I'm moving this to the front from 11/19, in honor of "if we're lucky we'll get interviews this week" week.
I thought we could do this a little earlier than usual this year, since there seems to be a not-insignificant number of search committees scheduling first-round interviews already. So let's start thinking about what questions interviewers will be asking at the APA, should you be so fortunate.
Here's the list from three years ago, with some additions from comment threads from last year and the year before:
1. What kind of intro do you teach and why? As Anon. 1:58 puts it, "What do you cover in Intro and why? Do you give a historical or problems course? Do you emphasize methods or content? Primary sources or textbook?"
2. Inside the Philosophy Factory's got a broader take on the same idea. She asks, what's your "vision for 'normal' philosophy courses and your methods for teaching logic? Here you'll want to explain the kinds of exercises you'll do to keep students engaged. You'll also want to explain your assessment methods for those courses."
Interdisciplinary and cross-department teaching
3. What would you teach if you got to design your own course integrating material from other disciplines?
4. From Sisyphus, "How would you teach our cross-listed courses with gen ed./the Core Curriculum/some other department/the writing program?"
5. How would you engage students that are required to take philosophy courses but who otherwise would not have?
6. Here's a variation from Anon. 1:58: "How would you get students at our school interested in your class X? Why would our students want to take it?"
7. John Turri's talking engagement too, but he's going a different direction: "What techniques would you use to engage students, in the same class, of very different levels of ability and interest?"
8. Back to Sisyphus: "How would you work with our students as opposed to the ones at your current institution" (i.e., differences in diversity, age, college prep, money, types of feeder schools, a religious mission, they are all huge b-ball fans, etc.)"
9. Here's Inside the Philosophy Factory: What are "your methods for adjusting to different preparation levels in the classroom? Here is where you'll have to explain how you'll deal with the kid who can't read and the kid who had to come home from Princeton sitting next to one another in your freshman Ethics course."
10. How does your research inform your teaching?
11. From Anon. 1:58: "What is your strength/weakness as a teacher? What is special about your classes? What do you feel you need to work on?"
12. John T again: "What incentives do you build into the course to encourage your students to actually do the reading?"
13. What technology do you use in teaching? Besides chalk, I guess.
14. From Inside the Philosophy Factory: How would you "deal with a few students who are doing badly in the class -- and how you would deal with a significant portion of the class that is doing badly? She recommends, "The key with the student is to offer more help and to understand what resources are available to help students who need more assistance. With the class who is doing badly, discuss how you'd do some review to reinforce some important concepts AND to do classroom assessment techniques like asking about the 'muddiest point' etc."
15. From Sisyphus, "what sorts of limitations do you see yourself working around in your research here (i.e., how will you deal with our heavy teaching load and research requirements at the same time?)?"
16. And Michael Cholbi underlines the point: "Be ready to talk about how you'd teach large courses (50+) on your own."
Michael C. also recommends having a handful of memorable points to make about your teaching. Now, nothing makes a talking point go down smooth like a charming little anecdote. . . .
Regarding Faculty Interaction (from "Use"; in comments 2 years ago.)
17. How do you plan to deal/how have you dealt in the past with disagreements with other faculty members?
18. How do you think you would fit in with our current faculty?
19. If you were on a search committee within our department, what would the three most important qualities of a candidate be?
20. What is the most exciting prospect about working with our current faculty?
21. From Anon. 1:58: "What was your worst/best moment as a philosophy teacher and why? How did you react/respond?"
22. Sisyphus again: "Describe a time you had to deal with a problem student."
23. And back to Inside the Philosophy Factory: Describe "your most challenging teaching situation and your most rewarding experience. Here is where you tell the story about little Jimmy who was sure he couldn't do logic -- who had talked himself out of being able to pass the class and who finally ended up passing the class"
24. Anon. 1:58: "From a religious school: How would you get along with our students?"
25. Inside the Philosophy Factory Again: Talk about "your professional development. Here is where you'll want to talk about the teaching seminars you're attending via your grad university, how you are a member of APT etc... This is not where you give details about conference papers, publications etc -- unless there is a research element to your position. Then you make it about 50/50."
26. "Suppose someone (perhaps a community member, and not necessarily a student) came to you and asked how to resolve moral problem X. What would you tell them to do?"
27. "Which do you see as you primary focus--teaching or research?"
28. As far as research questions go, be prepared to discuss the most basic, foundational issues related to your work. You have probably spent 90% of your recent efforts defending what to those outside of your specialty may look like very minor points. Be prepared to engage in the big picture stuff. (From anon 12:46 in comments last year.)
29 What is philosophy? (from R. Kevin Hill, in comments 2 years ago)
30 Prepare for questions about grants and other outside funding. It's not something that philosophers usually consider, but it is becoming an important factor at some institutions. (from anon 2:20, in comments last year.)
31 “In these financially challenging times what skills or talents can contribute to the university as a whole?” (from anon 2:02, in comments last year.)
You might also want to read the comments on this post, this post, this post, this post, and also this, this, and this article in IHE.
Any additions? Any resources I've overlooked?