Mastering the History Professor Interview: Top 10 Questions and Answers

So you’ve landed an interview for a history professor position. Congratulations! Now it’s time to get ready to really impress the search committee and show them why you are the best person for the job.

I’ll talk about the 10 most common questions asked by history professors in this interview guide. I’ll tell you why each question is asked and give you examples of good answers that you can use to write your own.

With these tips, you can show that you know how to teach, how to do research, and how excited you are to bring history to life for your students. Let’s get started!.

Questions About Your Background and Interest in Teaching

Expect several questions assessing your qualifications and desire to teach history. Use these as opportunities to connect your experiences to the role.

Q1: Why did you choose to pursue a career as a history professor?

This fundamental question examines your motivations Emphasize your lifelong passion for the subject and working with students

Sample Answer

I’ve always been fascinated by the stories of the past and how they shape our present and future. As early as elementary school, I loved reading history books, visiting museums and imagining being part of historic events. By college I knew I wanted to immerse myself in studying history.

Beyond the subject matter itself, I discovered in grad school how much I enjoy teaching. Being able to share my excitement about history and see students engage with it is tremendously rewarding. Training the next generation of historical thinkers motivates me every day. That’s why becoming a history professor feels like the perfect career choice for me.

Q2: How do you keep your teaching methods fresh and engaging for students?

This evaluates your commitment to pedagogical excellence. Discuss new techniques you incorporate and your teaching philosophy.

Sample Answer:

I believe an engaging classroom starts with variety. I frequently integrate activities like small group discussions, debates, analysis of primary sources, and hands-on projects. This Term, I’m experimenting with more flipped classroom and game-based learning approaches too.

Beyond mixing up the format, I aim to weave in current events and pop culture connections to demonstrate history’s relevance, which helps students get excited. I also encourage creativity, like historical fiction writing assignments. My philosophy is that engagement stems from active learning and showing students why history matters.

Q3: Tell me about your research background and current interests.

This assesses your academic credentials and ongoing scholarship. Share projects demonstrating your capabilities.

Sample Answer:

My doctoral research focused on gender roles during the Civil War era. I’m proud my dissertation was published last year as a book titled “Ladies of the Battlefield: Women’s Untold Roles in the Civil War.”

Currently, I’m researching the rise of consumer culture in the 1920s and its socioeconomic impacts. I’m collaborating with Dr. James of UPenn on this project and we plan to co-author a journal article this year. Staying active in research keeps me deeply connected to the latest historical insights I can share with students.

Questions About Your Teaching Specialties

Expect several questions drilling down on your knowledge within specific history areas. Use these to highlight your expertise.

Q4: How do you make early American history interesting for students?

This tests your grasp of engaging students in your specialty areas. Share creative examples you use.

Sample Answer:

I take several approaches to spark student interest in early American history:

• Bring in period artifacts for hands-on learning – like musket balls, poweder horns, or colonial coins

• Assign creative projects like designing their own revolution era political cartoon

• Share vivid excerpts from Benjamin Franklin’s biography to make him more relatable

• Contrast textbook descriptions of events with contradictory primary sources to stimulate debate

The key is tapping into students’ natural curiosity through interactive activities that illuminate the human side of history.

Q5: What topics related to European history do you most enjoy teaching?

This evaluates your passion and knowledge around key eras relevant to the role. Share one or two examples.

Sample Answer:

Within European history, I especially enjoy delving into the French Revolution and World War II eras.

For the French Revolution, analyzing first-hand accounts like diaries of the aristocracy, clergy, and peasants brings this turbulent time to life. With WWII, tracing the rise of fascism and key turning points like Dunkirk and D-Day captivates students. Across both periods, I focus on powerful narratives that reveal history’s human face.

Q6: How do you approach more sensitive topics like slavery, wars, and inequality with students?

This questions your judgement in handling difficult issues. Emphasize sensitivity and balance in exposing students to the full richness of history.

Sample Answer:

I believe it’s vital not to shy away from sensitive topics, but to approach them with care and nuance. That starts with setting clear expectations around civil discourse.

When discussing issues like slavery or inequality, I take time to ensure students understand the full context before passing judgement. We examine primary accounts from multiple perspectives to gain a well-rounded view. My goal is exposing students to history in all its complexity, while providing the right guidance to process and learn from it.

Questions About Handling Challenging Situations

You can expect scenario-based questions testing your judgement. Use practical examples to demonstrate how you would respond.

Q7: How do you keep students engaged who show little interest in your class?

This evaluates your commitment to supporting all students. Share steps you take to motivate the disengaged.

Sample Answer:

My first step is speaking to the student one-on-one to understand why they lack engagement. Often I can learn about their challenges and modify my teaching approach. I also try creative interventions like assigning the student the role of “class historian” where they document key takeaways – this provides purpose.

Most importantly, I remind disengaged students of history’s real world application and let them research and present on topics appealing to them when possible. My goal is igniting their latent curiosity by making historical connections personal.

Q8: Imagine a student challenges one of your lectures as biased. How would you respond?

This tests your poise and judgement when questioned. Demonstrate openness but adherence to historical accuracy.

Sample Answer:

First, I would thank the student for voicing their perspective and acknowledge historical bias is an important concern. I would emphasize my goal is always presenting history in a balanced, evidence-based manner.

Next, I would ask the student to share specific examples of bias so I can understand their concerns. If I feel my portrayal was one-sided, I will happily incorporate additional accounts to round out the narrative. Guiding students in civil debate around interpretation is key to the academic process. My aim is teaching students how to analyze history, not just accepted accounts.

Questions About Your Fit and Interest

It’s common to get a few questions assessing your fit for the institution specifically. Use these to highlight alignment.

Q9: Why are you interested in our university particularly?

This evaluates your genuine interest and understanding of the institution. Do your research beforehand so you can speak meaningfully about their strengths.

Sample Answer:

I’m very interested in UVM specifically because of its excellence in both teaching and research. Programs like the Vermont Teachers Consortium exposing students to innovative classroom approaches align perfectly with my passion for active learning. And UVM’s leadership in digital humanities provides amazing opportunities to evolve how we research and teach history. The interdisciplinary nature of the curriculum here strongly appeals to me as well.

Q10: Do you have any questions for us about this role or the university?

This offers you a chance to demonstrate your preparation and engagement. Come armed with thoughtful questions that reflect your interests.

Sample Answer:

Yes, I’m curious to hear more about the opportunities for faculty mentorship of undergraduate research projects here. Student-faculty collaboration is deeply meaningful to me, and I’d love to learn about how I could guide motivated students in historical research. I’m also interested in the possibility of collaborating cross-departmentally given the university’s interdisciplinary focus, so I’d welcome any insights you have on that.

The interview is almost over, and you’ve had a chance to really shine. Now end on a strong, enthusiastic note reaffirming your interest and fit for the position. With preparation and confidence, you’ve got this! Good luck!