Higher Ed Jobs - Acing the Teaching Demo in Faculty Interviews

Acing the Teaching Demo in Faculty Interviews

This podcast by AcademicJobs.com offers practical advice for postdocs preparing for a teaching demonstration as part of their faculty job interviews. It highlights that while postdocs excel in research, they may lack teaching experience and thus feel less confident about this part of the interview process. The article explains the two main types of teaching demonstrations: an "in class" session within a real course or an "open" session for a mixed audience, emphasizing the need to understand the format and audience beforehand. Finally, the text provides three key "do's" for a successful demonstration: focus on teaching and facilitating learning, actively engage the audience rather than simply lecturing, and incorporate active learning strategies, but only those with which you have prior experience.

What is a teaching demonstration in a faculty interview?

A teaching demonstration is a required component of many faculty interviews where candidates showcase their teaching abilities. It can take one of two forms: an "in class" demonstration, where the candidate acts as a guest lecturer in an existing course, or an "open" demonstration, where the candidate teaches a topic to a mixed audience of students, faculty, and staff, typically in a conference room setting.

What is the main difference between a teaching demonstration and a research presentation?While both are part of faculty interviews, a research presentation focuses on a candidate's expertise in their field and their ability to conduct research. A teaching demonstration, however, focuses on a candidate's ability to effectively teach and facilitate student learning. The goal is to show how you can organize complex information and help others understand it, not just present information.What are the key objectives for a candidate during a teaching demonstration?The primary objectives are to demonstrate your ability to facilitate student learning, engage the audience in a dialogue rather than a lecture, and create a comfortable and engaging learning environment. Search committees are looking to see how you connect with and interact with students, and how you make them active participants in the learning process.Why is it important to "teach" rather than just "present" during a teaching demonstration?Simply presenting information or lecturing doesn't show how you would interact with students or guide their learning. "Teaching" involves actively engaging the audience, encouraging participation, and helping them make sense of complex concepts. It shifts the focus from the presenter's knowledge to the audience's understanding and ability to learn.How can a candidate effectively engage the audience during a teaching demo?Candidates should aim for a dialogue rather than a monologue. This means talking with students, not just at them, and providing opportunities for them to talk with each other. Active learning strategies are crucial for this. Even though it's a one-time event, establishing some rapport and making the audience feel comfortable participating is key.Should candidates use active learning strategies in their teaching demonstration?Yes, integrating at least one active learning strategy is highly recommended. This demonstrates your ability to involve students actively in the learning process. However, it's important to use a strategy you are already comfortable with and have practiced before, rather than trying something completely new during the demonstration.Why is it advised to use a familiar active learning strategy instead of experimenting with a new one?Using a familiar strategy allows the candidate to convey confidence and authority. Trying a new technique for the first time can lead to uncertainty and potentially a less smooth delivery. The goal is to show guided active participation, not to suggest that the classroom environment might be out of control.