Surviving those scholarship interviews!

This activity is designed to provide an opportunity for students to practice interviewing skills. It is particularly geared toward those students who will be facing competitive scholarship interviews (Teaching Fellows, Moreheads, civic organizations, etc.).

A lesson plan for grades 9–12 Guidance

By Sharon Waugh

Learn more

• College Foundation of North Carolina Career Center CFNC.org is a service of the State of North Carolina helping students successfully prepare for careers and college. At the CFNC Career Center, students can find information on a variety of careers and the educational paths needed to pursue them, as well as tools to help students plan for success.
• Job Interview Questions This website has a bank of typical interview questions than can helps students prepare for an interview.

Related pages

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• That was then, this is now: Students will explore various career topics and study technological changes over last 30 years.
• Job interviews: Focus on details: In this lesson for grade seven, students will develop questions and answers for hypothetical job interviews, and will perform job interview skits for the class.

Related topics

• Learn more about college preparation, guidance, and interviews.

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Learning outcomes

Students will:

• learn how to interview more effectively.
• learn what to expect in an interview.
• develop more confidence in their ability to interview.

Teacher planning

Time required for lesson

60 minutes

Materials/resources

• Panel of Interviewers
• Students will need resumes/scholarship applications

Technology resources

• Computer with Internet access (optional)
• Video camera (optional)

Pre-activities

• Two to three weeks prior to the mock interview: The counselor/teacher will need to set up an interview panel. Panel should consist of 3-4 members. No more than one faculty member should participate, although Central Office personnel and Board of Education members are often glad to have this opportunity. Be sure to schedule a conference room or small classroom. Panel members may want to bring a prepared list of questions. They should count on 15-20 minutes per student as well as both a pre-session and post-session of 30-45 minutes each with you. Over time, you will develop a pool of panel members.
• One week prior: Students should have submitted resumes/scholarship applications. Meet with students to give them information about the mock interview (date and time), what to expect (length of interview, number of panel members) and how to prepare (be familiar with current events, have friends or family practice with you, appropriate dress). You may want to toss out some questions for them to think about. At this time, you may also want to send a note to panel members with a reminder of the date and time, what you are hoping to accomplish, and a suggestion for types of questions: position statements (Do you believe in capital punishment? Why?), current events (local or national), open ended statements (Tell us about your favorite book, TV program, extracurricular activity).
• Day Before: Remind Students
• Day of the Mock Interview: Meet with panel members. Distribute copies of resumes/scholarship applications to each. Remind them of what you hope to accomplish for the students. Because it is a learning experience, the interview should not be easy. Ask that after each interview panel members make notes that include:
  • Distracting habits (twisting hair, cracking knuckles)
  • Overall presentation (dress, eye contact)
  • Strong points
  • Suggestions for Improvement.

  (Note: You can even provide a general outline of these areas for panel members to complete. A sample rubric is attached.) Be sure that panel members do have some questions in mind, and remind them to go easy on the yes/no response type questions. Suggest that one panel member serve as a moderator. Faculty members are usually excellent at moving things along.

Activities

1. Students will come to the designated location at their appointed time. Latecomers will be responsible for addressing this matter to the panel themselves. Counselor/teacher will introduce the student to the panel and leave. Panel members will introduce themselves and conduct the interview.
2. Student will report to the counselor/teacher immediately after the interview for self review. The counselor/teacher may help direct this by asking questions:
   • How do you feel about the interview?
   • Why did you feel this way?
   • Did the interview meet your expectations?
   • Are there some things that you could have done differently?
   • Did you notice any distracting habits?

   No more than 10-15 minutes should be spent on this.

3. After all interviews are completed, counselor/teacher will meet with panel members for review and discussion. You may want to retrieve resumes/scholarship applications. Be sure that you follow-up with a thank you note in a timely fashion.
4. The same day have the student come back to you for a review of interviewers’ comments and suggestions. Help the student develop a plan for their next interview.

Assessment

• Verbal feedback and/or rubric from students and panel members. Students, as well as panel members, should be asked if they consider this to be a worthwhile activity and why or why not they feel this way. Students and panel members should also be asked if there are components that should be added or deleted and why. Examples of positive comments include “I’m glad that I had the chance to practice,” “I feel good about my interviewing skills,” “Now I know that I am prepared for the real thing,” “Before the real interview I need to work on my grammar.”
• Real assessment comes when the students have been to a “real” interview and come back to tell you that it was easy compared to the mock interview and that they are glad you gave them the opportunity to practice.

Supplemental information

None, although over time you may design your own handouts for students and panel members.

Comments

We began doing this several years ago when we realized that our students were not competing well in very important interview situations. It is an exercise that can be easy adapted to other situations and can be expanded through the use of videotaping and even a second mock interview. One of the side benefits to this activity is the inclusion of community members in the educational process.