Tell me about yourself

Start with your current role and the teaching or professional experience most relevant to the adjunct position you are seeking. Briefly connect recent responsibilities to the courses you would teach and why you are excited about this specific opportunity. Use a short structure like: current role, one or two key achievements, and one sentence tying your experience to the department’s needs. Keep this to about two minutes, and avoid repeating your entire CV or unrelated early-career details. Practice a couple of concise versions tailored to different course levels, and end by stating what you want to bring to students in this role. Don't ramble or switch topics mid-answer, and avoid claiming broader accomplishments you cannot support with examples.

Why do you want to teach as an adjunct at our institution?

Frame your answer around the match between your teaching interests and the department’s programs, mentioning specific courses, student populations, or program goals. Show that you researched the institution by referencing a program, community partnership, or curriculum emphasis that resonates with your experience. Give a concrete example of how your prior teaching or industry work aligns with their mission, such as adapting a course for working adults or mentoring undergraduates in research. Emphasize contribution rather than entitlement, and avoid generic praise that could apply to any school. Conclude by describing one or two immediate ways you would add value in the classroom or program, such as a specific module or assessment format. Do not criticize the institution or compare it unfavorably with others during this answer.

Describe your teaching philosophy

Summarize your teaching philosophy in two or three clear sentences focused on student learning, engagement, and assessment methods. Tie abstract principles to concrete practices, for example active learning, formative feedback, or scaffolded assignments that support mastery. Share a short example of how that philosophy shaped a course you taught, such as changing lectures to problem-based sessions and the impact on student engagement. Mention how you adapt the philosophy for different class sizes and diverse learners, and avoid vague buzzwords without explanation. Keep the tone reflective and evidence-based, and be ready with a follow-up anecdote showing student outcomes. Avoid overclaiming universal effectiveness; note how you assess and revise your approach.

How do you design a syllabus and course schedule?

Describe a clear process: define learning outcomes first, align assessments to those outcomes, and break content into weekly modules with formative checks. Mention accessibility, grading policies, office hours, and how you communicate expectations to students from day one. Give a specific technique, such as backward design combined with a mix of low-stakes quizzes, written assignments, and a summative project, and explain how you built pacing for a 12- or 15-week term. Include a short example of one course change you made after student feedback and the improvement that followed. Highlight how you include academic integrity statements and accommodations information, and how you keep the syllabus concise but comprehensive. Avoid overloading students early in the term and be ready to justify workload choices if asked.

How do you assess student learning and provide feedback?

Explain a balanced approach that uses formative assessments to guide learning and summative assessments to measure mastery, with clear rubrics for transparency. Describe regular, timely feedback practices such as annotated comments, short audio feedback, or model answers for common mistakes. Offer an example, for instance using low-stakes weekly reflections and a rubric-scored final project, which improved students’ revision habits and final grades. Mention how you use assessment data to adjust instruction mid-term and to support students who are behind. Be explicit about returning major graded work within a reasonable timeframe and communicating improvement steps to students. Avoid vague promises like “I give lots of feedback” without describing methods and timelines.

How do you handle diverse classrooms and varying student preparedness?

Start by saying you assess baseline knowledge early through diagnostic activities and then scaffold instruction to meet a range of abilities. Use inclusive practices such as varied assignment formats, clear rubrics, and opportunities for peer learning to reach different learners. Give an example, such as offering optional review modules and differentiated project prompts for a mixed-ability class, which increased pass rates and participation. Mention specific supports you’ve used, like office hour workflows or directed learning resources, and how you monitor who still needs help. Avoid one-size-fits-all statements; describe concrete steps you take to identify and support struggling students. Be ready to discuss accessibility and accommodations procedures you follow.

How do you manage classroom behavior and difficult students?

Describe a proactive approach focused on clear expectations, consistent procedures, and early intervention when issues arise. Explain how you set norms on the first day, use private conversations for concerns, and document patterns when necessary. Share a specific example of redirecting a disruptive student through a private meeting that clarified expectations and led to improved participation. Mention escalation paths you follow if behavior continues, such as involving department chairs or student conduct offices, and how you keep records. Emphasize fairness, restoring learning for the whole class, and de-escalation techniques rather than punitive reactions. Avoid describing confrontational or unprofessional responses; show that you follow institutional policies.

How do you incorporate technology into your teaching?

Explain purposeful use of technology that supports learning goals, such as learning management systems for materials, online quizzes for formative checks, and short videos for flipped lessons. Emphasize practicality and accessibility, making sure tech choices do not create barriers for students. Provide an example, for instance using the LMS discussion board for graded peer review which improved draft quality before submission, and describe how you measured that improvement. Mention common pitfalls like relying on a single platform without backup and how you prepare contingencies. Be honest about your comfort level with tools and your process for learning new platforms before the term begins. Avoid claiming fluency with many systems unless you can give specific examples of successful use.

How do you balance teaching as an adjunct with other professional commitments?

Talk about proactive planning, such as batching grading time, blocking consistent office hours, and setting realistic course loads aligned with other work. Describe how you communicate availability clearly to students and to the department to set expectations early. Give a concrete scheduling example, like reserving specific weekday evenings for grading and weekend blocks for course prep, which prevented late submissions and student frustration. Mention strategies for reducing last-minute work, such as creating reusable course materials and clear assignment templates. Be transparent about limits when negotiating course assignments and ask about typical adjunct expectations during the interview. Avoid saying you can take on an open-ended load if that is not sustainable for you.

How would you engage students in a large lecture or introductory course?

Explain a mix of active learning techniques that scale, such as think-pair-share, short in-class polling questions, and targeted small-group activities. Describe how you break lectures into 10 to 15 minute segments with an applied question or short task between segments to keep attention and check comprehension. Give a specific tool-based example like using clicker questions or an anonymous polling app to identify misconceptions in real time and then re-teach that concept briefly. Highlight how you use teaching assistants or peer mentors in large classes when available to support smaller group discussions. Mention assessment strategies that encourage attendance and participation without penalizing students unfairly, such as low-stakes quizzes. Avoid relying solely on lecture; show that you can create active entry points for many students.

Describe a time you had to help a struggling student improve performance

Situation and Task: In a previous course, a promising student was missing key deadlines and their grades were dropping, which risked failing the class. You needed to diagnose the issue quickly and create a plan that kept the student engaged without disadvantaging others. Action and Result: You scheduled a private meeting to identify barriers, discovered time-management problems due to outside work, and agreed on a catch-up plan with prioritized tasks and weekly check-ins; you also provided targeted resources and a short revision assignment. The student improved attendance and completed remaining work, raising their final grade by one full letter and reporting reduced stress.

Tell me about a time you revised a course after student feedback

Situation and Task: After teaching a course twice, end-of-course evaluations consistently noted that assessments did not align well with the stated learning outcomes. You were tasked with redesigning the assessment structure to better measure those outcomes while keeping workload reasonable. Action and Result: You mapped assignments to each learning outcome, introduced shorter formative assessments, and updated rubrics to make expectations explicit; you piloted changes in the next offering and collected mid-term feedback. The following term showed better alignment in student work, higher rubric scores on targeted outcomes, and improved mid-term engagement.

Give an example of collaborating with colleagues to improve curriculum

Situation and Task: The department wanted to update an introductory sequence to reduce redundancy and add a skills-based capstone, and you were part of a small faculty group assigned to redesign it. The task required aligning topics, sequencing skills, and creating shared assessment tools across sections. Action and Result: You led a week of mapping sessions to align learning outcomes, drafted a shared rubric for a culminating project, and coordinated a pilot across two sections; you also gathered student and adjunct feedback after the pilot. As a result, the new sequence reduced topic overlap, clarified progression for students, and produced a capstone project rubric that faculty continued to use.

adjunct professor Interview Questions: Complete Guide

Adjunct professor interview questions often focus on your teaching approach, course design, and how you balance teaching with other responsibilities. Expect a mix of short conversations about your experience and practical questions about classroom scenarios, and come prepared with examples that show your classroom impact.

Common Interview Questions

Behavioral Questions (STAR Method)

STAR Method: Structure your answers using Situation, Task, Action, and Result to tell compelling stories about your experience.

Questions to Ask the Interviewer

Show your interest by asking thoughtful questions

•What does success look like in this role after one semester and after a full academic year?
•How are adjuncts supported with course materials, teaching assistants, or access to learning technologies?
•Can you describe the typical student population for the courses I would teach and any common preparation gaps they have?
•How does the department handle adjunct input on curriculum changes or assessment design?
•What are the most common challenges adjuncts face here, and how do you recommend addressing them?

Interview Preparation Tips

Prepare two brief teaching narratives: one about a successful lesson and one about a challenge you overcame, including measurable outcomes. Practice delivering each story in about one minute so you can adapt it to different interview prompts.

Bring a one-page course sketch and a sample syllabus excerpt to the interview to demonstrate preparedness and concrete planning. Use the documents to walk interviewers through learning outcomes, assessments, and a sample week of content.

Ask clarifying questions when presented with a classroom scenario during the interview, and relate your answer to the course level and student context they describe. This shows you can adapt strategies rather than giving abstract advice.

Follow up within 24 hours with a concise thank-you email that references a specific part of the conversation and reiterates how your experience would support a key departmental need. Attach the syllabus excerpt if you promised to send course materials.

Overview

## What to expect in an adjunct professor interview

Adjunct interviews typically focus on teaching skill, course design, and availability. Interviews often last 20–45 minutes for phone/video formats and 30–90 minutes for on-campus meetings.

Additionally, many schools require a 10–20 minute teaching demonstration or sample lecture. For context, adjunct teaching loads commonly run 1–3 courses per semester; institutions may offer contracts per term rather than year-long appointments.

Key interview areas

•Teaching experience: specific courses taught, class sizes (e.g., 20–200 students), and format (in-person, hybrid, online).
•Course design and assessment: syllabus samples, rubrics, and how you measure learning outcomes.
•Fit and logistics: availability, commute, and permission to teach at multiple institutions.

How committees evaluate candidates

•Clarity: clear learning objectives that align with department goals.
•Evidence: examples with numbers (e.g., raised pass rate by 12%, reduced late submissions by 40%).
•Preparedness: syllabus, sample assignments, and references ready.

Actionable takeaways

1. Prepare a 10–15 minute demo and one syllabus tailored to the department.

2. Be ready with 3 concrete examples that include numbers and outcomes.

3. Clarify your weekly time commitment (hours per course).

Interview subtopics and sample questions

## Major subtopics to prepare

•Sample question: "How do you engage students who don’t participate–
•How to answer: cite a technique and outcome, e.g., "I used small-group tasks and saw participation increase from ~30% to ~70% in one semester."

•Sample question: "Describe an assignment you use to assess critical thinking."
•How to answer: describe rubric, grading breakdown (e.g., 40% assignment, 30% exam, 30% participation), and an example improvement in student scores.

•Sample question: "How do you stay current in your field–
•Answer: list conferences, journals, or 2–3 recent books/articles and how you incorporate them into class.

•Sample question: "What LMS tools do you use–
•Answer: name platforms (Canvas, Blackboard), tools (quizzes, discussion boards), and a metric like weekly response time (24–48 hours).

•Sample question: "Are you available evenings– Be specific about days/times and travel limits.

Preparation checklist

•Prepare 3 STAR examples with numbers. - Bring syllabus, sample rubric, and 1-page tech plan for online classes. - Prepare 5 questions to ask the committee.

Actionable takeaway: Practice answers aloud and time your demo to 10–15 minutes.

Resources to prepare and practice

## Targeted resources to use now

•Books and guides
•"What the Best College Teachers Do" (short chapters with concrete classroom practices).
•A practical syllabus guide: look for titles that include sample rubrics and learning outcomes.

•Websites and articles
•Chronicle of Higher Education articles on adjunct hiring trends (read 3 recent pieces).
•Department pages from comparable universities: download 5 syllabi for the course you want to teach.

•Online courses and modules
•LinkedIn Learning or Coursera micro-courses on online teaching and assessment (complete at least 1 module before interview).

•Practice tools
•Mock interviews: schedule 2–3 mock sessions with colleagues or a campus teaching center; record at least one for review.
•Teaching demo checklist: time the demo, prepare slides with no more than 10 slides, include 1 active learning activity, and plan 2 formative questions.

•Templates and examples
•One-page syllabus template, 1 sample rubric, and 1 sample assignment. Keep files in PDF and editable formats.

Actionable steps

1. Collect 5 sample syllabi and adapt one to the department.

2. Complete 1 online teaching module.

3. Run 2 mock interviews and time your demo.

adjunct professor Interview Questions: Complete Guide

Emily Thompson

Common Interview Questions

Behavioral Questions (STAR Method)

Questions to Ask the Interviewer

Interview Preparation Tips

Overview

Interview subtopics and sample questions

Resources to prepare and practice

Interview Prep Checklist

Build your job search toolkit

adjunct professor Interview Questions: Complete Guide

Emily Thompson

Common Interview Questions

Q1Tell me about yourself

Q2Why do you want to teach as an adjunct at our institution?

Q3Describe your teaching philosophy

Q4How do you design a syllabus and course schedule?

Q5How do you assess student learning and provide feedback?

Q6How do you handle diverse classrooms and varying student preparedness?

Q7How do you manage classroom behavior and difficult students?

Q8How do you incorporate technology into your teaching?

Q9How do you balance teaching as an adjunct with other professional commitments?

Q10How would you engage students in a large lecture or introductory course?

Behavioral Questions (STAR Method)

B1Describe a time you had to help a struggling student improve performance

B2Tell me about a time you revised a course after student feedback

B3Give an example of collaborating with colleagues to improve curriculum

Questions to Ask the Interviewer

Interview Preparation Tips

Overview

Interview subtopics and sample questions

Resources to prepare and practice

Interview Prep Checklist

Build your job search toolkit