Interviewing candidates for a Professor role requires a thoughtful, comprehensive approach that evaluates not just subject expertise, but also teaching ability, research potential, and collaborative skills. A professor's impact extends beyond the classroom—they shape future generations of professionals, advance knowledge through research, and contribute to their institution's mission and culture. According to the Chronicle of Higher Education, the most successful academic hires demonstrate not only scholarly accomplishment but also adaptability, collaborative skill, and genuine passion for both teaching and research.

Universities and colleges seek professors who can excel in multiple domains: delivering engaging instruction that meets diverse student needs, producing meaningful research that advances their field, participating in service activities, and mentoring the next generation of scholars. The best candidates demonstrate a commitment to academic excellence alongside the ability to adapt to changing educational landscapes, including new technologies, pedagogical approaches, and student demographics.

When evaluating Professor candidates, interviewers should listen carefully for concrete examples that demonstrate competence across teaching, research, and service domains. Effective behavioral interviews go beyond surface-level answers by probing for specific details about candidates' past experiences, decisions, and outcomes. This approach provides evidence of how candidates have handled challenges similar to those they'll face in your institution, making it a powerful predictor of future performance.

Interview Questions

Tell me about a time when you had to adapt your teaching approach significantly to meet the needs of a particularly challenging class or student population.

Areas to Cover:

• The specific challenges presented by the class or students
• How the candidate identified the need to adapt
• The process of developing an alternative approach
• Resources or colleagues consulted during this process
• Specific changes implemented in teaching methods
• How the candidate evaluated the effectiveness of these changes
• Long-term impacts on the candidate's teaching philosophy

Follow-Up Questions:

• What initially indicated to you that your standard approach wasn't working?
• How did you balance the needs of different students while making these adaptations?
• What resistance or obstacles did you encounter when implementing these changes?
• How has this experience influenced your approach to course design since then?

Describe a research project where you encountered significant obstacles. How did you overcome them to achieve your research objectives?

Areas to Cover:

• The nature and scope of the research project
• Specific obstacles encountered (methodological, resource-related, or collaborative)
• The candidate's problem-solving process
• Adaptations made to the research design or approach
• Resources leveraged to overcome challenges
• Ultimate outcomes of the project
• Lessons learned that influenced future research approaches

Follow-Up Questions:

• At what point did you realize your original approach wouldn't work?
• What alternatives did you consider before selecting your solution?
• How did this experience shape your approach to research planning?
• Were there any unexpected benefits that came from having to overcome these obstacles?

Tell me about a time when you mentored a student who was struggling academically or professionally. What approach did you take and what was the outcome?

Areas to Cover:

• The student's specific challenges
• How the mentoring relationship was established
• Assessment process to identify root causes of struggles
• Specific strategies employed in the mentoring process
• Boundaries established in the mentoring relationship
• Progress monitoring and adjustments made
• Ultimate outcomes for the student
• What the candidate learned from this experience

Follow-Up Questions:

• How did you establish trust with this student?
• What signs indicated your approach was or wasn't working?
• How did you balance supporting the student while maintaining appropriate academic standards?
• How has this experience influenced your overall approach to mentoring?

Describe a situation where you had to balance competing demands between teaching, research, and service responsibilities. How did you manage these priorities?

Areas to Cover:

• The specific competing demands faced
• The candidate's process for assessing priorities
• Time management and organizational strategies employed
• How decisions about trade-offs were made
• Resources or support systems utilized
• Short and long-term outcomes of the approach taken
• Lessons learned about academic time management

Follow-Up Questions:

• What criteria did you use to determine which responsibilities took precedence?
• How did you communicate your priorities and limitations to colleagues and students?
• What systems or tools do you use to manage your multiple responsibilities?
• Looking back, would you make different decisions about how you balanced these demands?

Tell me about a curriculum or course you developed from scratch. What was your approach and how did you measure its effectiveness?

Areas to Cover:

• The context and need for the new curriculum/course
• Research and preparation undertaken before development
• Key learning objectives and how they were determined
• Innovative elements incorporated into the design
• Challenges encountered during implementation
• Assessment methods used to evaluate effectiveness
• Iterations and improvements made based on feedback
• Impact on student learning outcomes

Follow-Up Questions:

• How did you ensure the content was both rigorous and accessible to students?
• What sources or models influenced your curriculum design?
• How did you incorporate feedback from students or colleagues?
• What aspects of the course would you change if you were to teach it again?

Describe a situation where you had to work collaboratively with colleagues who had different teaching philosophies or research approaches. How did you navigate these differences?

Areas to Cover:

• The context of the collaboration
• Nature of the philosophical or methodological differences
• Initial approach to understanding different perspectives
• Specific strategies used to find common ground
• Challenges in communication or cooperation
• Resolution process and compromises made
• Outcomes of the collaboration
• Professional growth resulting from this experience

Follow-Up Questions:

• How did you initially approach understanding their perspective?
• What aspects of your own approach were you willing or unwilling to compromise on?
• How did you handle moments of disagreement or tension?
• What did you learn about effective academic collaboration from this experience?

Tell me about a time when you had to advocate for resources, support, or changes within your department or institution. What approach did you take?

Areas to Cover:

• The specific need identified and its importance
• Preparation and research conducted to support the case
• Stakeholders involved and their initial positions
• Strategy for building support and addressing concerns
• Obstacles encountered during the advocacy process
• Specific actions taken to influence decision-makers
• Ultimate outcome and implementation process
• Impact on departmental or institutional effectiveness

Follow-Up Questions:

• How did you build support among colleagues for your position?
• What resistance did you encounter and how did you address it?
• How did you adapt your approach when you encountered obstacles?
• What would you do differently if you were to advocate for something similar in the future?

Describe your experience incorporating technology or innovative teaching methods into your courses. What was successful and what challenges did you face?

Areas to Cover:

• Specific technologies or methods implemented
• Rationale for adoption and expected benefits
• Implementation process and preparation involved
• Student response to the innovation
• Technical or pedagogical challenges encountered
• Assessment of effectiveness related to learning outcomes
• Adaptations made based on experience
• Long-term incorporation into teaching practice

Follow-Up Questions:

• How did you ensure the technology enhanced rather than distracted from learning?
• What surprised you most about students' responses to these innovations?
• How did you support students who struggled with the new methods or technologies?
• How do you evaluate whether a new teaching approach is worth continuing?

Tell me about a significant contribution you've made to your field through your research. How has it influenced thinking or practice in your discipline?

Areas to Cover:

• The knowledge gap or problem addressed by the research
• Innovative aspects of methodology or approach
• Key findings and their significance
• Dissemination methods (publications, presentations, etc.)
• Reception by the academic community
• Practical applications or implications of the work
• Follow-up research generated (by candidate or others)
• Evolution of the candidate's research agenda as a result

Follow-Up Questions:

• What inspired this particular line of inquiry?
• What aspects of this work are you most proud of?
• How has your thinking about this topic evolved since completing this work?
• How do you see this research direction developing in the future?

Describe a situation where you had to adapt to significant changes in your field, department, or institution. How did you approach this transition?

Areas to Cover:

• Nature of the change and its impact on the candidate's role
• Initial reaction and assessment of the situation
• Research or preparation undertaken to adapt
• Specific adjustments made to teaching or research
• Support sought or provided during the transition
• Challenges in the adaptation process
• Ultimate integration of changes into professional practice
• Lessons learned about managing change in academic settings

Follow-Up Questions:

• What aspects of the change did you find most challenging?
• How did you maintain your effectiveness during the transition period?
• What resources were most helpful to you in adapting?
• How did this experience affect your approach to subsequent changes?

Tell me about a time when you received difficult feedback about your teaching, research, or departmental service. How did you respond?

Areas to Cover:

• Nature of the feedback received
• Initial reaction and processing of the feedback
• Assessment of the feedback's validity
• Approach to gathering additional perspectives
• Specific actions taken in response
• Changes implemented based on the feedback
• Follow-up to measure improvement
• Impact on professional development

Follow-Up Questions:

• What was your initial reaction to this feedback?
• How did you determine which aspects of the feedback to act upon?
• What support or resources did you seek in responding to the feedback?
• How has this experience shaped how you now give feedback to others?

Describe a situation where you had to support diversity, equity, and inclusion in an academic setting. What actions did you take and what was the outcome?

Areas to Cover:

• The specific DEI challenge or opportunity identified
• Assessment of existing barriers or issues
• Planning process for addressing the situation
• Specific initiatives or changes implemented
• Collaboration with others in the process
• Resistance or challenges encountered
• Measures of success and outcomes
• Long-term impact on departmental or institutional culture

Follow-Up Questions:

• How did you ensure you understood the perspectives of underrepresented groups?
• What resistance did you encounter and how did you address it?
• How did you balance immediate actions with long-term cultural change?
• How do you continue to develop your own understanding of DEI issues?

Tell me about a time when you had to make a difficult decision that affected your students, colleagues, or department. How did you approach this decision?

Areas to Cover:

• Context and nature of the difficult decision
• Stakeholders affected by the decision
• Process for gathering relevant information
• Ethical considerations in the decision-making process
• Consultation with others before deciding
• Communication of the decision to affected parties
• Implementation and management of consequences
• Reflection on the decision and its outcomes

Follow-Up Questions:

• What principles guided your decision-making process?
• How did you communicate your decision to those affected?
• What alternatives did you consider, and why did you reject them?
• Looking back, would you make the same decision again? Why or why not?

Describe your approach to securing external funding or resources for your research. What strategies have been most successful?

Areas to Cover:

• Types of funding or resources sought
• Research preparation conducted before applying
• Approach to identifying appropriate funding sources
• Strategies for developing compelling proposals
• Collaboration with colleagues or administrators
• Challenges encountered in the funding process
• Successful and unsuccessful attempts
• Lessons learned about effective resource acquisition

Follow-Up Questions:

• How do you align your research interests with funding opportunities without compromising your academic goals?
• How do you handle rejection of funding applications?
• How has your approach to seeking resources evolved over time?
• How do you balance time spent on funding applications with other academic responsibilities?

Tell me about a time when you had to lead a departmental initiative or chair a committee. What leadership approach did you take?

Areas to Cover:

• Nature and goals of the initiative or committee
• Initial assessment and planning process
• Leadership style and specific strategies employed
• Methods for building consensus and engagement
• Challenges in the leadership process
• Management of conflicts or disagreements
• Outcomes achieved through the initiative
• Personal growth as a leader from this experience

Follow-Up Questions:

• How did you motivate committee members or colleagues to participate actively?
• How did you handle resistance or conflicting priorities?
• What aspects of your leadership approach were most effective?
• What would you do differently if you were to lead a similar initiative again?

Frequently Asked Questions

Why focus on behavioral questions rather than hypothetical scenarios when interviewing professors?

Behavioral questions based on past experiences provide concrete evidence of how a candidate has actually performed in situations similar to those they'll face in your institution. While hypothetical questions might reveal theoretical knowledge, they don't demonstrate proven capabilities. Research shows that past behavior is the best predictor of future performance, making behavioral questions more reliable for assessing a candidate's likely success as a professor. This approach is particularly valuable in academic hiring where candidates need to demonstrate a range of competencies across teaching, research, and service domains.

How many behavioral questions should be asked during a professor interview?

Quality trumps quantity in behavioral interviewing. Rather than rushing through many questions, focus on 3-5 core behavioral questions that address the most critical competencies for your specific professor position. Allow ample time for thoughtful responses and follow-up questions that probe beyond initial answers. A 60-90 minute interview typically accommodates 4-5 in-depth behavioral questions with proper follow-up. Remember that the interview is just one component of a comprehensive faculty hiring process that may include teaching demonstrations, research presentations, and meetings with various stakeholders.

How should interviewers evaluate responses to these behavioral questions?

Evaluate responses based on the STAR method (Situation, Task, Action, Result) plus reflection. Strong candidates will clearly describe the situation, explain their specific actions (not just what "we" or the team did), articulate results quantitatively when possible, and demonstrate reflection and learning. Listen for evidence of the specific competencies required for your professor position, such as teaching effectiveness, research capability, or collaborative skills. Use a standardized scoring rubric to compare candidates objectively and reduce bias in your evaluation process.

How should these questions be adapted for different types of professor positions?

Tailor your questions based on the specific requirements of the position. For research-intensive roles, emphasize questions about research contributions, funding acquisition, and publication strategy. For teaching-focused positions, prioritize questions about curriculum development, diverse learning needs, and teaching innovations. Consider the specific institutional context—questions for a community college professor might focus more on teaching diverse student populations, while questions for a Research-1 university might emphasize research program development. Always align your behavioral questions with the mission and priorities of your specific department and institution.

What if a candidate has limited experience in certain areas, such as a new PhD with minimal teaching experience?

For candidates with limited experience in certain domains, modify questions to account for their career stage. For example, instead of asking about extensive teaching experience, ask about their approach to designing their first course or how they've handled challenging teaching situations as a teaching assistant. Look for transferable experiences—research presentations can demonstrate communication skills relevant to teaching, and lab management can show organizational abilities. Focus on potential and learning agility for early-career candidates, while maintaining appropriate standards for core competencies required in the position.

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