the research talk (results by institution type in Table 3 ).

a Community college is omitted, because there was only one respondent to this question.

b Respondents were faculty who vote on hiring decisions and are in a department in which both a teaching demonstration and a research talk are required.

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?

Another reason faculty want to hire candidates who demonstrate potential as effective teachers is that, since 2000, a number of national reports have made calls to action to improve science teaching ( 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 active endeavor incorporating inquiry-based learning strategies and integrating all steps of the scientific process into the learning process. A wealth of studies indicate that few students learn while sitting passively in lecture taking notes (e.g., Bonwell and Eison, 1991 ; Bransford et al. , 2000 ; Knight and Wood, 2005 ; Ruiz-Primo et al. , 2011 ). Therefore, faculty are being asked to recognize that students must “do” science to “learn” science and their teaching methods should reflect this change.

Finally, showing teaching potential demonstrates not only that a candidate is prepared for the major task of teaching, but also that he or she is well prepared for establishing his or her own research projects. Just as research enhances teaching, it is also true that teaching enhances research. A recent study of science graduate students found that those who teach inquiry-based methods improve 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 as both an effective teacher and a research scientist.

Elements of an Effective Teaching Demonstration

To determine which elements of a teaching demonstration are most important, we asked survey participants to respond to 21 statements describing specific characteristics of a teaching session on a Likert scale from 1 = not important to 4 = very important ( Table 5 ).

a 1 = not important to 4 = very important.

b Based on the opinion of 49 respondents who vote on tenure-track hiring decisions and are in a department in which a teaching demonstration is part of the interview process.

The top-rated statement 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 important that the job candidate have expertise in his or her discipline. Disciplinary expertise includes factual knowledge, as well as a deep understanding of the conceptual frameworks that underlie and connect these facts. However, to be an effective instructor, the candidate should also demonstrate pedagogical content knowledge, that is, the ability to select, organize, and properly implement the appropriate teaching method to help students meet the challenges of mastering the material ( Shulman, 1986 ). Statements aligned with the importance of pedagogical content knowledge 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 faculty ranked the importance of specific elements in a teaching demonstration. Only two statements showed a significant difference: whether “the candidate discusses how he/she would assess student learning on an exam or other future assignment” (Q5: Kruskal-Wallis χ 2 = 6.11, df = 2, p < 0.05) and whether “the candidate explains why he/she is using certain teaching strategies” (Q19: Kruskal-Wallis χ 2 = 8.51, df = 2, p < 0.05). Whether a candidate discusses assessment methods elicited a greater range of responses from faculty at primarily undergraduate and PhD-granting institutions when compared with community college faculty ( Figure 1A ). Whether a candidate discusses teaching strategy elicited a greater range of responses from faculty at PhD-granting institutions when compared with the other two institution types ( Figure 1B ).

Figure 1. A comparison of how faculty from different institution types ranked the importance of two statements on the survey. (A) Responses to Q5: “The candidate discusses how he/she would assess student learning on an exam or other future assignment.” (B) Responses to Q19: “The candidate explains why he/she is using certain teaching strategies.” Error bars show the range limits of faculty answers.

Elements of an Outstanding Teaching Demonstration

A teaching demonstration that incorporates all the statements shown in Table 5 would certainly be impressive. As one survey responder noted: “Very few candidates are able to meet all the criteria. If a candidate does at least, say, two-thirds of those well, then s/he is going to be ranked quite highly in my mind.” Given that the likelihood of a job candidate excelling at all the statements in Table 5 is small, we also wanted to determine which elements were key to making a teaching demonstration outstanding, to enable candidates to prioritize their teaching efforts.

The outstanding candidate conveys their excitement for the topic to their audience. The outstanding candidate also 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 by the candidate. If I am left excited about the experience and left inspired and I feel my students feel the same I would say it was an outstanding demonstration. If I could tolerate attending the candidate's class it would be considered adequate.

If the individual can demonstrate something out of the ordinary, for example, a hands-on activity or an online simulation, the presentation will clearly stand out.

An outstanding candidate will give us some indication that he/she will readily do more than lecture (some type of student centered teaching) upon arriving on campus.

Preparing for the Teaching Demonstration

Implementing the elements considered important in a teaching demonstration requires planning and practice. We have compiled a number of suggestions that can help job candidates as they prepare for the teaching demonstration part of their job interviews.

Follow Instructions.

In my experience, the teaching demonstration can easily fall into a continuation of the research presentation, centering on the presenter's area of expertise rather than using a more balanced approach to the big picture that an undergraduate or even graduate student might need to progress.

It is helpful to start your presentation by reminding your audience of the type of course your teaching demonstration is focused on (e.g., level, expected size, educational background of students, and majors vs. nonmajors). Reviewing these details not only sends the message that you are paying attention to directions, but also reminds the audience they are playing the role of the “student.” This reminder is particularly important when active-learning exercises are being used, as the faculty need to give typical student responses if the exercise is to work appropriately.

Do Some Research.

Once either you or the department you 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 course textbook, and talking with teaching assistants or faculty associated with the course will give you a much better understanding of what current students know and how to make complex material accessible to them. It will also give you insight into current classroom dynamics and management issues, topics that could easily arise during the job interview.

Cover the Appropriate Amount of Material—Less IS More.

An outstanding demonstration would engage the audience (encouraging responses, discussion among the students), relate the material being taught to students’ interests and experience, [and] not view covering any given amount material as the main goal.

Although it is common for science teachers to feel the need to cover large amounts of content, effective teaching does not sacrifice depth, problem solving, and critical thinking in the process ( Coil et al. , 2010 ). Studies have shown there is a limit to the amount of information a person can process and store ( Miller, 1956 ; Sweller, 1994 ). Realize, therefore, that your demonstration should only contain three to four major points that you present in a way that is accessible to students. Choose these well.

Engage Students in the Classroom.

One key to facilitating learning is to engage students in the learning process ( Bransford et al. , 2000 ; deWinstanley and Bjork, 2002 ). We identify below key aspects of how to engage students in a manner that enhances learning.

Connect with the Audience: Help Them Realize the Importance and Relevance of the Topic.

To capture the attention of your audience, relate the class material to something with which your audience is very familiar yet which provides some mystery or puzzle. Alluding to something in the recent or popular press is often quite effective in producing the “hook” that will encourage attention.

When considering material that could generate student interest, keep in mind that your class will contain a diversity of individuals. This diversity can cover ethnic, socioeconomic, religious, political, and gender differences. You want your teaching demonstration to engage but not offend any sector of this broad audience.

Use Slides and the Board to Promote Learning.

PowerPoint is a good start for some, but it isn't the whole talk and it isn't essential. What is essential is that they get their point across.

If you use slides in your teaching demonstration, each slide should help promote learning and display material so it is accessible to students. Your slides, therefore, should not be used as simply a way 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 help students learn material. In fact, work in cognitive science has shown that supplying students with an extensive set of class notes actually impedes rather than enhances learning ( deWinstanley and Bjork, 2002 ). Slides, instead, can be used to pose questions, query interpretations of graphs, and illustrate points with pictures and videos.

When incorporating graphs into your teaching demonstration, it is important that the graphs are large and readable and that all axes are labeled. Take time to orient the audience to the graph by asking the audience to explain what is depicted on each axis and to propose how the data were generated. Similarly, ask the audience to construct possible conclusions to be drawn from the data rather than just telling them your conclusions—interpretation of material is a key aspect of the student learning process ( deWinstanley and Bjork, 2002 ).

It is important that the candidate uses the board, or other technique that slows the pace for students and allows for more spontaneity than only following (a) PPT.

Use Questions to Promote Learning: “Ask, Don't Tell.”

Using questions to introduce an idea is an effective way to focus the audience's minds on the material that is coming. Your questions can be rhetorical or directed to elicit student discussion. In addition, it is important to verify that your audience is processing the information you are trying to convey. Job candidates will often stop periodically and ask whether there are any questions, which in a real classroom can be problematic, because students who are lost are usually reluctant to speak in front of the class. A more effective strategy is to ask a question that will diagnose whether the students actually understand the material. During your job interview, you could 1) pose a question, 2) have the audience members write down an answer and discuss their answers with their neighbors, and 3) ask the audience to share ideas. When responding to an audience member's idea, it is a good idea to try to use at least a portion of each answer to build the correct answer, while also politely correcting any errors.

Many job candidates feel uncomfortable asking questions and fielding audience responses, because they are afraid they might not be able to quickly process an answer or handle follow-up 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 you time to gather audience input to which you can add your own ideas. You do not have to know all the answers, but always acknowledge the value of a question, and tell the audience to research this out of class and bring their subsequent ideas to the next class.

Use Active-Learning Activities.

Outstanding teaching demonstrations are distinguished by effective use of active learning exercises, ability to accommodate a variety of learning styles, and, most importantly, ability to engage the class.

One time, a candidate had an impressive statement of teaching philosophy that talked about employing state-of-the-art pedagogies, and then failed to use any active learning in the teaching demonstration. I found this particularly frustrating because it suggested an inability to recognize what good teaching/learning is.

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.

Just as you practice your research talk in front of peers, present your teaching demonstration to colleagues, especially lecturers and other faculty whose primary focus is on teaching. Seasoned teachers have a wealth of experience and information that can ensure that your teaching session is organized in a way that is accessible to students, accurate, and effective at helping students learn. If possible, also practice your talk in front of students at your home institution. Students are quite honest and direct about what they think makes effective teaching and can give your teaching demonstration a true test run.

Candidates we have interviewed recently used standard, lecture-only teaching style and did not engage the audience except in brief, half-hearted, incompletely conceived question/discussion interludes.

This mistake is avoidable. Practicing active-learning strategies will give you an idea of the range of responses you can expect from the audience and help you plan how to react. It is also important to set aside enough time for each active-learning activity. Job candidates often cut short their learning activity with the missive “in a real class I would give the students more time but I am cutting it short today due to time.” Be cautious about saying this, because such a statement may indicate poor time-management or an inability to implement the activity.

CONCLUSIONS

The outstanding demonstration of teaching helps us understand how the individual connects with students.

So, among all the things you are doing to prepare for your future career, capitalize on your teaching assignments and mentorship opportunities in your laboratory. Each of these endeavors offers the opportunity to learn how to interact effectively with students. Understanding student concerns and how to help students learn could be the key 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 status, protocol no. 2012-04-07) was granted by the institutional review board at the University of Maine.

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Submitted: 14 September 2012 Revised: 18 November 2012 Accepted: 2 January 2013

© 2013 M. Smith et al. CBE—Life Sciences Education © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Articles / Leadership

Communicate Effectively with Your School Board

by MiddleWeb · Published 04/18/2018 · Updated 11/14/2019

By Barbara Blackburn, Robert Blackburn, and Ron Williamson

Communication is central to your role as an advocate. If you can’t communicate effectively, your message will never be heard. Of particular importance is the ability of school and teacher leaders to communicate with the school board to advocate for an issue.

Nine Principles of Effective Communication

Conciseness and consistency matter Open with your key point Match to your agenda Make it coherent Understand your audience Name your objective/desired action Courtesy rules Ask questions Tell a story

► Conciseness and consistency matter

It’s important to have a concise message. Oftentimes your listeners are busy, and they do not have a tremendous amount of time to give you. If you take too much time, they will either move on or tune out. Additionally, be consistent in your message. If you send unclear messages that are not consistent, you will confuse your audience.

► Open with your key point

We live in a busy world and your audience will be busy. Start your verbal or written message with your key point. When you are advocating an issue, begin with the most important thing you have to say. This way, if your listener does interrupt you, you will still have communicated your main point.

► Match to your agenda

Next, be sure your message matches your agenda. You may be thinking this is common sense, but you might be surprised how often this does not occur. For example, we heard one principal discuss safety. Her goal was to convince the Superintendent and Cabinet to improve lighting in the parking lot and around the exterior of the building. She created a one page fact sheet, but she never stated that as her goal. Instead, she simply shared information about the importance of school safety without focusing on her agenda. The decision-makers were left with information, but without a clear idea of what the principal wanted.

► Make it coherent

Similarly, you want to have a coherent message. If you stray off topic, you will lose your audience. Unfortunately, it’s too easy to do this. A lack of focus can undermine your advocacy efforts.

► Understand your audience

As you craft your message, you’ll want to understand your audience. As you interact with different stakeholders, you will find that each person has different needs, goals, and prior experiences related to your agenda. Once you discover where they are coming from, you can tailor your message to them, and your chances of being effective are improved.

► Name your objective/desired action

As you are delivering your message, be sure to ask for help with your objective, or ask for a specific action. If we only present material, the stakeholder is left with information but no idea what they’re being asked to do. That’s nice, but what do you want them to do with that information? Notice in the example below that the teachers were very clear on the action they wanted the school board t o take.

► Courtesy rules

As you communicate with stakeholders and influencers, courtesy should be at the forefront. We don’t always see courtesy used in the advocacy process, but if you want to accomplish your goals, you will make more progress if you are considerate. This includes our words, but also our non-verbal communication.

► Ask questions

Another important concept is to ask questions while you are delivering your message. People are more responsive when you talk with them, not at them. Part of effectively asking questions is listening. You should listen just as much as you talk. Asking questions is one way to have a conversation, rather than simply stating information. The use of open-ended inquiry questions promotes dialogue.

► Tell a story

Finally, as you are sharing information, tell a story that supports your ideas. Stories are personal, and people remember stories longer than they remember facts. If possible, you want to tell a first-hand account of a story, something that you experienced. However, secondhand stories can also be effective. Perhaps you can explain a personal experience someone else shared with you, such as how this issue will impact a child in your school. The point is stories are effective, particularly if they tug at the heartstrings.

A Board Presentation That Delivers

Let’s look at a sample presentation for a school board by a district-wide teacher leadership team advocating to school board to provide early release time for collaboration and planning (given 5 minutes on the agenda).

As you know, in our continued efforts to improve student achievement, we have recently focused on increasing our use of evidence-based teaching strategies, identified by John Hattie.

Although we are making progress, we find that teachers need concentrated time to work together. We are asking that, for the next school year, the district consider building four early release days into the calendars. Students would be dismissed after lunch, which would allow teachers to have 2-3 hours of collaboration.

Based on a survey of teachers and interviews with school administrators, we have identified three specific tasks that would occur during the early-release planning time. These are listed in your handout (specific examples provided by teachers in presentation). Each school has also used surveys, focus groups, and interviews to gather parents’ perspectives on the plan.

As you can see from the survey results, 73% of parents support the early release time as long as they are given ample notice of the dates and that we communicate how teachers are working together to improve student learning.

The biggest concern of parents is the need for a plan in case a parent cannot pick their child up early. The principals agreed they would use teacher assistants and other personnel to provide supervision and activities during the time if parents are unable to pick up their children.

We ask that you consider our request. Thank you for your time.

Specific Tips for Communicating with Your School Board

In addition to effective communication, there are specific strategies to communicate with your school board.

♦  Identify a parent or community spokesperson to help deliver your message to the board.

♦  Frame the importance of your issue in your opening statement. Link it to board goals and how students will be successful once they leave your school.

♦  Share examples of your work to illustrate the impact. It can be very helpful to highlight the effect of greater rigor on one or more students.

♦  Give recognition to the individuals who have contributed to your success. It is a time for you to be modest and allow others to be recognized.

♦  Conclude your presentation by aligning your vision with the board’s vision for the district.

When communicating with your school board to advocate for an issue, it’s important to clearly frame your message. You’ll also want to use a variety of strategies during the presentation, such as asking other stakeholders to participate in the presentation.

__________________________________________________

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Prepare for a teaching interview lesson

The interview lesson is an opportunity to demonstrate your teaching ability so it’s important to be prepared. We’ve spoken to experienced teachers to get their top tips for success.

1. Plan your lesson

Once you know the topic for your interview lesson, ask your mentor or colleagues for advice. Don’t make your lesson too complex, and you can use ideas and activities from textbooks or other sources. You’ll need to know about the class, specifically if there are any pupils with special educational needs and disabilities (SEND). If the school hasn’t provided this, ask!

Plan your presentation and any worksheets or resources you want to bring. You should check with the school what software and equipment they have. Most schools won’t let you use a USB stick, so agree in advance how you’ll send it to them.

2. Create a clear presentation

Make sure your presentation uses contrasting colours, an easy-to-read font, and ensure any instructions are clear and broken down into small steps. Try not to overload your slides with text: having lots of relevant images can make your presentation more engaging for pupils. It’s a good idea to plan differentiated activities or consider how you can support pupils of all abilities to achieve the learning objective.

3. Be mindful of time

To save time in the lesson, you could create resources that include the goals for the lesson and any activities. This means pupils will not waste time writing down the date, title, and lesson objective. You can also ask pupils to hand out the resources while you speak to the class. Pay attention to timings on the day, and don’t be afraid to divert from your lesson plan if it’s not working.

4. Be prepared on the day

On the day of the interview lesson, take three copies of your lesson plan, resources, and presentation to give to the observers. You should also bring spare equipment such as board pens and a board eraser. To make things more comfortable, ask for and use pupils’ names.

5. Stay positive

Ultimately, feel good about yourself and try and relax. You won’t be able to plan for every eventuality, but the panel wants to see how you cope in a classroom and how you adapt to changing situations.

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Know the Right Questions to Ask the Interview Panel in a Teacher Interview

Knowing the right questions to ask the interview panel committee in a teacher or any other education interview is imperative to landing a job offer.

Your teacher interview isn’t just an opportunity for you to show the interview panel how much you know about teaching. It’s an opportunity to impress the interviewers with real examples from your work experience relevant to the position available.

Asking the interview panel intelligent and genuine questions can determine if the job situation suits you. It also shows your interest in the job and will develop a positive rapport with the interviewers.

If you feel comfortable and the interviewers seem friendly, you may ask questions at appropriate times throughout the conversation. If you don’t ask questions during the interview, you should have a chance at the end of the meeting. Take advantage of the opportunity to ask questions when given to you to have a successful teaching interview .

How to Determine the Right Questions to Ask

First, only ask questions you can’t find an answer to after thoroughly researching the school district. For instance, information about the school’s student population can easily be found on the school website.

Consider carefully what questions you would like answered, make them genuine, and realize it is always advantageous to a couple of questions. Don’t try to dominate the meeting with your questions.

Practice asking questions you created in front of a mirror the day before the meeting. Write your questions down and bring them to the interview to remind you what questions you want.

During the teaching interview, pay attention to the conversation. You don’t want to ask the interviewers something already discussed. As well, if your questions are structured correctly, you will provide yourself with a further opportunity to sell yourself, for example: “I am very interested in team sports, what extracurricular activities are available for teachers to participate in?”.

This will show the interviewers that you are a team player with the skills and ambition to participate in extracurricular activities. Furthermore, it communicates that you will put extra effort (hours) into your position.

Potential Questions to Ask the Job Interview Panel

• I have always had enormous success in getting parents involved in the classroom. How active are families in your school community?
• Do teachers work in teams? If so, how does this work?
• I consider myself a lifelong learner. What professional development opportunities do you offer?
• Is there a mentor-teacher program available?
• Will the school be implementing any new programs this year? Or are there current programs that require further development?
• I have broad experience in integrating technology into the classroom . What kind of tools or resources does the school have available?

There are other questions you can ask in an interview . I would recommend choosing about three questions you really would like answered. Once again, avoid overwhelming the interviewers with too many questions.

In my experience as an interview coach, clients who proactively prepare for the job interview land the perfect education job quicker.

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