Abstract
Interviews for faculty positions in psychology often include a teaching demonstration or research talk, but there is little empirical data about what makes these job talks successful. Psychology faculty ( N = 303) described the job talks required at 4-year institutions and the attributes of a successful job talk. For both teaching demonstrations and research talks, being accurate and knowledgeable was of highest importance, but being practiced, open, and engaging were also important. However, significant differences between institutions showed that baccalaureate institutions emphasize teaching skills during job talks and doctoral institutions emphasize research skills. The results confirm that a polished job talk is crucial, but they also illustrate that successful job talks must fit the teaching and research mission of the institution.
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