Video summary

Interviewing for Academic Faculty Positions

Main summary

Key takeaways

Educational

Main ideas, concepts, and lessons

  • Interviewing for academic faculty positions is inherently stressful, but in the COVID/virtual era it often feels more uncertain and less controllable.
  • The core reframing goal is to move from:
    • “This is a stressful situation” → to → “This is a stressful situation and an opportunity.”
  • Stress is normal and appropriate (uncertainty forces you to rebuild mental models for new interviewing formats), but it should be used productively—not allowed to paralyze you.
  • Interview preparation should blend:
    • practical logistics (especially for virtual interviews),
    • mental resilience (wellness, coping strategies, managing negative self-talk),
    • and career strategy (knowing what to say, what to ask, how to present research/teaching/clinical fit).
  • You are also interviewing them. While the department controls the process, candidates should still evaluate fit and ask thoughtful questions.
  • Interview success depends heavily on practice, particularly for virtual communication (timing, turn-taking, presence, engagement).
  • Across stages (screening → campus interview), candidates should:
    • tailor content to the advertised role (research/teaching/clinical),
    • show collegiality and mentoring/citizenship,
    • demonstrate knowledge of the institution/mission,
    • and ask meaningful questions to assess culture, resources, and support.

Methodology / instruction-style guidance (organized as detailed bullet points)

A) Virtual interview stress-calming (in advance)

  • Plan for technology and environment early

    • If your screen freezes or audio fails, assume it’s on your side; rejoin.
    • If it seems the issue is on the presenter’s side, note it in the question box.

  • Test the virtual platform

    • Update software versions well before the interview (avoid last-minute “update required” problems).
    • Test at times similar to your interview time (e.g., morning lighting differences).

  • Set up the physical/visual setup

    • Use a quiet, professional space with minimal distractions.
    • Pick the best Wi‑Fi possible.
    • Ensure good lighting (avoid being in the dark if weather/lighting changes).
    • Ensure your camera height allows you to look near the camera.
    • Consider lighting aids (e.g., ring light) or positioning tricks.
    • Choose a background that won’t distract (avoid a busy lab bay behind you).

  • Practice “virtual presence”

    • Don’t rely on “camera off” habits—interviews require presence and connection.
    • Practice the virtual handshake:
      • Use the first moment of connection when audio is connected.
      • Lean forward, look into the camera, and greet warmly and professionally.
      • Optionally use hands to convey connection (practice the gesture).

  • Practice turn-taking and timing

    • Virtual interviews remove normal nonverbal cues.
    • Be ready to respond when people talk over each other or pause oddly.
    • After you answer, pause briefly (count to three seconds internally) to avoid rambling.

  • Practice online speaking and question responding

    • Rehearse both asking and answering questions.
    • Pay attention to when someone might be about to ask a follow-up and pause accordingly.

  • Dress professionally (no “risk” outfits)

    • Wear professional tops and bottoms (you may need to stand up; camera framing can shift).
    • Avoid casual/“meme” mismatches like shirts with shorts/pajamas.

  • Manage enthusiasm level

    • Avoid caricature-level excitement.
    • Avoid being too flat—aim for genuine engagement through practice.

B) Stress management & resilience strategies (during the interview period)

  • Maintain wellness habits

    • Healthy eating and sleep.
    • Avoid excessive caffeine/stimulants or depressants.
    • Exercise (pandemic data emphasizes physical movement benefits).

  • Use in-the-moment calming tools

    • Mindfulness, deep breathing, mantras, or other techniques you choose.

  • Address negative self-talk and imposter fears

    • Prepare strategies to quiet “intrusive, negative thoughts” during high-pressure moments.

  • Pause and focus on mental health if needed

    • If the pandemic has been emotionally difficult, prioritize emotional/mental health so you can interview effectively.

C) Advance planning with mentors (reduce uncertainty early)

  • Talk with your PI and mentors now

    • Discuss the science you’re doing and the science you’ll present.
    • Clarify expectations for what happens if you leave (what continues, what changes).
    • Practice how you’ll respond smoothly to questions about continuity.

  • Discuss interview time away

    • Plan how you’ll handle time needed for interviews.
    • If there are tensions with your PI, talk through strategies and other mentors who can support you.

D) Scheduling invitations thoughtfully

  • You have control

    • Don’t accept a poor fit schedule out of panic.
    • Avoid saying “yes” to terrible weeks when possible.

  • Strategically request timing

    • Schedule when you have help at home or when you can step away from lab duties.
    • If you can’t accommodate, ask for another day/time or ask for time to consider.
    • If they restrict options, decide realistically and use a calm approach.

E) Use available resources (process + people)

  • Leverage career and wellness support

    • Career counselors, wellness advisors.

  • Use OITE resilience/webinars and drop-in groups

    • NIH trainees have access to resilience groups; non-NIH trainees should look at campus resources.
    • Resilience groups include topics such as:
      • job search stress,
      • imposter fears,
      • uncertainty/pandemic juggling,
      • assertiveness,
      • feedback resilience,
      • mentoring/managing up.

  • Use social/proactive engagement

    • Practice in Zoom social settings and resilience activities.

  • Do mock interviews and practice talks

    • Suggest mock interviews via career services / OITE-style services.
    • Encourage practice through chalk talks/job talks via institute groups.

F) Day-of interview calming tactics

  • Use a go-to stress management routine

    • Get up early and do physical activity, journal, meditate, or yoga—whatever reliably calms you.

  • Identify “supporters”

    • Plan who can reassure you if something goes wrong (technical issues, unexpected questions).

  • Accept technology failures

    • Remember: you’re not responsible for technology; issues can happen.
    • Remaining calm communicates resilience and readiness.

  • Have a response for intrusive thoughts

    • Reframe with: “Not helpful now, not true.”
    • Remind yourself you built a strong package and prepared for this.

Interview goal and strategy (what to optimize)

A) The goal of an interview

  • Be prepared to meet the department’s needs and contribute to its community by demonstrating fit across:

    • research (make work exciting/innovative/fundable),
    • teaching (show development and alignment with educational mission),
    • clinical roles (show ongoing skill development and contribution to patient care, clinical research, and education).

  • Also demonstrate personal/professional “collegiality”

    • Show you’ll be an enjoyable colleague, mentor, and classroom/community contributor.

  • Learn about the institution/department

    • General environment + discipline-specific mission + where you can thrive professionally and personally.

  • Show you can thrive personally too

    • Candidate’s family and life stability matter as part of fit.

B) Communicate professionally during scheduling/communication

  • Respond promptly and professionally to emails/calls.
  • Read instructions carefully before asking logistical questions.
  • When scheduling issues occur:
    • respond quickly with enthusiasm,
    • but ask for flexibility if needed,
    • or request a few days to respond if logistics require planning.
  • Understand and confirm time zones carefully.

Screening interview guidance (pre-interviews) — key practices

A) Core behavior principles

  • Jot down interviewer names early (helps personalization).
  • Deal with reduced nonverbal cues by controlling pacing:
    • give your answer,
    • then pause rather than ramble.

B) Common screening interview questions (with expected approach)

  • These are often combined:

    • “Tell us about yourself”
    • “Why did you apply for this position?”
    • Suggested length: 4–5 sentences total; avoid a long history.

  • Other likely questions:

    • Where is your research heading (5–10 years)?
    • What resources will you need to be successful?
    • When are you available to start?
      • For unrealistic timing, keep doors open:
        • ideally you’d start later, but be flexible “for the right position.”
    • If teaching-focused: “When can you teach? What can you teach? What would you like to teach? How do you handle students with different abilities/motivation? How do you develop new courses?”

  • Virtual elevator pitch framing

    • Use a short, practiced pitch: gratitude, clarity, seriousness, and alignment.

C) Questions to ask (and timing)

  • Screening interviews end with a chance for questions.
  • Asking only “What are the next steps/when will I hear back?” first is discouraged as your primary question.
  • Asking “What are the next steps?” is acceptable after you ask 1–2 other questions or if they indicate it’s the last question.
  • Asking who will be present is appropriate and can be asked in replies to scheduling emails.

D) Follow-up communication after screening

  • If there’s no response, it’s appropriate to send one follow-up email:
    • express interest and ask status.
  • When asked “When should we expect to hear follow-up?” timing can vary (day/week/three weeks).
  • If you receive an offer elsewhere while waiting, you can reach out and show interest/status.

Campus/virtual campus interview structure and content

A) Likely components

  • Virtual campus tour and/or pre-recorded content.
  • Interactions with:
    • students/postdocs/residents/undergraduates (depending on role).
  • Multiple faculty/administrator conversations.
  • A seminar / chalk talk / teaching talk (depending on the process).
  • Interviews may include many short 1-on-1 meetings and/or group meetings—practice group interactions.

B) Boundaries & health/pandemic constraints (in-person travel)

  • Candidates can set boundaries (e.g., not comfortable traveling).
  • Honesty is encouraged about constraints, and schools should ideally accommodate (though outcomes can’t be guaranteed).
  • Main principle: don’t accept an uncomfortable situation that will harm performance.

Managing “inappropriate” or sensitive questions

  • Candidates should decide what to answer based on:
    • whether the question seems genuinely helpful,
    • and what the candidate is comfortable disclosing.
  • Sometimes inappropriate categories in academia include:
    • visa status (for international candidates),
    • disability questions,
    • childcare/caregiver questions about women.
  • If uncertain, ask the purpose of the question.
  • Decide whether to answer now vs later (e.g., accommodations discussed later with chair/search committee).

Talk/seminar/chalk talk/teaching talk preparation (format-specific guidance)

A) Types of talks she says you may encounter

  • Scientific seminar (show exciting science and fit).
  • Chalk talk (show fundability, defend ideas, handle pitfalls and alternatives; informal discussion style; expect interruptions).
  • Teaching talk (evaluate teaching ability; may be topic-assigned or chosen).

B) Seminar (job talk) preparation

  • Know the time allowed, and include time for Q&A.
  • Simplify and tell a story:
    • “Less is more,” fewer distractions; crisp, clean slides.
  • Practice extensively to overcome awkward solo Zoom presentation.
  • Anticipate questions:
    • identify weaknesses someone might challenge,
    • prepare responses.
  • Adapt to virtual constraints (e.g., bandwidth; choose the most important video).

C) Chalk talk preparation

  • Expect an interactive discussion format.
  • Prepare in a “question-ready” way:
    • map potential interruptions/questions,
    • be ready to defend and discuss alternatives assertively.
  • Tone warning:
    • backing down every time is worrisome;
    • assertively defending with reasons is expected and useful.

D) Teaching talk preparation

  • Know your audience and their level (students/residents; undergrad vs honors seminar, etc.).
  • Decide formal vs informal style and tech approach:
    • polling methods,
    • interactive tools,
    • Q&A handling.
  • Practice teaching activities:
    • practice with colleagues,
    • then with actual people at the right student level when possible.
  • Use Zoom teaching best practices (much was learned during the pandemic).

E) Slide design/virtual simplicity

  • Simplify slides:
    • reduce animation and complications.
  • If someone else advances slides, number slides so you can reference the correct one if issues occur.
  • Make sure you know how to handle any embedded media.

Questions to ask during interviews (what she recommends focusing on)

  • Department and culture

    • research direction and centers of excellence,
    • teaching/clinical expectations,
    • environment for students and junior faculty support,
    • tenure and salary policy framework (even if not specific amounts).

  • Mentoring, citizenship, inclusivity

    • whether the institution addresses tenure clock issues,
    • resources for junior faculty,
    • office support structures.

  • Resources and core facilities

    • core facilities access and how they’re funded,
    • major equipment needs and what’s available.

  • Personal/professional fit

    • diversity/social justice efforts,
    • accommodations relevant to personal needs (examples: dietary access, community needs, etc.).

  • Encourage asking some questions across multiple interviewers, and keep in mind:

    • “Why am I asking this?” (purpose of the question).

Key “door open” mindset (offers, timing, and flexibility)

  • When timing is uncertain (start dates, flexibility requests), keep options open:
    • don’t slam doors in screening interviews.
  • If you ultimately choose not to proceed later, you can decline after evaluating fit.

Speakers / sources featured

  • Primary speaker: Sharon Milgram — Director, NIH Office of Intramural Training and Education (OITE).
  • Institutional source referenced: NIH Office of Intramural Training and Education (OITE), including:
    • OITE YouTube channel (stress management/resilience webinars),
    • OITE resilience groups and mentoring resources.
  • External references mentioned:
    • CDC guidance about staying home / COVID mitigation (referenced generally).
    • NIH-specific resources such as “The Catalyst” (mentioned as a resource candidates can read).

Original video