HeroApply
Auto Apply to hundreds of jobs in a few hours
English (US)EspañolItalianoPortuguêsFrançaisDeutsch日本語한국어
Sign up

Instructor interview questions

An instructor interview is really an audition. The committee wants to watch you teach, hear how you'd handle a room of adults who arrive at wildly different levels, and decide whether the chair can hand you a section next term and stop worrying about it. Your subject knowledge is assumed. How you get it across is what's on trial.

11 questions6 minute read

Part 1

1.Walk us through how you'd teach the first week of this course.

Why they ask

The first week sets the tone for attendance and drops. They want to see that you think about expectations, early wins and getting students into the LMS, not just the first chapter.

How to answer

  • Name the course and how you'd open the first class, including how you learn names
  • Explain how you'd walk through the syllabus policies that matter most, like late work
  • Describe a low-stakes early assignment that shows you who is struggling
  • Mention getting everyone logged into Canvas or Blackboard before anything is due

2.Tell us about a student who was failing and what you did.

Why they ask

Retention matters to every college, and chairs want instructors who notice trouble early instead of recording the F at the end.

How to answer

  • Give a real case with the warning sign you spotted, like missing labs
  • Say how you reached out, privately and early
  • Name the campus resource you connected them to, such as tutoring or an early alert system
  • Be honest about the outcome, even if the student still withdrew

3.How do you design assessments for this course?

Why they ask

Grading is where fairness complaints start, and accreditors want to see that assignments map to course outcomes.

How to answer

  • Start from the course learning outcomes and work backward
  • Mix formative checks with fewer high-stakes exams or projects
  • Share rubrics with students before the work is due
  • Explain how you'd use results to change what you teach next time
4.How would you teach a class where some students are advanced and others are brand new?

Why they ask

Open-access colleges and trade programs serve students with very different preparation. This is the daily reality of the job.

How to answer

  • Describe a quick diagnostic early in the term
  • Give a concrete tactic like tiered practice problems or paired lab stations
  • Mention stretch work for students who finish early
  • Show that you won't slow the whole room to the slowest pace
5.What experience do you have teaching online or hybrid sections?

Why they ask

Many departments need someone who can run a fully online section that isn't just uploaded slides.

How to answer

  • Name the LMS you've built in and what you built, like modules or quizzes
  • Describe how you keep discussion boards from turning into busywork
  • Explain your response time for email and grading online
  • Mention accessibility basics like captioned video and readable documents

Part 2

6.A student emails you a disability accommodation letter halfway through the term. What do you do?

Why they ask

Mishandling accommodations is a legal and trust problem for the college. They want to know you'll follow the process.

How to answer

  • Say you'd follow the accommodations exactly as the disability services office wrote them
  • Explain that accommodations usually aren't retroactive, but you'd confirm with that office
  • Keep the student's information private and don't ask for a diagnosis
  • Set up the practical steps, like extended testing time, right away
7.What would you do if you suspected a student used AI or copied work on an assignment?

Why they ask

Academic integrity cases are frequent and messy. Departments need consistency, not instructors freelancing punishments.

How to answer

  • Point to a clear policy in your syllabus set before anything happens
  • Talk to the student first and ask them to explain their process
  • Follow the college's integrity reporting process instead of handling it quietly
  • Mention designing assignments that are harder to fake, like in-class drafts
8.Why do you want to teach at a community or technical college rather than a university?

Why they ask

Committees have seen candidates treat the job as a stopgap until a research post opens. They want people who value this mission.

How to answer

  • Talk about the students these colleges serve and why that matters to you
  • Mention any time you spent as a student or worker in a similar setting
  • Show you understand the teaching load and don't see it as a burden
  • Tie it to the program you'd be joining
9.How do you keep your industry skills current?

Why they ask

For trade and career programs, a stale instructor teaches students outdated methods, and advisory boards notice.

How to answer

  • Name a recent certification, code update or equipment you've trained on
  • Mention contacts with local employers or a program advisory board
  • Describe how something you learned changed a lesson
  • Keep it specific to the field, not generic reading
10.Tell us about a lesson that went badly.

Why they ask

Every instructor has one. They want to see honesty and that you changed something afterward.

How to answer

  • Describe what went wrong in plain terms
  • Say how you noticed, such as blank faces or a failed quiz
  • Explain what you changed the next time you taught it
  • Keep it short and skip blaming the students

Part 3

11.How do you make your course welcoming to students from different backgrounds?

Why they ask

Most colleges include a question like this and score it. A vague answer costs points.

How to answer

  • Give a concrete practice, like low-cost or open textbooks
  • Mention flexible office hours for students who work
  • Describe how you use examples from a range of workplaces and lives
  • Tie it to results you've seen, not just good intentions

Questions to ask them

Ask at least two. It shows you're picking them too.

  • Which courses would I teach first, and are there existing course shells or a shared syllabus I'd use?
  • How are part-time instructors assigned sections, and how much notice do you usually give?
  • What does the evaluation process look like in the first year, and who observes classes?
  • Where do students in this program usually struggle most?
  • Does the program have an advisory board or employer partners I'd work with?

Related interview guides

Adjunct Professor