Oxford University Interview Questions: The Examples

Times Online
October 8, 2009

Subject: Geography
Interviewer: Lorraine Wild, St Hilda’s College
Q: If I were to visit the area where you live, what would I be interested in?
Lorraine Wild: ‘The question gives candidates an opportunity to apply concepts from their A level geography course to their home area. They might discuss urban planning and regeneration, ethnic segregation and migration, or issues of environmental management. The question probes whether they are able to apply ‘geographical thinking’ to the everyday landscapes around them. It reveals the extent to which they have a curiosity about the world around them. By asking specifically about their home area the question eliminates any advantage gained by those who are more widely travelled and have more experience of a variety of geographical contexts.’’

Subject: Modern Languages
Interviewer: Helen Swift, St Hilda’s College
Q: What is language?
Helen Swift: ‘Although I would never launch this question at a candidate on its own, it might grow out of a discussion. Students sometimes say they like studying Spanish, for example, because they 'love the language'. In order to get a student thinking critically and analytically, the question would get them to consider what constitutes the language they enjoy – is it defined by particular features or by function (what it does)? How does form relate to meaning? And so on.’

Subject: English
Interviewer: Lucinda Rumsey, Mansfield College
Q: Why might it be useful for an English student to read the Twilight series?
Lucinda Rumsey: ‘There's several reasons I might ask this one. It's useful in an interview to find some texts the candidate has read recently and the Twilight books are easily accessible and popular. Also, candidates tend to concentrate on texts they have been taught in school or college and I want to get them to talk about whatever they have read independently, so I can see how they think rather than what they have been taught. A good English student engages in literary analysis of every book they read. The question has led to some interesting discussions about narrative voice, genre and audience in the past.’

Subject: Medicine
Interviewer: Robert Wilkins, Department of Physiology, Anatomy and Genetics
Q: Why does your heart rate increase when you exercise?
Robert Wilkins: ‘The simple answer, which all students can provide, is because you need to deliver more oxygen and nutrients to muscles and remove metabolic products. But follow-up questions would probe whether the student appreciates that there must be a way for the body to know it needs to raise the heart rate and possible ways for achieving this. Answers might include sensing lowered oxygen or raised carbon dioxide levels. In fact, gas levels might not change much, so students are further asked to propose other signals and ways in which those possibilities could be tested. This probes selection criteria such as problem-solving and critical thinking, intellectual curiosity, enthusiasm and curiosity, and the ability to listen.’

Subject: Biological Sciences
Interviewer: Martin Speight, Department of Zoology
Q: If you could save either the rainforests or the coral reefs, which would you choose?
Martin Speight: ‘I’d expect students to be able to use their general knowledge plus their common sense to come up with an answer – no detailed knowledge is required. Students might then be asked about the importance of natural features, such as biodiversity and rare species, and human interests, such as the fuel and food, ecotourism and medicines we get from rainforests or reefs. Finally there are impacts to consider from climate change, soil erosion, pollution, logging, biofuel replacement, overfishing, etc. The final answer doesn't matter – both reefs and rainforests must be managed sustainably to balance conservation and human needs.’

Subject: Law
Interviewer: Ben McFarlane, Faculty of Law
Q: What does it mean for someone to ‘take’ another's car?
Ben McFarlane: ‘There is no right answer to this question. For example, can you take a car without driving it, or even without moving it? Our focus is on the candidate’s reasoning – how he or she formulates an initial definition and how he or she then applies and refines that initial definition in response to hypothetical examples provided by the interviewers. One example might be: I am walking along the street when it starts to rain. I open the door of an unlocked car and sit there for 15 minutes until the rain passes. Have I ‘taken’ the car? The aim of the interview is to give the candidate a chance to show his or her application, reasoning ability and communication skills.’

Subject: Engineering
Interviewer: Byron Byrne, Department of Engineering Science
Q: How would you design a gravity dam for holding back water?
Byron Byrne: ‘This is a great question because the candidate first has to determine the forces acting on the dam before considering the stability of the wall under the action of those forces. Candidates will probably recognise that the water could push the dam over. The candidate would then be expected to construct simple mathematical expressions that predict when this would occur. Some may also discuss failure by sliding, issues of structural design, the effects of water seeping under the dam, and so on. The candidate will not have covered all the material at school so guidance is provided to assess how quickly new ideas are absorbed. The question also probes the candidate’s ability to apply physics and maths to new situations and can test interest in and enthusiasm for the engineered world.’

Joanna Sugden

Quintessential Questions: Wake Forest’s Admission Director Gives Insight into the Interview Process

August 18, 2009

During the winter months in the Admissions Office, Fridays are dedicated to “Committee.” We gather with stacks of applications, discuss them, argue about them, eat lunch over them, plead for them, and then eventually vote as to whether or not they should be offered invitations to join our academic community.

Summer Fridays are different. With the incoming class already set and next year’s applications yet to arrive (except for the most zealous of the early decision) we have time to plan, to look ahead and to discuss the activity which consumes the bulk of our summer days—interviewing. We share insights, interview questions that have proven effective and yes, I admit, stories that are shared with us by interviewees about alien abductions the ability to communicate with animals, or details of the plot of the Transformer movie.

Since the decision to make SAT scores optional at Wake Forest, we have strongly encouraged our applicants to interview with us, either on campus, via webcam through Skype or if all else fails, through an on-line interview format. The interviews have proven invaluable as we evaluate applicants and have sometimes been so revealing that we have questioned how we ever made admissions decisions before the interview!

It’s important to note that the Admissions Officers who conduct interviews are not all the same. Some of us are fresh from the commencement line while others have just sent our own children away to college. We are musicians, historians, science geeks and bibliophiles. Some of us are the first in our families to have graduated from college. Others have descended from generations of academics. Black, White, Hispanic, Asian, our faces resemble those of the community around us. It is our happy task to spend thirty minutes with prospective students and in that time to draw from them information to help us decide whether or no they are a “fit” for our institution.

Do we have a common set of questions that can be rehearsed and prepared for? No. Do we often delve into areas of current events, high school classes, reading, or extra-curricular talents? Yes. Are there expected responses that we hope each question will elicit? Absolutely not. We like to be surprised. What we hope for most of all with the interview is insight into who the applicant really is at age 17, what ideas interest her, what experiences have shaped him, what are her hopes for the future and his concerns about the present. How open is her mind, how curious is his spirit? Is there kindness and humanity somewhere in there?

We seek a class of debaters and dancers, African drummers, mathematicians, zoologists and poets. The questions that we ask of our prospective students are thus broad and provocative. “Who are you?” asked with a warm smile is often how I begin my interview. ‘How do you hope your college years will be different from high school?” “What’s the best class you’ve ever taken?” “If you had a ‘do over button’ when would you have used it?”” Do you think your life will be easier than your parents’?” “Tell me about a book that everyone should read.” “If you had a day all to yourself, how would you spend it?” “Where do you get your news and what news has been most concerning to you of late?” Depending on the student the conversation can drift into European politics, techno music, sustainability, or conflicted teenage vampires. I love the drift. Just in case I have missed something critical I always conclude with, “Is there something which you hoped I would ask you that I have not?” Well, yes, there was the alien abduction.

We are admissions officers because we love college , we love college aged people and we love conversation. We don’t expect interviewees to be professional conversationalists, or mini-50 year olds, we want to talk with fresh, edgy, interesting teenagers. Theirs is the energy that makes a college campus a crucible of ideas. Come as you are to the interview and be ready to share. That’s how the match is made.


By Martha Allman