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16. Campus Interviews
- University of Pennsylvania Press
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Chapter 16 Campus Interviews Challenges of the Campus Visit By the time a department invites three to five candidates for a visit, it has determined that all are in some sense competent. During the interview the search committee tries to assess such intangibles as ‘‘potential,’’ ‘‘fit,’’ and ‘‘tenurability.’’ On campus, it is as important to be prepared to be convincing and concise as it is at a conference. In addition, the abilities to respond flexibly to the requirements of unpredictable situations, to talk comfortably with others in informal, unstructured meetings, and to convey interest in the institution to which you’re applying will help you land the job. As institutions increasingly view tenure-track hires as major financial investments, campus visits for these positions have become quite long, sometimes extending to three days. While the minimum requirements of a campus interview are usually a presentation to faculty and interviews with several faculty members, a visit might also involve teaching at least one class, one to several group faculty interviews, meetings with graduate and undergraduate students, several individual meetings, meals, a reception, and entertainment. You may meet individuals ranging from a dean to a junior representing the departmental majors’ club, from genuinely stimulating potential colleagues to the curmudgeon who makes it his or her business to ask all speakers to relate their presentations to his or her own field of thirty-yearold research. Flexibility and a sense of humor will serve you well. Be prepared for potentially problematic aspects of the visit. The Presentation and Its Question Session The importance of an excellent seminar, also called a job talk, can hardly be overemphasized. An outstanding seminar can make up for many other shortcomings, but a poor seminar is seldom forgiven. The seminar is used as an opportunity to assess a candidate’s research; how he or she handles Campus Interviews 195 questions and thinks on his or her feet; how he or she performs in the classroom; and even whether he or she has a sense of humor and a stage presence that suggest he or she will be successful at conferences, in the classroom, and in other professional forums. Pay particular attention to giving the context and motivation for your research. Within the first five minutes you should convince your audience that your work is important. It is important that you speak enthusiastically about your work. Some job candidates find it helpful to think of their work as an engaging narrative that will draw the audience in. During the talk, try to establish eye contact with everyone present. Avoid speaking in a monotone as it will both put people to sleep and communicate your own boredom with your research. Instead, use your voice to highlight the most exciting aspects of your project . If some members of the audience seem uninterested or even fall asleep, don’t let that bother you. If you are using slides, don’t rush through them. (For further suggestions on slide presentation, see Chapter Six, Conference Presentations and Networking.) Make sure that your presentation has a clear and marked ending. You’ll want to have a strong conclusion so that your audience will know that you’re finished and will leave with a clear picture of your research. In the question period following a presentation, the department chair may field the questions or the candidate may have to do it. You may receive questions that leave you at a loss, point to a weakness in your work, or are challenging to the point of hostility. Stay calm and don’t let yourself be put on the defensive. Be confident enough to admit that you don’t know something. Respond to even unreasonable questions reasonably. Be prepared to venture reasonable hypotheses. Practice in advance how you might respond to even the most off-the-wall questions about your presentation . Know that, in some cases, how you respond during the question and answer session is as important as the talk itself. Your potential colleagues want to see how well you can think on your feet. The Teaching Demonstration In many cases you will be asked either to teach an actual class or to give a teaching demonstration. This is particularly common at teaching-focused institutions, but certainly not limited to them. When the interview is scheduled , find out who will be part of the teaching demonstration. If it will be students in an actual class, find out what they have been studying. If it will be a...