ADMISSION INTERVIEWS

http://www.educationuk.org/global/articles/essential-interview-advice-from-uk-admissions-officers/

Interviews
At some universities and colleges, there are interviews for certain courses – typically those
with a practical element, such as medicine, some science courses, art and design. You can
check the course information online or in the prospectus, or contact the admissions
department to find the institution’s contact details.

What will the interview be like?

If you do have an interview, it will probably be with a member of staff who would be teaching
you – such as a course tutor – or a member of the international office. Many universities,
colleges and schools hold interviews over the phone or via Skype (or can arrange to do so
if needed), although this varies.
It’s likely you will be asked questions related to your subject, and you might also be given a
test to do on paper. It’s also possible that you’ll be asked to chat about your academic and
personal interests. Don’t be surprised if an interviewer asks you what you do in your spare
time, or what magazines you read!
It’s natural to feel nervous about face-to-face talks with teachers or tutors – but don’t be!
Your interview is also a chance for you to get a feel for the course, meet the people who
would be teaching you and see the campus (if you’re attending in person). It’s also a great
opportunity to show off your passion for your subject. Remember – if you’re a good
candidate, the institution will want you as much as you want them!

7 top tips from the interviewers

So how do you stand out? While all universities and colleges have different interview policies
and techniques, they agree that there are a few key ways to make sure you perform well in
an interview.
1. First, be prepared – think about the key points you want to get across (such as your
reasons for wanting to study at that institution, your ambitions and interests) and
make a few notes to gather your thoughts before the interview. But don’t write an
entire speech, or you’re likely to sound ‘rehearsed’!
2. If you’re invited to interview but can’t attend in person, ask if it could be by phone or
Skype – many institutions are happy to do this.
3. If you’re attending in person, aim to arrive 10 minutes early. Ask in advance if you’re
not sure where to go or what to bring (for some courses, you might be asked to bring
a portfolio or examples of your
work – but if they don’t ask for it, there’s no need to bring one).
4. Know your subject and be enthusiastic about it. As well as explaining what you like
about it, prepare for the interview by reading the latest news about research and
developments in the field. This shows you’re genuinely interested in studying that
subject.
5. Be honest – there’s no point trying to guess what an interviewer wants to hear, or
pretending you’ve read a book that you haven’t.
 6. It’s important to get your English up to a good standard, but if there is something you
don’t understand, do not be afraid to ask the interviewer to speak more slowly or to
explain the question.
7. This is an opportunity for you to ask questions too, so note down a few to take with
you. Don’t feel you need to ask ‘intelligent’ questions that will make you look good –
just ask what you actually want to know!

Top 10 Postgraduate Interview Questions and How to Answer them!

http://studylink.co.uk/postgraduate-advice/the-top-10-interview-questions-and-how-to-answer-them/

Facing an interview for postgraduate study is a daunting thought, so we’ve put together
what we think are the top ten interview questions and how best to answer them. The
interview process could decide whether you gain a place at your first choice university or
not, so getting the answers right is vital! Whether you’re facing an interview to study for a
Master’s degree or PhD funding, we think these are the ten most likely questions to crop
up.

1. Why this institution?

This is a popular question that universities ask you in entrance interviews. The key to
answering it successfully is to match your answer with your application. Express your
interest in the university based on your research. Explain how you’re impressed with the
successes and achievements of the department or a particular academic that will be
involved on your course. Demonstrate your enthusiasm to study at the university and most
importantly, explain how you trust it to be the best place to develop your experience and
skills.
2. Why this course?
Second on the list of top interview questions, answering it involves similar skills to the
previous question. Think hard about your reasons for applying for a particular course,
perhaps it’s a continuation of your undergraduate course or a development of your current
career. Consider career aspirations and options at all times and ensure you give a clear idea
of your reasons for applying. Prepare your answer for this question carefully as you can
expect it to come up at every interview you attend.
3. Tell me about yourself?
This does not mean your personal life. The interviewers don’t want to know that you were
born in Sheffield but grew up with your cat in Scarborough. Tell them why you are passionate
about the field of study you want to study in, then tell them of any professional experience
you have. Keep the answer relevant and concise; facts and figures are helpful for doing this.
Extracurricular and volunteering activities are great examples of how you can include your
personal achievements whilst staying relevant to this question.
4. What are your greatest strengths?
This is your time to shine! If you’re asked this question, it gives you permission to go all out
with listing your best skills, but be careful how many skills you list. Reeling off a list of skills
with no evidence won’t impress the panel. Instead, focus on three or four skills that make
you a great candidate and provide examples. You might be creative, a quick learner, flexible,
hold great people and teamwork skills; whatever you’re good at, let them know (with
examples)!
5. What are your greatest weaknesses?
This is a tricky question to answer, nobody is perfect after all. Instead, state something which
is (or was) a weakness, but also explain the steps you have put in place to change this. You
could always just provide weaknesses the interviewer already knows such as lacking a
Postgraduate Qualification or state weaknesses that aren’t related to the course.
6. What are your career goals?
If asked this question, it’s important not to just state your career goals, you need to explain
how you intend to succeed. Broad statements like ‘wanting to become a specialist’ are
unmeasurable, instead you should state that you want to become a recognised leading
expert in the field with several published works. The goals should be attainable within the
next five years, although you may wish to elaborate further if appropriate.
7. What is your philosophy towards work?
There are many work philosophies that universities want to see. Motivation, focus,
balancing, creativity and resourcefulness are often top of their lists though. Pick out two or
three work ethics that you hold and give examples of when you’ve had to use them, for
example, you may have used time creatively in your undergraduate years, balancing work
with university.
8. Are you applying for other courses?
Although it’s tempting to say, “No, of course not, this is the only University I’m interested in
and I want to spend my dying days in its libraries”, everyone knows this probably isn’t true
and as such, it won’t help you get on the course. Be honest, if you are looking at a few other
courses, tell them, but be sure to say why this course is the best of the bunch! It is of course
advisable only to apply for related courses; applying for an MA in Humanities as well as an
MSc in Biosciences shows that you may not be passionate about a particular field of study.
9. What Would Be Your Dream Job?
Don’t give a specific job title or position, you’re asking for trouble if you do! Tell the university
interview panel instead about a dream career, free from titles or companies. This makes it
easier for the interviewer to understand what you want to do, as it allows them to create the
job you want in their mind.

10. What skills do you have that will help you succeed on this course?
In order to answer this question correctly you need to make sure you know the course profile
and course content like the back of your hand. You need to know what is involved in the
course, is it predominantly research based or are you required to complete practical work?
When you know this you can match your skills to what is required. Don’t be shy in reminding
the interview panel what is required of students on the course and explain how your skills
(which you’ve probably mentioned already by this point) match those prerequisites perfectly.
Avoid These Top College Admissions Interview Mistakes
Both a lack of preparation and too much rehearsing are common college interview
mistakes. Whether the interview is for your first choice or safety school, give the
interviewer your full attention and work to make a positive impression.

Acing a college admissions interview can be just what you need to give your application
that extra boost. But having a bad interview can also harm your chances of being accepted.
Don't fall into the latter category. The following are several of the top college admissions
interview mistakes – and ways to avoid making them.
1. Showing immaturity: College is about learning to live independently, and your
admission interview is partially about proving that you are prepared to do just that. The
interviewers will not see you as self-sufficient if your parents are sitting nearby. If you
depend on your parents for transportation or directions, identify alternative methods early
so you can get to the interview on your own – a great way to kick off your independence.
Interviewers also won't see you as responsible and ready for the next step in your education
if you are dressed inappropriately. You don't necessarily need to wear a suit, but stay away
from outfits that are too informal, too revealing or make you look like you just rolled out of
bed. Prepare a sharp outfit the day before to avoid scrambling before the interview.
2. Acting disrespectful or rude: Whether the interview is for your first choice or safety
school, give the interviewer your full attention. Don't check your cellphone, don't check the
time and don't do anything else while you speak to the interviewer that could possibly be
construed as rude or showing disrespect.
Set extra alarms, and check for uncontrollable circumstances, like traffic, beforehand to
ensure you arrive on time. Turn your phone off or to silent before you walk into the interview
and put it in your pocket so it's out of sight. Give the interviewer a firm handshake and
express your gratitude for the person's time.
Purchase and fill out a thank-you card and envelope ahead of time so it's ready to be sent
following the interview. Imagine this is your dream university, regardless of the
circumstances, and make the kind of positive impression you would wish everyone to have
of you.
3. Skipping school research: Put aside some time before your interview to research the
school and prepare a few questions to ask at the end of the interview not only to show your
interest in the school, but also to assess whether or not the college is the right fit for you.
They should not be questions that can be easily answered by perusing the school's website
for just a few minutes. Asking a question that's too simple can be just as bad as giving a
blank stare.
Think hard about what factors in a university are truly important to you and what you would
like to know come your first day on campus. Where do students like to hang out on campus?
What are the campus events students look forward to the most? Now is the perfect time to
find out.
4. Being shy: It's difficult for an interviewer to get to know you if you don't share enough
information. And if you appear timid, it can leave the impression that you might have
difficulty adjusting to new social settings in college and actively participating in class
discussions.
Prepare a few general remarks or comments to help you get the conversation started and
overcome your shyness. Easy-to-approach topics include the weather, recent local cultural
or sporting events, the latest book you've read, interesting news headlines and the
interviewer's college experiences. For example, you might say, "I've been enjoying the
unseasonably warm weather we're having and getting in extra games of golf. How about
you?"
Avoid political, spiritual or very personal topics. While injecting some humor into the
conversation is welcome, skip any inappropriate jokes.
5. Going overboard with the bragging: While you shouldn't be so humble that you don't
say anything positive about yourself when asked about your accomplishments, be careful
not to go overboard. Going on for too long about how great you are and how many amazing
things you've done can be off-putting. It's OK to let some of what you've done speak for
itself.
If certain achievements are really that incredible, the interviewer will show genuine interest
and have follow-up questions, allowing you to expand on your experiences in a more natural
way.
6. Rehearsing too much: Admissions interviewers are looking to get to know what you're
like as a person. Your interviewer will most likely be able to tell if you come in with numerous
rehearsed, canned answers.
Have a general idea of the stories and examples you'd like to share that are memorable
and demonstrate your unique qualities, then further craft your answers as the conversation
evolves.

Bradford Holmes is a professional SAT and Latin tutor with Varsity Tutors. He earned his B.A.
from Harvard University and his master's degree from the University of Southern California.

http://www.usnews.com/education/blogs/college-admissions-playbook/2013/12/30/avoid-these-
top-college-admissions-interview-mistakes

Masters Study – Frequently Asked Questions

http://www.findamasters.com/advice/finding/masters-degree-faqs.aspx

What is a Masters degree?

This may seem like a silly question, but in fact there are many types of postgraduate course
and qualification available, not all of which are ‘Masters’ level degrees.

In general, Masters programmes are self-contained courses of study with at least some
substantial independent research component. They are typically offered as ‘second-cycle’
qualifications, taking place after undergraduate (‘first-cycle’) study and preparing students
for more advanced ‘third-cycle’ work at PhD level. This is the terminology employed within
Europe (following the Bologna Process), but it reflects a global movement towards
equivalence in higher education. Partial exceptions to this system exist in some countries
where undergraduate students can pursue four-year programmes that award a Masters (this
is the case at some universities in Scotland, for example). The status and content of the
Masters qualification remains the same, however, with the final year of such programmes
consisting of advanced units of study and a dissertation.

MA, MSc, MRes, MPhil – what’s the difference?

One of the first things you’ll notice about Masters programmes is the range of titles they fall
under. In fact, many courses with different names are actually similar in terms of structure
and level. The most significant divide in Masters programmes is between taught degrees
and research qualifications.

Taught programmes
Most Masters degrees are taught programmes. They usually involve completing a series of
timetabled units across two semesters before undertaking an extended individual research
project or dissertation.

The most common are the MA (‘Master of Arts’) and the MSc (‘Master of Science’). As their
names suggest, these are similar to undergraduate BA and BSc degrees. Their content and
organisation will reflect the requirements of different fields, but they award degrees at an
equivalent level. Specific subjects (particularly those in vocational fields such as Law,
Architecture or Education) sometimes use their own titles and abbreviations (such as LLM,
MArch or MEd). They are Masters degrees much like the MA and MSc, but their content and
assessment may be professionally accredited.

Research programmes

Other Masters degrees focus much more on a student’s ability to undertake independent
research tasks. The most common are the MRes (‘Master of Research’) and the MPhil
(‘Master of Philosophy’).

An MRes will usually commence with some taught components, but quickly move on to a
series of research assignments. You might think of this kind of degree as a Masters with
extra dissertation tasks taking the place of some taught modules. An MRes programme may
suit students seeking professional careers in which research ability is valuable, but a PhD is
unnecessary. Alternatively, an MRes may offer an early opportunity to develop additional
research experience with the intention of subsequently completing a PhD.

An MPhil is usually entirely research-based and involves similar work to a PhD. The
difference is that MPhil projects are shorter, do not necessarily need to produce a substantial
new contribution to scholarship in their field and do not award the title ‘Doctor’. Many
students are registered at MPhil level when they begin a PhD, before being upgraded.
However, some choose to study specifically for the MPhil if they believe a full PhD is not
required for their career goals.

What about an MBA?

The MBA (or ‘Master of Business Administration’) is a qualification designed for business
professionals seeking to enhance their career progression. MBA courses are usually only
considered by students with very specific goals and generally require a number of years of
professional experience. For this reason they don’t tend to follow straight from
undergraduate study.

How does postgraduate study differ from undergraduate study?

At first glance, a typical taught Masters programme can look very similar to its undergraduate
equivalent. For most of your course you’ll select course units delivered by faculty members
with relevant expertise and complete them in designated semesters of study. This familiar
structure makes the initial transition from undergraduate to taught postgraduate work
relatively manageable. In fact, it’s one of the reasons why so many students choose to study
for a Masters degree before taking on a more independent PhD research project.

The real differences between undergraduate and postgraduate study may not be obvious
until you investigate course materials and assessment criteria more closely. As you do you’ll
find that a much greater emphasis is placed on your ability to undertake independent, self-
directed study. This isn’t just true of the dissertation project that concludes a typical Masters
programme; it’s also the case for taught units, which will expect you to prepare more
comprehensively for timetabled classes and may also ask you to identify your own
assessment topics. A good Masters programme won’t just leave you with a greater level of
subject knowledge; it will also guide the development of your own critical voice.

What can I study on a Masters degree?

You can study for a Masters degree in a huge range of subjects, including all of those offered
at undergraduate level, plus many new specialisms that may not have been available to you
before. This is where postgraduate study becomes really exciting as you’ll have the
opportunity to pursue entire degree courses focused on your particular interests.

For example, whilst you might study a general undergraduate programme in Literature, an
equivalent postgraduate course may allow you to explore writing associated with very
specific genres of cultural contexts. In the sciences, meanwhile, you might go from acquiring
a broad understanding of Chemistry on a BSc degree to an MSc programme that just
focuses on forensic analysis or nanomaterials.

Even if you choose a more general Masters course – as many students do in order to
develop their broader subject knowledge at a higher level – you’ll still be able to specialise
at the dissertation stage of your programme.

How can I study?

Because postgraduate students are often older, with additional commitments, there is a
greater incentive for universities to offer more flexible modes of study. As a result many
Masters programmes offer part-time options and some will even allow you to enrol as an off-
campus student and complete a course through distance learning. The emphasis on self-
directed study on Masters programmes also suits them well to blended-learning approaches,
taking advantage of new technology and e-learning platforms. This means that you may be
able to find programmes that include options to attend timetabled classes or follow course
content and contribute to discussion online, depending on your circumstances.

How long does a taught Masters degree take?

In the UK, most taught Masters programmes run for one year full-time and two years part-
time. Be aware, however, that full-time courses run for a full twelve month period, with
independent dissertation work usually commencing after the first two semesters and
continuing during the summer.
However you choose to study, you will be required to complete a total of 180 credits in order
to receive your degree from a university in the UK. This credit system helps support more
flexible modes of study as part-time students can gradually accumulate the taught credits
necessary to reach the dissertation stage.

What about course lengths for research Masters?

Course lengths are often more flexible for research programmes. An MRes , which combines
a small taught component with multiple independent research tasks, will usually take
between one and two years to complete depending on your mode of study. An MPhil, which
involves producing a longer thesis and often transitions into PhD-level work, generally
requires the equivalent of at least two years of full-time study.

What qualifications do I need?

The minimum entry requirement for a UK Masters programme is usually a Bachelors degree
(or its equivalent) in an appropriate field, awarded at 2.1 level or higher. Application with a
lower grade may be possible (particularly if you can demonstrate aptitude and enthusiasm
for the specific subject of your Masters degree), but your chances of gaining a place on a
more competitive programme could be limited.

Recognition of international qualifications is increasing and is unlikely to pose a problem

within the European Higher Education Area. If in doubt, you should contact your prospective
university in advance.

Will I need to submit a GRE result or a GMAT score?

As a rule, you are unlikely to need to submit additional test scores in order to apply to a
Masters programme in the UK. Exceptions may include applications to business schools or
other particularly competitive programmes. In these cases additional graduate aptitude tests
may be requested or may help distinguish you from other applicants. Two of the most
common tests used in postgraduate admissions are the GRE and the GMAT.

The GRE (Graduate Record Examination) is not typically used by universities in the UK,
though it may be useful in some cases if you are applying to study abroad.

The GMAT (Graduate Management Admissions Test) is designed specifically for business
programmes. You may find a good GMAT score is valuable when applying to a competitive
MBA programme, but it is not always stipulated.

What about language tests?

If English is not your first language, you may be asked to submit a language test score to
confirm that you will be able to successfully comprehend course materials and complete
assessment tasks. The most common tests are the IELTS (International Language Testing
System) and the TOEFL (Test of English as a Foreign Language), but others also exist.
Where can I find advice on researching and writing a Masters dissertation?

You’ll receive plenty of guidance and advice from tutors as you approach the dissertation
stage of your programme. In many cases there will be workshops and other sessions
dedicated to helping students choose a suitable topic and allowing them to ask questions
about the dissertation process. It can also be helpful to chat to other Masters students – past
and present – about their experiences.
Ask 7 Questions Before Applying to Graduate School
http://www.usnews.com/education/best-graduate-schools/articles/2012/04/20/ask-7-questions-before-applying-to-
graduate-school

If you're considering grad school, know your answers to these questions first, a former dean
says. By Dr. Don Martin April 20, 2012

In my three decades as a graduate admissions dean and counselor, I found many

students struggling to succeed and often distraught over their graduate school choices.
In almost every case, the cause of their dissatisfaction began before they even applied.
Based on interactions with those students, I realized that if they had only asked
themselves a few simple questions before applying, they would have never lamented
their decision.
To help make a decision, ask yourself these questions, write down your answers, and
be as honest as possible:
1. Why do I want to go to grad school? The reason you want to earn a graduate or
professional degree is as important as the school and program you choose. Consider
these factors and put them in order of importance.
• To learn more
• To add a credential to my résumé
• To have a better chance of being promoted
• To have more credibility in my chosen field
• To change careers
• To increase my earning potential
• Because of pressure from my family
• Because I need to feel better about myself
• Because I don't know what else to do
• Something else
2. Why do I want to do this now? Like your reasons to go to grad school, timing is very
important. Before you invest in your time—and the application fees—be sure you are
ready to go. Consider these statements and, again, put them in order of relevance.
• Because I am mentally and emotionally ready for a new challenge
• Because my employer is encouraging me to do so, and might assist with the cost
• Because I have reached a plateau in my career
• Because I am not getting any younger
• Because it is a logical next step for me professionally
• Because I am ready financially
• Because I have the time now to commit and it may be a limited window
• Something else
3. What type of academic or professional degree am I seeking? You need to weigh
and consider a variety of motivations, including those that are based solely on current
personal and professional realities, to determine what program you should pursue. But
please don't choose your degree path on what you "think" you need.
Instead, start with knowing your passion—what excites you and makes you want to get
up every morning. Turning what really motivates and enthralls you into a career path,
due in part to your graduate and professional school study and degree, will give you a
broader and more fulfilling career and life experience.
4. In what geographic region do I want to study? Perhaps you have always wanted
to live in another part of the country or go abroad for graduate study. Knowing where
you'd like to be will help guide your search, but be careful not to rule out certain locations
completely in the early stages. During the search process, you may find an option
emerge that is worth examining further.
And if you are able to move to a distant location from where you currently reside, don't
rule out programs outside the United States. Most graduate programs throughout the
world instruct in English, so language should not be a barrier in exploring international
options.
5. What type of learning and student experience am I seeking? Do you want an
environment where faculty and students have an interactive learning approach? Are you
more interested in a lecture style? Do you want to have a lot of social interaction with
fellow students outside the classroom? Are you going to focus primarily on your
coursework?
Do you have a preference of studying at a more research-oriented institution? Do you
prefer a public or private university? Remember, you're going to spend a lot of time at
the school you choose, so take the time to consider the campus environment and culture
to make sure it's the right fit.
6. Will significant others, a spouse, or children impact my plans? Your partner
and/or children add a significant, and often complicated, dimension to your graduate
study decisions. All are impacted by the experience. Adjustments will need to be
discussed, anticipated, and managed. By including those closest to you, you will reap
huge dividends when the inevitable rough spots emerge along the journey.
7. Should I consider a full-time or part-time program? There are pros and cons to
both, and you need to consider carefully what's best based on your situation and
motivations. Going full time usually means finishing more quickly, but also likely means
a change in employment status, income, and partner/family dynamics. As for the student
experience, full-time students tend to develop stronger social networks, which translate
into continued personal and professional relationships after graduation.
Part-time students are usually juggling the demands of their studies with employment or
other obligations. This does not allow as much time for socializing and developing
networks. However, the benefits of employment tend to lessen the pressure of finances,
which for you may be the difference maker. Going back to your reasons for pursuing
graduate school and weighing it against your situation will help to inform your decision.

Dr. Don Martin, Ph.D., is a higher education admissions expert, author, and former admissions
dean at Columbia University, Northwestern University, Wheaton College, and University of
Chicago Booth School of Business. To learn more about graduate admissions,
visitgradschoolmap.com.

Interviewing: Professional and Graduate School Interview Questions

Sample Questions For Graduate School Admissions Interview
http://careers.ls.wisc.edu/documents/Sample_Questions_for_Grad_School_Interviews.pdf

Before answering the following questions, it is important to remember that most

interviewers will be looking for three things when you answer questions:

1. Your answer
2. How well you can organize your thinking
3. How well you express yourself

Questions may be direct, indirect, hypothetical or behavior-based. Below is a sampling of

questions you might be asked during an interview.

Personal Characteristics / Skills / Strengths:

 Tell me about yourself

 What is your strongest personal asset?
 What are your strengths and weaknesses as a student?
 Name 3 strengths that you have and why you consider these strengths.
 What would one of your friends/teachers/supervisors say about you?
 What would a supervisor or professor tell me are your strengths?

Academic Experiences/Performance:

 Why did you major in _________?

 Why did you choose to attend ___________ College/University?
 When did you choose to enter this occupational field and why?
 How did you make the decision to apply to our program? What other programs did you
consider?
 How has your undergraduate background prepared you for our program?
 What courses have you enjoyed the most?
 What courses have been most difficult for you?
 What satisfaction have you gained from your studies?
 Tell me about the research project you completed with Professor _________?
 Do you feel your academic record accurately reflects your abilities and potential?
 Do you feel you have worked to your full potential?
 How would you rate yourself in the following areas?
1. Reading and Comprehension
2. Analytical Skills
3. Communication – oral and written, listening
 What didn’t you like about your college/university?
 Tell me about a professor or supervisor that you didn’t like and why.
 Why would you be an asset to our department? How would you be able to contribute to
our program?
 What skills and experiences do you feel have prepared you for admission to this
program?
 Why should we consider you for our program instead of several other equally qualified
candidates?
 How many programs have you applied to besides our institution/program?
 What will you do if you are not accepted into our program?
Extracurricular Activities:

 What extracurricular activity has been most satisfying to you?

 What is the most significant contribution you have made to your school?
 What activities do you enjoy most outside of the classroom?
 Do you have any hobbies or outside interests?
 Tell me about any volunteer experiences in which you have participated.

Weaknesses:

 What challenges do you think you might face in the graduate program?
 What would you say is an area in which you need improvement?
 What would you change about yourself and why?
 What skills or abilities do you hope to strengthen through our program?

Goals:

 What has motivated you to pursue this academic field?

 What are your short-term and long-term goals?
 Why do you want a graduate degree in ___________?
 How do you see this program fitting into your career goals?
 Tell me about a goal you have set for yourself and how you have achieved it or intend
to achieve it.

Leadership/Teamwork/Problem Solving Skills, etc.:

 Tell me about a major accomplishment and how you achieved it.

 Tell me about a situation in which you showed initiative.
 Tell me about a group in which you were involved. How did you contribute to make this
group achieve a goal?
 Tell me about a time you assumed a leadership role.
 Tell me about a recent significant problem you faced and how you handled it.
 Tell me how you handle stress.
 Tell me about a time you had a number of assignments due. How did you make sure
you completed all of them on time and did a good job?
 Tell me about a time when you were confronted by a fellow student, co-worker or a
customer. How did you handle it to resolve the conflict?
 Tell me about a time you were faced with a difficult situation and how you handled it.
 Tell me about a mistake you made and how you handled it.
 Define teamwork (or success… quality… fairness)
 What was the last book you read or movie you saw?
 How will you make the world a better place?
 If you could have dinner with someone (living or dead), who would that person be?

Field Specific Questions & Current Events:

You will undoubtedly encounter questions that related specifically to your chosen field of
study. Be certain that you are aware of current trends, issues and controversy in your field
so that you will be able to answer questions intelligibly. Below are a few examples:
 What do you believe to be the major trends in your intended career field at this time?
 What do you think about _____________ (current event)?
 What problem in the world troubles you most? What would you do about it?
 What is the most important development in this field over the past 25 years, and why?

Questions Applicants Might Ask an Interviewer:

Asking questions not only helps you as a candidate determine the “fit” of the program with
your desired academic and career objectives, but it also communicates to the selection
committee the extent of your interest in their program:

 What characteristics distinguish this program from others in the same academic field?
 How long does it take typically to complete the program?
 Where are recent alumni employed? What do most graduates do after graduation?
 What types of financial aid are offered? What criteria are used for choosing recipients?
 What opportunities are available through the program to gain practical work
experience? Are there opportunities such as assistantships, fellowships or internships
available? What are the deadlines to apply for these opportunities?
 Are there any scholarships or fellowships available? How do I apply?
 Do most students publish an article/conduct research prior to graduation?
 I've read articles written by ________ and __ --____. To what extent are students
involved in assisting these faculty members with related research projects?
 What types of research projects are current students pursuing?
 How are graduate test scores, grades, letters of recommendations, and personal
statements evaluated for the admissions process?
 What is the selection timeline? When will candidates be notified about their acceptance
into the program?

Adapted by Nohra Vargas