【 在 positiveforc (positive) 的大作中提到: 】 后记： 我的故事就讲完了。总结一下，英国投10次，中8次面试，包含6次onsite，2次skype代 替onsite, onsite成功率＝0%。 美国投了40多次，中两次onsite，拿到两个offer，: onsite成功率＝100%。当然样本大小差距较大，也许不好下结论。但是我明显觉得英国 不适合我，我在英国不得其门而入，但是英国像一把铁锤，不断的锤炼我，最终让我强 大起来的是英国，我对每一个邀请我面试的学校都满心感激。澳门大学更不用说，是我 的第一次onsite，那里的老师有水平非常高的人，不能小看，我从澳门大学的SCC就偷 学了不少东西。如何职业化的说话、如何让人听你的话感觉舒服，等等。我还记得澳门 大学的SCC在告别的时候说的：DR. XX. I will see you when I see you. 这些话太职 业化了，对他的语言交流水平，我心向往之。我最终在美国拿到offer，我想和我的博 ...................
【 在 positiveforc (positive) 的大作中提到: 】 后记： 我的故事就讲完了。总结一下，英国投10次，中8次面试，包含6次onsite，2次skype代 替onsite, onsite成功率＝0%。 美国投了40多次，中两次onsite，拿到两个offer，: onsite成功率＝100%。当然样本大小差距较大，也许不好下结论。但是我明显觉得英国 不适合我，我在英国不得其门而入，但是英国像一把铁锤，不断的锤炼我，最终让我强 大起来的是英国，我对每一个邀请我面试的学校都满心感激。澳门大学更不用说，是我 的第一次onsite，那里的老师有水平非常高的人，不能小看，我从澳门大学的SCC就偷 学了不少东西。如何职业化的说话、如何让人听你的话感觉舒服，等等。我还记得澳门 大学的SCC在告别的时候说的：DR. XX. I will see you when I see you. 这些话太职 业化了，对他的语言交流水平，我心向往之。我最终在美国拿到offer，我想和我的博 ...................
【 在 positiveforc (positive) 的大作中提到: 】 后记： 我的故事就讲完了。总结一下，英国投10次，中8次面试，包含6次onsite，2次skype代 替onsite, onsite成功率＝0%。 美国投了40多次，中两次onsite，拿到两个offer，: onsite成功率＝100%。当然样本大小差距较大，也许不好下结论。但是我明显觉得英国 不适合我，我在英国不得其门而入，但是英国像一把铁锤，不断的锤炼我，最终让我强 大起来的是英国，我对每一个邀请我面试的学校都满心感激。澳门大学更不用说，是我 的第一次onsite，那里的老师有水平非常高的人，不能小看，我从澳门大学的SCC就偷 学了不少东西。如何职业化的说话、如何让人听你的话感觉舒服，等等。我还记得澳门 大学的SCC在告别的时候说的：DR. XX. I will see you when I see you. 这些话太职 业化了，对他的语言交流水平，我心向往之。我最终在美国拿到offer，我想和我的博 ...................
【 在 positiveforc (positive) 的大作中提到: 】 后记： 我的故事就讲完了。总结一下，英国投10次，中8次面试，包含6次onsite，2次skype代 替onsite, onsite成功率＝0%。 美国投了40多次，中两次onsite，拿到两个offer，: onsite成功率＝100%。当然样本大小差距较大，也许不好下结论。但是我明显觉得英国 不适合我，我在英国不得其门而入，但是英国像一把铁锤，不断的锤炼我，最终让我强 大起来的是英国，我对每一个邀请我面试的学校都满心感激。澳门大学更不用说，是我 的第一次onsite，那里的老师有水平非常高的人，不能小看，我从澳门大学的SCC就偷 学了不少东西。如何职业化的说话、如何让人听你的话感觉舒服，等等。我还记得澳门 大学的SCC在告别的时候说的：DR. XX. I will see you when I see you. 这些话太职 业化了，对他的语言交流水平，我心向往之。我最终在美国拿到offer，我想和我的博 ...................
将你要表达的意思和听众的生活结合，帮助听众更好的理解你。比如面试的时候，经常有人问我：Where are you from in China？ 我来自四川，但是我知道如果我说: I am from Sichuan，等于废话一句，根本没有人理解你。我从来都这么说： When you go to a Chinese restaurant, you may often find a section for Sichuan food in the menu. That is where I am from. 这个时候，老外几乎都是100%的立刻理解，一般说“哦哦哦，that is famous for spicy food. “ 如果喜欢spicy food的人会和你继续聊很多，不喜欢的也立刻明白了，这就是一个有效的交流。
1. What made you apply for this position? Why do you want to work here? Everyone has strengths and weaknesses as employees. What are your strong points for this job? What special aspects of your education or training have prepared you for this job?
First, I am particularly interested in the School of xxxx because of its commitment to examining xxxx. I am doing my own work on xxxx.
Second, I see interesting intersections with my work and the current faculty in the School, such as xxxxxx.
Third, I am looking forward to working with your xxxx Research Center, which is interested in the same issues that I have in my work on xxxxx. I can also develop collaborative research projects across the University on xxxx with the Department of xxxx
Fourth, I look forward to teaching your courses xxxxx
2. Tell me about yourself.
这个你最好能几句话就说完，保证谁都能懂，而且和你去的那个大学有关系，一句话：站在学校的角度思考问题。比如，I am a speech pathologist who can design new tools to detect hearing impairment in children at the youngest age. I am a mature scholar who can build a top-tier research program on xxxx and who can build a strong interdisciplinary research program both within the School and across the University with xxx. I am the one who can contribute to the University goal of becoming a top 1% research university in the world. .
4. How to Engage Undergraduates in Research? 这种问题可以扳着手指，以自信、斩钉截铁的语气，一个一个数给他们听。不需要说成句的话。
- Identify Learning Objectives. - Choose the Form and Intensity of the Undergraduate Research Experience. - Set Expectations-Yours and Theirs. - Provide the Right Support. - Assess the Experience. - Further the Experience.
5. How would you manage this and still stay productive in research and writing?
- Writing every day. - A small army of research assistants. - Working in parallel on several projects at the time. - Submit, submit, submit. - Create the best office environment to work. - Be organized and disciplined. - Don’t get discouraged and keep going.
Teaching and mentoring
6. How will you mentor graduate students?
- take an interest in developing another person’s career and well-being - have an interpersonal as well as a professional relationship with those whom they mentor. - advance the person’s academic and professional goals in directions most desired by the individual. - tailor mentoring styles and content to the individual, including adjustments due to differences in culture, ethnicity, gender and so on.
7. How will you mentor undergraduate students?
- Establish clear expectations - Make the steps of the research process explicit - Teach students resilience - Incorporate routine checks for understanding - Foster increasing independence - Address professional development
8. How does your research contribute to your teaching?
Research results instil fresh material in the classroom. The field of xxx, especially xxxx is still in its infancy. With the rise of new content, students strive for concrete examples and applications of concepts to the world that they know which is different from the world we knew when we were students. New research results represent prevailing theories, the outcome of our cumulative understanding, and the application of concepts to the most relevant problem domains or our time. I find that there is no better way to keep my course material current than to peruse the latest research and update the material so that it reflects current understanding.
Our understanding continues to evolve as new research results emerge. Students aim will be more poised to make important contributions in practice if they are well-versed in current development. Certainly, there is a balance between educating our students on the big picture and “timeless” concepts, but I find that students are often quite grateful for having some exposure to the concepts and problems that the education sector in the real world is thinking about today. Instilling course material with fresh research results is one important way that instructors can help this process.
9. How does your teaching contribute to your research?
First, to create new knowledge, we must first master the existing body of knowledge. I find that teaching a subject is perhaps one of the most efficient ways to become embedded in a subject matter, since the process of explaining concepts to students leaves no room for “cutting corners” in my own understanding. The process of building understanding in a particular area allows us to develop a deep understanding the paradigms and theories that currently exist, and how those paradigms and the existing knowledge base might be extended.
Second, teaching Ph.D. students about a particular subject matter is also a way to bootstrap research, by helping our students get to the frontier of knowledge more quickly than they otherwise would; I sometimes teach seminars on cutting-edge topics simply because I find the process to be an efficient way of helping students quickly ramp up on a topic where I would like to see more research happening.
Third, in the process of explaining an existing phenomenon, you might discover that existing explanations or theories don’t actually suffice. As instructors, when we attempt to explain various facts or situations to students, we sometimes find that we can’t explain why things are a certain way, thus exposing needs to develop new technologies, theories, and paradigms.
Fourth, teaching encourages us to think about the big picture, and what “ really matters” about a particular research contribution. As an instructor, I strive to think about the big picture, and why a student should care about a particular research result, theory, or concept five or ten years down the road, long after they have left our classroom and received their degree. It also forces us as researchers to step back and think about why the problems we are working on have broad impact and why they matter to society at large. Explaining to a classroom of students why a particular result matters is perhaps one of the most useful exercises for distilling a research contribution to its essence.
10. What is your definition of a ‘good’ teacher? How do you define good teaching? What do you think are the most important attributes of a good instructor?
- Encourage contact between students and faculty; - Develop cooperation among students; - Encourage active learning; - Give prompt feedback; - Building a strong connection between knowledge and practice - Communicate high expectations; and, - Respect diverse talents and ways of learning.
The reality is that effective teaching goes much beyond developing subject matter expertise. From my experiences in higher education, great teachers share two common characteristics: an extraordinary sense of humility; and, a strong commitment to continual improvement, based upon a fundamental motivation to inspire student success.
11. How to encourage students to learn?
- Creating a supportive and positive environment - Make a positive impression - Give assignments that let students think outside the box. - Ask the students to share their opinions. - Encourage lively class discussion. - Show the students how your subject matter impacts the world. - Encourage group work. - Give helpful feedback.
12. How do you adjust your style to the less-motivated or under-prepared student? How do you engage students, particularly in a course of non-majors?
- Be enthusiastic. - Begin building connections with your students. Let your students know that you care about them as individuals and as learners. - Set a positive tone that focuses on student success. - Determine students’ goals and objectives while discussing your goals and objectives. Let students know how your course can fit in with their personal or career goals and objectives. - Explore students’ fears and apprehensions. You may want to invite a panel of former students to answer student questions about the course. If you leave the room, students will feel less anxious about discussing whatever is on their minds. - Communicate what students can expect of you and what you expect of them. - Help students understand the amount of work that goes into being successful. - Provide many opportunities for success.
13. Tell us how you would teach our big survey course.
I believe large classes can be a powerful and effective learning environment. I would look forward to using new technological innovations to maximize the opportunities for student discussion and participation.
- Treat your large class like it is a small class. - Integrate problems into the class and get students to figure them out. I start each of my lectures with a problem. The problem is related to the concepts being discussed that day in class. I get students to respond to the problem and suggest how to solve it. More than half of the class participates. Such a focused exercise gets them to apply their knowledge and experiences while keeping them connected with the purpose of the lecture. - Change your teaching approach every 15 minutes. - Using small groups is a great way to get students involved with their own learning. It allows a safe place where students can work through their ideas with their peers before sharing their ideas in a large class. - Incorporating technology (e.g. clickers, smart phones, web-based course management software) can make active learning in large classrooms more manageable.
14. Ways to Check for Student Understanding
- Avoid Yes/No questions. - Ask students to reflect. During the last five minutes of class ask students to reflect on the lesson and write down what they’ve learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. - Use quizzes. Give a short quiz at the end of class to check for comprehension. - Ask students to summarize. Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise. - Think-pair-share. Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class. - Peer instruction. Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she’s learned. If she can do that successfully, it’s clear she understood your lesson.
Leadership
15. What approach do you take to get your people to accept your ideas or department goals? In your present job what approach do you take to get your people together to establish a common approach to a problem?
When trying to influence people, I usually try to put myself in their position and think about their perspective. I'm then able to present thoughts to them in a way more likely to end in success. I help them understand that they are also part of my idea. This will enable them to be more receptive and I will also be receptive if they improve on that idea. This will get improved ideas to come.
16. Tell us about a conflict you had with a colleague and how you have handled it? Can you describe how you go about solving a problem? Please give us some examples. What is the biggest conflict you have ever been involved in at work? How did you handle the situation? What was the last major problem that you were confronted with? What action did you take on it?
Several years ago, I was creating a grant proposal as a principal investigator. We were on a very tight deadline because we had to have the proposal ready for submission in time. I am in charge of the submission of proposal on time and I was working with colleagues from XXX, XXX, and XXX. The co-PI, who was assigned to writing the section on neural plasticity and learning, was very talented, but unfortunately missed a deadline that I assigned. When I approached him about it, he blew up at me. I was taken aback by his response, but I remained calm. I acknowledged that the deadlines were tight and explained again the reasoning and the importance of having the proposal ready for submission. He relaxed a little when he saw that I wasn’t attacking him. He told me about all of his other competing projects and how overwhelmed he was. I asked him if there was any way that I could help him come up with a solution. Eventually, we agreed that it would help if me and other co-PIs had a better understanding of how important and time-consuming this section could be. We eventually ended up assigning some of his other projects to other colleagues, which took some of the pressure off of him. We successfully completed the submission of the proposal in time and we were eventually awarded the grant.
17. What do you do when students challenge you or have conflicts with each other about controversial issues in class?
Identifying a clear purpose - Connecting the topic with course material, including fundamental concepts and strategies for analysis and thoughtful reflection Establishing ground rules or guidelines - Listen respectfully, without interrupting. - Listen actively and with an ear to understanding others' views. - Criticize ideas, not individuals. - Commit to learning, not debating. Comment in order to share information, not to persuade. Avoid blame, speculation, and inflammatory language. - Allow everyone the chance to speak. - Avoid assumptions about any member of the class or generalizations about social groups. Providing a common basis for understanding Being an active facilitator Summarizing discussion and gathering student feedback
18. Leadership style
I am a democratic leader. The democratic leadership style means facilitating the conversation, encouraging people to share their ideas, and then synthesizing all the available information into the best possible decision. I am able to communicate that decision back to the group to bring unity the plan is chosen. I treat my staff as adults and I trust them to make good decisions. I try to provide people with as much information as possible about what’s happening. This empowers them to shine under both guidance and context by giving them a wide latitude for decision making. My goal is that between the time a person starts working with me and when they finish, I want them to feel their career has progressed.
19. You’re a team leader. What would you do if the work of one of your subordinate team members was not up to expectations?
As a team leader, it’s my responsibility to keep the team moving forward and progressing through our tasks. If I have a member who is not living up to expectations, I would first try to investigate why the individual is having a problem and whether it is something I can help solve.
The first step is to determine if the problem is personal or professional. If it’s professional, then it’s my job as the leader to try to help the individual get the assistance they need to bring them up to the level the rest of the team is delivering at and expecting.
If it’s a personal problem, I would keep an eye on that person and make sure that it doesn’t continue to affect the professional work they’re doing. If it is a situation which requires time away and the University can afford to let them go for a while, I would encourage them to deal with the problem and then come back ready to rejoin the team.
If it’s a situation where they need to take more time than the University can allow, I would try to suggest that the individual solve the problem on their own in such a way that it doesn’t continue to affect the rest of the team.
20. What things do you look for in an organization? Tell us about your preferred work environment. What do you value in yourself as a colleague/in other colleagues?”
I look for professional environment of learning and opportunities to utilize my skills to do meaningful and interesting research on xxxx, to work with a very excellent faculty team on science and practice, to cultivate the next generations of scientists and teachers. I look for professional environment where my talent, efforts, and achievements will be appreciate, where I can develop a world renown program on xxx, and where I can help the University of enhance its research profile.
21. Describe your ideal job.
My dream job would include all of the responsibilities and duties in this position you're trying to fill. I also thrive in an academic rigorous and ambitious environment where I can develop a top-tier research program on xxxx.
22. Do you prefer working alone or in groups?
I prefer working in groups while I am also capable of working independently. I take a multidisciplinary approach to XXX. I have built a global collaborative network by actively working with researchers in the USA, China, Australia, and Singapore.
23. What kind of people do you find it most difficult to work with? Why?
On a personal level, I enjoy all types of people. On a professional level, I have respect for all individuals that work hard and maintain a professional work environment. Provided both of those are met, I will always get along with my colleagues without any personal disagreement.
24. What are some things you would like to avoid in a job? Why?
There are so many things I would like to avoid doing. I would like to avoid making my students bored of my research; avoid doing only the mediocre research; avoid disappointing my university with a less than top-tier academic performance; avoid having differences with my director and colleagues caused by poor or vague communication.
25. You’ve been assigned a major project and are halfway through when you realize that you’ve made a mistake that requires you to go back to the beginning to fix it. How do you handle that while still trying to make your deadline?
The first thing I would do is stop whatever I am doing on the project and really investigate the mistake. Is it small enough that I can correct it without losing time? If so, I make sure that I rectify the situation immediately and move forward.
If it’s a mistake that requires a full reworking of the problem and the solution is going to force me to come close or even miss my deadline, I would make sure to immediately inform my supervisors and let them know what is going on. Ideally it would be a situation where I could adjust my work accordingly and, if needed, put in the extra time to make the deadline without compromising the rest of the project.
If the mistake is a result of my work, as painful as it might be, I have to come clean. If nothing else, it can provide a learning opportunity for any other people I might be working with who are in similar situations or dealing with similar scenarios.
26. You’re working on a project with a tight deadline but you find that you’re unable to complete your section because your coworkers and your supervisor are unavailable to answer a few key questions. How do you deal with the situation?
The first thing I would do is sit back for a moment and assess the situation. I would look at the project overall and see if there was a way for me to perhaps redirect my focus onto other areas I could work on by myself without their assistance. If that isn’t a possibility, then I would make sure to exhaust every avenue I have at my disposal to try to get in contact with them.
I actually ran into a similar situation on a project a few years ago where I needed to get some specific answers to a problem before I was able to move forward to the next step. Unfortunately my co-worker who had the answers was in an area where I was unable to reach him in time. I managed to continue working on sections that didn’t require his input and by the time I was done with those, he was back in range and able to answer my questions.
Not only did we make our deadline, but by getting the other sections done first, we were able to focus all our attention on the final segment and really bring it together in a way that exceeded our clients expectations. It was a real win! Staying calm and focused and making sure I was doing everything within my power to make the project a success gave me the ability to figure out how to work around the situation successfully.
27. What do you think are the most important characteristics and abilities a person must possess to become a successful? How do you rate yourself in these areas?
To become successful, I believe the most important thing is to set long term goals, and with full grit and determination, letting nothing sway you away from these goals, work sincerely and honestly towards these goals. Also, I believe that fortune favors the brave ,and nothing can stop u from getting successful if u are brave.
28. What motivates you to go the extra mile on a project or job?
Fortunately, I am highly self-motivated and do not require a great deal of external motivation on projects and jobs. I have an extremely strong work ethic, and I am not really capable of doing anything less than going the extra mile. I enjoy the satisfaction of completing a project that goes above and beyond expectations. Sure, I like to be praised for my work as much as the next person does, but the real reward comes in seeing an outstanding finished project, knowing my role in accomplishing the project, and realizing that I put more than my best effort into it.
29. What are some of the problems you encounter in doing your job? Which one frustrates you the most? What do you usually do about it? What will you do if something goes wrong? What happens if your hypothesis is wrong? Your experiments fail? You can't get access to the archive you need? Your grant is unsuccessful?
- adjust my goals. Successful people are not going to give up that easily. If X went wrong, it does not affect Y which is the hallmark of their success. They are adaptable and determined to go on. That means having a plan B ready so that the phoenix will rise from the ashes. - realistic optimists. Research suggests that the realistic optimist is more likely to be successful. In addition, they are grateful for what they have achieved and will concentrate on their successes. - Learn from my failure. - know that failure is a prelude to success - ask for advice - be persistent and courageous
30. How would you contribute to the administration of the department?
I look forward to having the opportunity to fully contributing to the life of the department. I have a special interest in the recruiting and assisting international students. I had some experience in this role at my last institution and realized that I have the skills necessary to do it well and actually implemented changes to their policy on x. However, I realize the need for flexibility here and would happily take on the challenge of any administration role that would suit my level of expertise.
31. When you have been told, or discovered for yourself, a problem in your job performance, what have you typically done? Can you give me an example?
I realized my first year that my writing was not up to standard. I struggled not only in my core courses, but in other courses that required writing papers. I used the university’s writing lab as much as possible, but toward the end of that first year, I knew I needed to do more to overcome my deficiencies. My solution was taking two additional writing courses over the summer to truly grasp the fundamentals of writing, but then to also take my writing to the next level. Some of my proudest moments later in college have been when professors have noted on my papers that they were impressed with my writing abilities.
32. What are your standards of success in your job?
My standards of success begins with following what I know I am capable of doing setting my goal that is attainable and not letting anyone or anything stand in the way of me achieving the very best that I can be. Learning to put all of my time, dedication and efforts into my success pays off by the rewards that I will receive in the end.
33. How to deal with diversity?
As a minority working in the United States and Australia, I am highly experienced in working with people from different countries. My experiences with diversity have well prepared me for elevating diversity in my research and teaching at the University of XXX.
- I will recruit and train students and postdocs from minority groups. - I will apply funding to support the recruitment of minority graduate students in my area. - I will provide mentoring workshops for both female and minority students to encourage them in academic careers. - I also propose to collaborate with faculty and students at under- represented institutions and to pursue internal and external funding to support this type of collaboration.
【 在 positiveforc (positive) 的大作中提到: 】 至于面试我准备的50多个问题。我的想法是一定要站在学校的角度思考问题。很多问题 太个性化，并不适用于大家。我把能分享的答案分享，很多也是在网上找的答案。 1. What made you apply for this position? Why do you want to work here? Everyone has strengths and weaknesses as employees. What are your strong points for this job? What special aspects of your education or training have prepared you for this job? 这些问题，我觉得可以从四个方面回答，宗旨就是一个，你需要什么，我就能提供什么 。所以每一点都是这么回答，说清楚你要的是什么，我做的是什么。自然表达出 match ...................
【 在 positiveforc (positive) 的大作中提到: 】 至于面试我准备的50多个问题。我的想法是一定要站在学校的角度思考问题。很多问题 太个性化，并不适用于大家。我把能分享的答案分享，很多也是在网上找的答案。 1. What made you apply for this position? Why do you want to work here? Everyone has strengths and weaknesses as employees. What are your strong points for this job? What special aspects of your education or training have prepared you for this job? 这些问题，我觉得可以从四个方面回答，宗旨就是一个，你需要什么，我就能提供什么 。所以每一点都是这么回答，说清楚你要的是什么，我做的是什么。自然表达出 match ...................
请问presentation应该注意什么？ job talk and chalk talk都应该注意什么？
【 在 positiveforc (positive) 的大作中提到: 】 至于面试我准备的50多个问题。我的想法是一定要站在学校的角度思考问题。很多问题 太个性化，并不适用于大家。我把能分享的答案分享，很多也是在网上找的答案。 1. What made you apply for this position? Why do you want to work here? Everyone has strengths and weaknesses as employees. What are your strong points for this job? What special aspects of your education or training have prepared you for this job? 这些问题，我觉得可以从四个方面回答，宗旨就是一个，你需要什么，我就能提供什么 。所以每一点都是这么回答，说清楚你要的是什么，我做的是什么。自然表达出 match ...................
【 在 positiveforc (positive) 的大作中提到: 】 至于面试我准备的50多个问题。我的想法是一定要站在学校的角度思考问题。很多问题 太个性化，并不适用于大家。我把能分享的答案分享，很多也是在网上找的答案。 1. What made you apply for this position? Why do you want to work here? Everyone has strengths and weaknesses as employees. What are your strong points for this job? What special aspects of your education or training have prepared you for this job? 这些问题，我觉得可以从四个方面回答，宗旨就是一个，你需要什么，我就能提供什么 。所以每一点都是这么回答，说清楚你要的是什么，我做的是什么。自然表达出 match ...................
写得太好了
同为认知心理背景对本专业找教职的艰难程度有很深的认识，当年我坚持了一年多之后还是希望渺茫所以决定转行，虽然这个决定从career path角度来说完全正确，但是心
中还是有那么一点点遗憾的。很佩服楼主坚持了这么久的毅力，决心以及心态，这会是一段很有价值的人生经历。
你说的那种英国的程序化的面试，我几年前也经历过一次（warwick的）。当时好多
candidate被圈到一起吃晚饭，感觉很别扭。并且发现里面好多中小牛人，都已经是AP
了还去拼。最后我从网上看到她们招去了一个那天的candidate，并且把那个人提成了
associate professor。但是很快一年后那个老师就又条去了英国其他的学校。
我那次面试完了对那个学校感觉就很不好，幸好现在不再英国了。
恭喜恭喜
Oxbride里面厉害的欧陆外籍教授都跳回本国拿高工资去呢，现在大学科研教学都老评
估，教学也不能轻视的；美国的体制可能美国呆过的会更熟吧，不过很奇怪怎么会有教授提前联系你，这个不会影响系里和你的negotiation么？
文学水平很高！！！
年的沉淀是不可能接的那么好！
恭喜！赞！
感觉楼主无论去哪工作，都是那的福分！
按捺不住想说，楼主这么优秀，真的不适合国内发展吗 感觉现在国内真正需要这样有
真本事的人 也许回国可能发展更大吧
也许国内太看纯文章了，数文章为主，楼主这种的软实力也许一下子体现不出来
要是面试都能做到像lz准备的这样充分，还愁拿不到offer吗？不过lz这些准备，有些
是可以短时间内学习的，有些是多年的积累。lz的语言能力，对美国文化的把握，对人的察言观色，这些都不知道是多少年的经营和积累的结果。这点太难学了，但是至少可以像lz一样，把面试当中可能遇到的问题，多多演练，烂熟于胸。lz的有一些做法可能有争议，但是给我的启示还是很深刻的，毛主席说，不打无准备之仗，谢谢lz分享！
1）如何2、3年之内四处骑驴找马，而又能让现在的老板能不立即解雇你？
2）如此之多的面试和onsites，也许多个offers，怎么能挺到自己满意的那个offer呢？
比如：英国如果有offer，怎么能知道就一定可以拒绝那个offer呢？
佩服LZ的心性，祝愿工作顺利！
是平时的研究做得扎实，要没有平时的积累，在Georgia哪里可能即兴对一首歌给出那
么详尽的诠释。
对高妹的回复有不同意见，想前面有人回答的，很多的想法可以有，但是这样当面说出来真的是很没有教养。高妹在版上的很多发言都让人受益匪浅，不过感觉很多时候高妹都是把自己的姿态放得很低，有事都是先检讨自己，不能说完全不对，只是有时候觉得有点过了。
好居然没有给你grant? 潜话语就是那些审批者都是瞎子，并不是说那个朋友好差劲居
然拿不到grant。
但是，我必须也得step back 一点的是，我们中国人在外人面前这么讲话其实并不好，如果是关系非常紧密的人，对方知道你是什么意思就无所谓。但是类似面试这种情况，那个中国发考题这么讲话就很容易让别人误会他是在贬低对方。
另外，我得提醒大家一点的是，面试时候怎么说话与背后是否支持你完全不是一回事。我当年在我们系里面试的时候被一个资深教授频频的问一些非常刁难的问题，幸好当时我情绪还不错所以没有被他问火，而另外一个面世者据说就被他问火了。我在进入系之前一直以为那个教授很难相处，但是后来发现恰恰相反，他人非常简单而且好相处，但是因为有很多scientific curiosity 所以很喜欢问问题。
我后来也在search committee 呆过，我们内部是有白脸红脸的分工的,因为我们需要有人作为attack dog来咬对方，看看对方在有压力的情况下如何回应，因为这个才最能反应对方的脾气品性什么的。所以一般都会挑一个喜欢问问题的人在committee里让他/她去不停的咬申请者。而Committee chair 一般都需要装成中立的样子，但是其实他/她
往往才是那个旁观给你打分的人。比方说有一个候选者被chair 踢出去的理由就是因为对我们派去咬人的那个Committee member 不敬。但是那个问刁难问题的人本身对那个
候选人印象还不错。
楼主的波折回首一看都成了财富。
赞楼主的气定神闲 （至少我感受到的是这样的）
看了楼主的文章
我在想那多么多nerdy的人，都是怎么找到职位的？
你的见识也有短板的地方吧
说实话那个女老师体现了访问学者的水平，说话像个大妈，真心有点讨厌。
不过楼主当时一笑而过就好了
楼主很牛 很聪明 很细心 文笔也很不错
但字里行间透露出lz是个追求完美细节的处女座性格男人 未必看得惯国内那一套官僚
主义的学术机构
话说回来 如果lz可以像”讨好”search committee那样去讨好国内的领导 绝对前途无量
但lz字里行间还是透露出知识分子的清高 估计不屑于讨好天朝那些土鳖官员 相比英国新加坡 也许美帝是最适合lz的
思的童鞋，似乎比身边只在乎文章funding的 nerd们强了太多。
我觉得这应该是本年度faculty 班 最有营养价值的文章了吧 ：）
像lz这样能够唱地道当地歌曲的国人可能真没几个！祝lz一路好运
很激励人的经历。每个人都不同，但是只要都坚持自己的奋斗，都会得到好结果的。祝福，共勉！
本人文章应当远超过楼主，无赖自知国内土博，患有恐高症，根本就没有过找AP职位的念头。有可能AP的薪水还没我高，就没了闯劲，而安于现状了。
希望以后多来faculty版发这种有营养的帖子
必须
追!追!追!
晨3-4点睡觉），至今我们家9点准时熄灯（坚持8点一年多，实在不方便）。“功夫不
负有心人”是真理。之后再也没觉得有更难的事情，任何事都不觉得是个事儿了。等我有空也把我们的经历写出来，供大家“消遣”。
当然再往后，有丰富的经历在底下垫着，成熟到游刃有余的时候，有integrity，有
character，有个体的特色，凡事不预设立场，凡事不预设目标，轻轻松松，自得其乐
，同时也能给周
围的人带来inspiration，那是另一个境界。
可是，如果没有努力争取过的日子，我不确定人是不是能达到真正的放松。
这些年海归又归海的渐渐多了呢。我们也是，海归快4年，现在眼瞅归海又快4年了。
写的太好了，以至于舍不得因为某种原因再看不到，一定要存下来
楼主面对困境头脑清楚应对得当，
在机会当前的时候能迅速做出艰难又正确的选择把握住机会
对计划的执行也非常到位。
有能力做到这些的人，做什么，都不会差。
最后在georgia能得享知音，不过是之前的能力和资源遇到了恰当时机的总爆发。
虽说有运气成分在，但另一方面看，也可以说，有能力有水平的人不会总坏运气。
想起在过往十来年中，自己也有那么两三次被逼到绝境
每次都跟你面试A校时类似的把所有能做到的哪怕代价很大的准备全部做足
最后也是都得到了超额满意的结果
看到你类比黄眉僧的一段，心里真的有很强的共鸣。
人每次被逼到绝境，都是对自己的难得的历练。
闯过去了，这宝贵的经验就让自己更进一步。
一路闯下来，自己也就变成了不平凡的人。
祝楼主开始新的职位后，越发的不凡！
不知可否進一步分享您事前準備題目的英文答案,以提供英文不夠好的網友參考學習
非常謝謝!
我确实是处女座男，不知道什么地方显示出来的。
我归海是因为不太喜欢国内的环境，因为不想引起争论，所以不想讲太多。海归和归海都是个人选择，人去自己更快乐的地方而已。国内的关系至今维持的非常好，我一辈子感激国内的985高校的情谊。
至于问我面试的时候有没有比“emotional level”更高的交流层次。我想如果有，那
就是要撮土为香，义结金兰了，短短的几个小时要做到这个，非常难，那是韦小宝的人际交流层次。
找工作的网站：英国系统的有Job.ac.uk. 这个网站对英国系统的很全，包含英、澳洲
、新西兰等。还有就是你们行业的网站，你们自己应该知道的。
至于面试经验，你们看我失败这么多次，也知道我也没啥经验，就是谈谈自己的感受。面试说白了，就是把你想表达的说明白。这个好像很容易，其实有效交流很难。如果你教过书，而且对交流质量足够敏感，你一定会发现要让别人懂你其实很难。交流可能发生在不同的层面上，越往上越难。比如我们每个人都会说中文，但是周恩来的语言水平谁能说轻易达到？这回我找工作，我从澳门大学的SCC那里偷学了很多语言表达方式，
一个新加坡人，英语表达能力已达化境。
交流能力的提高，首先需要有足够的敏感度，知道自己不足。如果对自己的交流能力十分满意了，那当然没有动力去提高。再下来需要长年累月的努力，我觉得最重要的是：对别人的感受的理解能力。你对别人的喜怒哀乐有很高的敏感度，你就自然能调整自己的表达方式去帮助对方。有几个小方法，如果愿意的话，你自己试试，如果你能自然的运用，一定管用。
将你要表达的意思和听众的生活结合，帮助听众更好的理解你。比如面试的时候，经常有人问我：Where are you from in China？ 我来自四川，但是我知道如果我说: I am from Sichuan，等于废话一句，根本没有人理解你。我从来都这么说： When you go to a Chinese restaurant, you may often find a section for Sichuan food in
the menu. That is where I am from. 这个时候，老外几乎都是100%的立刻理解，一般说“哦哦哦，that is famous for spicy food. “ 如果喜欢spicy food的人会和你继续聊很多，不喜欢的也立刻明白了，这就是一个有效的交流。
认真得倾听别人说话，不急于插话。对别人说的话，如果说到什么有趣的，你哈哈大笑，配合别人的情感表达，你会很快的提高交流层次。也许大家都会注意到，如果别人听了你说的话，乐的呵呵的，你立刻就觉得这人好交往，是个好朋友。
真心赞美人。每个人都有优点，发现别人的优点、并真心的赞美，你会把交流的层次提升很高的。不要抬杠，抬杠在我们国人中太常见了。很多年前我听了生气，后来也释然，就是交流能力太差而已，并不是诚心要恶心你。比如曾有人问我，你去九寨沟玩过吗。我就说: “九寨沟很美，它的水是一绝。。。” 旁边一个美国博士立刻接话：“那
里经常山体滑坡，石头掉下来打死人。”我一时语塞，我们讲话是为了造就人，让人得到正能量，你说的确实是实情，但是对人没有任何好处。
1. What made you apply for this position?
Why do you want to work here?
Everyone has strengths and weaknesses as employees. What are your strong points for this job?
What special aspects of your education or training have prepared you for this job?
这些问题，我觉得可以从四个方面回答，宗旨就是一个，你需要什么，我就能提供什么。所以每一点都是这么回答，说清楚你要的是什么，我做的是什么。自然表达出match
，而match这个词都不要去提起。
First, I am particularly interested in the School of xxxx because of its
commitment to examining xxxx. I am doing my own work on xxxx.
Second, I see interesting intersections with my work and the current faculty in the School, such as xxxxxx.
Third, I am looking forward to working with your xxxx Research Center, which is interested in the same issues that I have in my work on xxxxx. I can
also develop collaborative research projects across the University on xxxx
with the Department of xxxx
Fourth, I look forward to teaching your courses xxxxx
2. Tell me about yourself.
这个你最好能几句话就说完，保证谁都能懂，而且和你去的那个大学有关系，一句话：站在学校的角度思考问题。比如，I am a speech pathologist who can design new
tools to detect hearing impairment in children at the youngest age. I am a
mature scholar who can build a top-tier research program on xxxx and who can build a strong interdisciplinary research program both within the School
and across the University with xxx. I am the one who can contribute to the
University goal of becoming a top 1% research university in the world. .
3. Tell me what your research.
一句话：站在听众的角度思考问题。面对大同行的听众，别讲深了, 大多数的听众对细节不感兴趣。如果面对小同行，可以深一点，也别太深。最重要的是一定要他们能听懂。这个问题实际和第一个问题想通。你讲自己的科研，都放到学校的需求里面去。一句话：站在学校的角度思考问题。
4. How to Engage Undergraduates in Research? 这种问题可以扳着手指，以自信、斩钉截铁的语气，一个一个数给他们听。不需要说成句的话。
- Identify Learning Objectives.
- Choose the Form and Intensity of the Undergraduate Research Experience.
- Set Expectations-Yours and Theirs.
- Provide the Right Support.
- Assess the Experience.
- Further the Experience.
5. How would you manage this and still stay productive in research and
writing?
- Writing every day.
- A small army of research assistants.
- Working in parallel on several projects at the time.
- Submit, submit, submit.
- Create the best office environment to work.
- Be organized and disciplined.
- Don’t get discouraged and keep going.
Teaching and mentoring
6. How will you mentor graduate students?
- take an interest in developing another person’s career and well-being
- have an interpersonal as well as a professional relationship with those whom they mentor.
- advance the person’s academic and professional goals in directions
most desired by the individual.
- tailor mentoring styles and content to the individual, including
adjustments due to differences in culture, ethnicity, gender and so on.
7. How will you mentor undergraduate students?
- Establish clear expectations
- Make the steps of the research process explicit
- Teach students resilience
- Incorporate routine checks for understanding
- Foster increasing independence
- Address professional development
8. How does your research contribute to your teaching?
Research results instil fresh material in the classroom. The field of xxx,
especially xxxx is still in its infancy. With the rise of new content,
students strive for concrete examples and applications of concepts to the
world that they know which is different from the world we knew when we were students. New research results represent prevailing theories, the outcome of our cumulative understanding, and the application of concepts to the most
relevant problem domains or our time. I find that there is no better way to keep my course material current than to peruse the latest research and
update the material so that it reflects current understanding.
Our understanding continues to evolve as new research results emerge.
Students aim will be more poised to make important contributions in practice if they are well-versed in current development. Certainly, there is a
balance between educating our students on the big picture and “timeless”
concepts, but I find that students are often quite grateful for having some exposure to the concepts and problems that the education sector in the real world is thinking about today. Instilling course material with fresh
research results is one important way that instructors can help this process.
9. How does your teaching contribute to your research?
First, to create new knowledge, we must first master the existing body of
knowledge. I find that teaching a subject is perhaps one of the most
efficient ways to become embedded in a subject matter, since the process of explaining concepts to students leaves no room for “cutting corners” in my own understanding. The process of building understanding in a particular
area allows us to develop a deep understanding the paradigms and theories
that currently exist, and how those paradigms and the existing knowledge
base might be extended.
Second, teaching Ph.D. students about a particular subject matter is also a way to bootstrap research, by helping our students get to the frontier of
knowledge more quickly than they otherwise would; I sometimes teach seminars on cutting-edge topics simply because I find the process to be an efficient way of helping students quickly ramp up on a topic where I would like to
see more research happening.
Third, in the process of explaining an existing phenomenon, you might
discover that existing explanations or theories don’t actually suffice. As instructors, when we attempt to explain various facts or situations to
students, we sometimes find that we can’t explain why things are a certain way, thus exposing needs to develop new technologies, theories, and
paradigms.
Fourth, teaching encourages us to think about the big picture, and what “
really matters” about a particular research contribution. As an instructor, I strive to think about the big picture, and why a student should care
about a particular research result, theory, or concept five or ten years
down the road, long after they have left our classroom and received their
degree. It also forces us as researchers to step back and think about why
the problems we are working on have broad impact and why they matter to
society at large. Explaining to a classroom of students why a particular
result matters is perhaps one of the most useful exercises for distilling a research contribution to its essence.
10. What is your definition of a ‘good’ teacher?
How do you define good teaching?
What do you think are the most important attributes of a good
instructor?
- Encourage contact between students and faculty;
- Develop cooperation among students;
- Encourage active learning;
- Give prompt feedback;
- Building a strong connection between knowledge and practice
- Communicate high expectations; and,
- Respect diverse talents and ways of learning.
The reality is that effective teaching goes much beyond developing subject
matter expertise. From my experiences in higher education, great teachers
share two common characteristics: an extraordinary sense of humility; and, a strong commitment to continual improvement, based upon a fundamental
motivation to inspire student success.
11. How to encourage students to learn?
- Creating a supportive and positive environment
- Make a positive impression
- Give assignments that let students think outside the box.
- Ask the students to share their opinions.
- Encourage lively class discussion.
- Show the students how your subject matter impacts the world.
- Encourage group work.
- Give helpful feedback.
12. How do you adjust your style to the less-motivated or under-prepared student?
How do you engage students, particularly in a course of non-majors?
- Be enthusiastic.
- Begin building connections with your students. Let your students know
that you care about them as individuals and as learners.
- Set a positive tone that focuses on student success.
- Determine students’ goals and objectives while discussing your goals
and objectives. Let students know how your course can fit in with their
personal or career goals and objectives.
- Explore students’ fears and apprehensions. You may want to invite a
panel of former students to answer student questions about the course. If
you leave the room, students will feel less anxious about discussing
whatever is on their minds.
- Communicate what students can expect of you and what you expect of them.
- Help students understand the amount of work that goes into being
successful.
- Provide many opportunities for success.
13. Tell us how you would teach our big survey course.
I believe large classes can be a powerful and effective learning environment. I would look forward to using new technological innovations to maximize
the opportunities for student discussion and participation.
- Treat your large class like it is a small class.
- Integrate problems into the class and get students to figure them out. I start each of my lectures with a problem. The problem is related to the
concepts being discussed that day in class. I get students to respond to the problem and suggest how to solve it. More than half of the class
participates. Such a focused exercise gets them to apply their knowledge and experiences while keeping them connected with the purpose of the lecture.
- Change your teaching approach every 15 minutes.
- Using small groups is a great way to get students involved with their
own learning. It allows a safe place where students can work through their
ideas with their peers before sharing their ideas in a large class.
- Incorporating technology (e.g. clickers, smart phones, web-based course management software) can make active learning in large classrooms more
manageable.
14. Ways to Check for Student Understanding
- Avoid Yes/No questions.
- Ask students to reflect. During the last five minutes of class ask
students to reflect on the lesson and write down what they’ve learned. Then, ask them to consider how they would apply this concept or skill in a
practical setting.
- Use quizzes. Give a short quiz at the end of class to check for
comprehension.
- Ask students to summarize. Have students summarize or paraphrase
important concepts and lessons. This can be done orally, visually, or
otherwise.
- Think-pair-share. Students take a few minutes to think about the
question or prompt. Next, they pair with a designated partner to compare
thoughts before sharing with the whole class.
- Peer instruction. Perhaps the most accurate way to check for
understanding is to have one student try to teach another student what she’s learned. If she can do that successfully, it’s clear she understood your lesson.
Leadership
15. What approach do you take to get your people to accept your ideas or department goals?
In your present job what approach do you take to get your people
together to establish a common approach to a problem?
When trying to influence people, I usually try to put myself in their
position and think about their perspective. I'm then able to present
thoughts to them in a way more likely to end in success. I help them
understand that they are also part of my idea. This will enable them to be
more receptive and I will also be receptive if they improve on that idea.
This will get improved ideas to come.
16. Tell us about a conflict you had with a colleague and how you have
handled it?
Can you describe how you go about solving a problem? Please give us some examples.
What is the biggest conflict you have ever been involved in at work? How did you handle the situation?
What was the last major problem that you were confronted with? What action did you take on it?
Several years ago, I was creating a grant proposal as a principal
investigator. We were on a very tight deadline because we had to have the
proposal ready for submission in time. I am in charge of the submission of
proposal on time and I was working with colleagues from XXX, XXX, and XXX.
The co-PI, who was assigned to writing the section on neural plasticity and learning, was very talented, but unfortunately missed a deadline that I
assigned. When I approached him about it, he blew up at me. I was taken
aback by his response, but I remained calm. I acknowledged that the
deadlines were tight and explained again the reasoning and the importance of having the proposal ready for submission. He relaxed a little when he saw
that I wasn’t attacking him. He told me about all of his other competing
projects and how overwhelmed he was. I asked him if there was any way that I could help him come up with a solution. Eventually, we agreed that it would help if me and other co-PIs had a better understanding of how important and time-consuming this section could be. We eventually ended up assigning some of his other projects to other colleagues, which took some of the pressure off of him. We successfully completed the submission of the proposal in time and we were eventually awarded the grant.
17. What do you do when students challenge you or have conflicts with
each other about controversial issues in class?
Identifying a clear purpose
- Connecting the topic with course material, including fundamental
concepts and strategies for analysis and thoughtful reflection
Establishing ground rules or guidelines
- Listen respectfully, without interrupting.
- Listen actively and with an ear to understanding others' views.
- Criticize ideas, not individuals.
- Commit to learning, not debating. Comment in order to share information, not to persuade.
Avoid blame, speculation, and inflammatory language.
- Allow everyone the chance to speak.
- Avoid assumptions about any member of the class or generalizations
about social groups.
Providing a common basis for understanding
Being an active facilitator
Summarizing discussion and gathering student feedback
18. Leadership style
I am a democratic leader. The democratic leadership style means facilitating the conversation, encouraging people to share their ideas, and then
synthesizing all the available information into the best possible decision. I am able to communicate that decision back to the group to bring unity the plan is chosen. I treat my staff as adults and I trust them to make good
decisions. I try to provide people with as much information as possible
about what’s happening. This empowers them to shine under both guidance and context by giving them a wide latitude for decision making. My goal is that between the time a person starts working with me and when they finish, I
want them to feel their career has progressed.
19. You’re a team leader. What would you do if the work of one of your
subordinate team members was not up to expectations?
As a team leader, it’s my responsibility to keep the team moving forward
and progressing through our tasks. If I have a member who is not living up
to expectations, I would first try to investigate why the individual is
having a problem and whether it is something I can help solve.
The first step is to determine if the problem is personal or professional.
If it’s professional, then it’s my job as the leader to try to help the
individual get the assistance they need to bring them up to the level the
rest of the team is delivering at and expecting.
If it’s a personal problem, I would keep an eye on that person and make
sure that it doesn’t continue to affect the professional work they’re
doing. If it is a situation which requires time away and the University can afford to let them go for a while, I would encourage them to deal with the
problem and then come back ready to rejoin the team.
If it’s a situation where they need to take more time than the University
can allow, I would try to suggest that the individual solve the problem on
their own in such a way that it doesn’t continue to affect the rest of the team.
20. What things do you look for in an organization?
Tell us about your preferred work environment.
What do you value in yourself as a colleague/in other colleagues?”
I look for professional environment of learning and opportunities to utilize my skills to do meaningful and interesting research on xxxx, to work with a very excellent faculty team on science and practice, to cultivate the next generations of scientists and teachers. I look for professional environment where my talent, efforts, and achievements will be appreciate, where I can
develop a world renown program on xxx, and where I can help the University
of enhance its research profile.
21. Describe your ideal job.
My dream job would include all of the responsibilities and duties in this
position you're trying to fill. I also thrive in an academic rigorous and
ambitious environment where I can develop a top-tier research program on
xxxx.
22. Do you prefer working alone or in groups?
I prefer working in groups while I am also capable of working independently. I take a multidisciplinary approach to XXX. I have built a global
collaborative network by actively working with researchers in the USA, China, Australia, and Singapore.
23. What kind of people do you find it most difficult to work with? Why?
On a personal level, I enjoy all types of people. On a professional level, I have respect for all individuals that work hard and maintain a professional work environment. Provided both of those are met, I will always get along
with my colleagues without any personal disagreement.
24. What are some things you would like to avoid in a job? Why?
There are so many things I would like to avoid doing. I would like to avoid making my students bored of my research; avoid doing only the mediocre
research; avoid disappointing my university with a less than top-tier
academic performance; avoid having differences with my director and
colleagues caused by poor or vague communication.
25. You’ve been assigned a major project and are halfway through when
you realize that you’ve made a mistake that requires you to go back to the beginning to fix it. How do you handle that while still trying to make your deadline?
The first thing I would do is stop whatever I am doing on the project and
really investigate the mistake. Is it small enough that I can correct it
without losing time? If so, I make sure that I rectify the situation
immediately and move forward.
If it’s a mistake that requires a full reworking of the problem and the
solution is going to force me to come close or even miss my deadline, I
would make sure to immediately inform my supervisors and let them know what is going on. Ideally it would be a situation where I could adjust my work
accordingly and, if needed, put in the extra time to make the deadline
without compromising the rest of the project.
If the mistake is a result of my work, as painful as it might be, I have to come clean. If nothing else, it can provide a learning opportunity for any
other people I might be working with who are in similar situations or
dealing with similar scenarios.
26. You’re working on a project with a tight deadline but you find that you’re unable to complete your section because your coworkers and your
supervisor are unavailable to answer a few key questions. How do you deal
with the situation?
The first thing I would do is sit back for a moment and assess the situation. I would look at the project overall and see if there was a way for me to
perhaps redirect my focus onto other areas I could work on by myself without their assistance. If that isn’t a possibility, then I would make sure to
exhaust every avenue I have at my disposal to try to get in contact with
them.
I actually ran into a similar situation on a project a few years ago where I needed to get some specific answers to a problem before I was able to move forward to the next step. Unfortunately my co-worker who had the answers was in an area where I was unable to reach him in time. I managed to continue
working on sections that didn’t require his input and by the time I was
done with those, he was back in range and able to answer my questions.
Not only did we make our deadline, but by getting the other sections done
first, we were able to focus all our attention on the final segment and
really bring it together in a way that exceeded our clients expectations. It was a real win! Staying calm and focused and making sure I was doing
everything within my power to make the project a success gave me the ability to figure out how to work around the situation successfully.
27. What do you think are the most important characteristics and
abilities a person must possess to become a successful? How do you rate
yourself in these areas?
To become successful, I believe the most important thing is to set long term goals, and with full grit and determination, letting nothing sway you away from these goals, work sincerely and honestly towards these goals. Also, I
believe that fortune favors the brave ,and nothing can stop u from getting
successful if u are brave.
28. What motivates you to go the extra mile on a project or job?
Fortunately, I am highly self-motivated and do not require a great deal of
external motivation on projects and jobs. I have an extremely strong work
ethic, and I am not really capable of doing anything less than going the
extra mile. I enjoy the satisfaction of completing a project that goes above and beyond expectations. Sure, I like to be praised for my work as much as the next person does, but the real reward comes in seeing an outstanding
finished project, knowing my role in accomplishing the project, and
realizing that I put more than my best effort into it.
29. What are some of the problems you encounter in doing your job? Which one frustrates you the most? What do you usually do about it?
What will you do if something goes wrong?
What happens if your hypothesis is wrong? Your experiments fail? You can't get access to the archive you need? Your grant is unsuccessful?
- adjust my goals. Successful people are not going to give up that easily. If X went wrong, it does not affect Y which is the hallmark of their
success. They are adaptable and determined to go on. That means having a
plan B ready so that the phoenix will rise from the ashes.
- realistic optimists. Research suggests that the realistic optimist is
more likely to be successful. In addition, they are grateful for what they
have achieved and will concentrate on their successes.
- Learn from my failure.
- know that failure is a prelude to success
- ask for advice
- be persistent and courageous
30. How would you contribute to the administration of the department?
I look forward to having the opportunity to fully contributing to the life
of the department. I have a special interest in the recruiting and assisting international students. I had some experience in this role at my last
institution and realized that I have the skills necessary to do it well and actually implemented changes to their policy on x. However, I realize the
need for flexibility here and would happily take on the challenge of any
administration role that would suit my level of expertise.
31. When you have been told, or discovered for yourself, a problem in
your job performance, what have you typically done? Can you give me an
example?
I realized my first year that my writing was not up to standard. I struggled not only in my core courses, but in other courses that required writing
papers. I used the university’s writing lab as much as possible, but toward the end of that first year, I knew I needed to do more to overcome my
deficiencies. My solution was taking two additional writing courses over the summer to truly grasp the fundamentals of writing, but then to also take my writing to the next level. Some of my proudest moments later in college
have been when professors have noted on my papers that they were impressed
with my writing abilities.
32. What are your standards of success in your job?
My standards of success begins with following what I know I am capable of
doing setting my goal that is attainable and not letting anyone or anything stand in the way of me achieving the very best that I can be. Learning to
put all of my time, dedication and efforts into my success pays off by the
rewards that I will receive in the end.
33. How to deal with diversity?
As a minority working in the United States and Australia, I am highly
experienced in working with people from different countries. My experiences with diversity have well prepared me for elevating diversity in my research and teaching at the University of XXX.
- I will recruit and train students and postdocs from minority groups.
- I will apply funding to support the recruitment of minority graduate
students in my area.
- I will provide mentoring workshops for both female and minority
students to encourage them in academic careers.
- I also propose to collaborate with faculty and students at under-
represented institutions and to pursue internal and external funding to
support this type of collaboration.
job talk and chalk talk都应该注意什么？
恭喜楼主！
再说, 就算是interview,但是同样也要做academic talk, 也是academic的travel, 有
什么不厚道的!!
你喜欢挑刺而已!
从职业道德上讲, 这个并非是要披露给对方的信息!
另外，为什么要告诉对方早3，4天到美国呢？难道你们面试的时候告诉对方你们准备了几天？
吹毛求疵。