Thread by @TheLabMentor

I use interviews as an educational opportunity—for me and a future #UndergradInTheLab. I start each interview by saying, “You’re already qualified for this position-- after all you’re in college.” Then I focus on learning about them.

@NewPI_Slack
#ScienceTwitter

https://twitter.com/hcmacomber/status/1161662545146580993

@NewPI_Slack My interview goals are to determine

1) If the student is genuinely interested in the available research project

2) If they will likely achieve their goals through the overall experience

#ScienceTwitter #AcademicTwitter

@NewPI_Slack Determining these, however, can be complicated. Often, students don’t have a well-defined goal beyond landing an undergrad research position. Or sometimes they have unrealistic expectations of what research will be like & what they’ll accomplish in a semester.

#ECRChat

@NewPI_Slack For example, I corresponded w/ a student who wondered if co-authorship wasn't guaranteed at an interview, should they avoid the lab. And another who felt that their #GradStudent mentor was holding them back because they had 1-term of training & weren't designing experiments yet.

@NewPI_Slack So, discussing the goals of each potential #UndergradInTheLab at the interview unlocks preconceived notions about research, and gives me the opportunity to address them *early*. It’s why I like ask about long-term academic goals and the lab classes they’ve taken. #AcademicChatter

@NewPI_Slack (I’m prepared to open this discussion because they’ve already filled out an application before interviewing. So, I already know why they want to do research in my lab, how much time per week they have available, and their main goal for doing research.)
#UndergradResearch

@NewPI_Slack I have a prepared list of interview questions that I choose from each time. I just let the interview go where it needs to. However, there are some questions that I typically ask. And I start most interviews in the same way.

@NewPI_Slack After reassuring a student that they are qualified, I start with easy questions. (I typically bring in first or second year students, don’t require previous experience or specific lab classes, and plan to teach them what they need to know.) #UndergradResearch
#STEMeducation

@NewPI_Slack Q1: "Tell me about [something specific]" from their resume. A hobby. A job they worked. A volunteer opportunity they participated in. I want them to start the interview talking about something *they* know about. This breaks the ice and helps them feel confident.#ScienceTwitter

@NewPI_Slack Then we move on to the nitty gritty. I tell them about the project (overview, why it matters, what they will be responsible for, how we'll work together), & my specific expectations. I also cover that everyone in the lab washes their own dishes and participates in weekly chores.

@NewPI_Slack I cover that things will fail, that sometimes it it will because they are new, or they make a mistake, or they have bad luck but failure will be part of their research project. This often surprises a student & leads to a bigger discussion.
#ScienceTwitter
#PhdAdvice
#PhdLIfe

@NewPI_Slack Q2+: “How does this sound so far?” This is important. It’s asking the student to reflect, in the moment, on the project, lab culture, and my expectations. Although sometimes an answer will be “fine” it’s rare. This Q often leads to another, bigger discussion. #AcademicTwitter

@NewPI_Slack Q3+: I state “College is stressful.” Then I ask a variation of, “How do you know if you’re getting stressed out and how to you deal with the stress?” Several times a student was struggling, felt isolated, or that no one cared. #PhdBalance

@NewPI_Slack (At this point, sometimes the research interview ends and the rest of my time is spent directing the student to specific campus resources. I go into each interview with a guide my uni distributed for resources for students in distress.)

@NewPI_Slack Even students who have a solid support system and are managing their college stress are reassured when I acknowledge that college is stressful. It helps to combat the isolation of feeling that they are the only one who feels that way.

@NewPI_Slack Q4: “Do you have friends involved in research?” If yes, I ask: “Do you want your experience to be similar or different & why?” This uncovers preconceived notions of what will be hard, easy or expected. It's time to address how THIS research experience will differ from a friend’s

@NewPI_Slack Q5: “What questions do you have for me?” Rarely, are there any because by this point the interview covered pretty much everything. But it’s important to ask. (Once a student asked if they could wear a hat to lab. Another if I wanted to run in their charity 5K run. I don't run.)

@NewPI_Slack Then we wrap up the interview. I used to offer the position on the spot, but eventually realized that some students accept because they don't know how to decline. Now I ask them to email me after they've had time to think it over. I can wait.
#AcademicChatter

@NewPI_Slack And a moment of self-promotion. Check out Getting In. Yes, it’s for Ugs but we cover interviewer’s styles, Q to ask, Q to prepare for, scheduling, & figuring out what you’re genuinely interested in.

Hold it up to a mirror and you have a full interview.

amzn.to/1Pdeqbr