Applicants might have picked up ideas about the function of a lion's mane from independent reading or from watching natural history documentaries. That's fine — but I'd follow up their response by asking how they would test their theory. When I've used this question in interviews I've had all sorts of innovative suggestions, including experiments where lions have their manes shaved to investigate whether this influences their chances with the opposite sex or helps them win fights over territory.
Many Biology tutors use plant or animal specimens — often alive — as a starting point for questions and discussion, so applicants shouldn't be surprised if they are asked to inspect and discuss an insect or a fruit.
Red can signal either 'don't eat me' or 'eat me' to consumers. I'm interested in seeing how applicants attempt to resolve this apparent paradox. This question is not about hoping students will display their expert knowledge of tigers. Most applicants would instinctively answer 'Yes I might follow up this question by asking if it would matter if less glamorous creatures — like fungi — went extinct. This question builds on general knowledge and material studied at school in biology and chemistry to assess how students approach a clinically-relevant problem.
Students have usually have learnt that the kidneys filter blood to remove waste products, such as urea, that must be eliminated from the body but many other useful substances which must not be lost — including glucose — are also filtered.
The process involves reabsorption by a carrier protein that binds the glucose molecules and moves them out of the renal tubule and back into the blood. Students should appreciate that, in binding glucose, the carrier will share properties with enzymes, about which they will have learned at school: the capacity to reabsorb glucose is finite because once all of the carriers are working maximally, no further glucose reabsorption can occur.
This question builds on commonly held knowledge and on material covered in Biology at school about visual processes. The question assesses criteria such as scientific curiosity has the applicant ever wondered this themselves? Have they formulated any theories? After establishing that the applicant understands that light is detected by photoreceptors in the eye and exploring and explaining this concept if it is a new one , the discussion would consider how the glow might be advantageous to the cat, seeing whether the applicant can appreciate that it may help the animal to see in the dark.
Possible explanations for the glow would be discussed with an expectation that applicants might recognise that the light could be generated within the eye or alternatively that light entering the eye is in some way reflected back out. Having established the second possibility as more being more plausible, the interviewer would probe to see whether the candidate recognises the significance of giving photoreceptors two chances to capture light as rays pass into and then out of the eye and why at night this might enhance vision.
How many different molecules can be made from six carbon atoms and twelve hydrogen atoms? This question gives candidates an opportunity to demonstrate a wide understanding of chemistry and there is no simple, immediate answer. Most candidates would start by drawing some molecules to construct some that satisfy the requirement of six carbons and twelve hydrogens. During this process, the interviewer would also be looking at how well the candidate responds to prompting.
After a few minutes, the interviewer may use the question to move the discussion toward concepts such as chirality, cis-trans isomerism, ring strain, and isotope effects. Candidates may not have heard of these before, which is fine and to be expected; the interviewer wants to see how quickly the candidate picks up new concepts and whether they can offer plausible explanations for them. Why do you think Dido kills herself in Aeneid 4?
I would open this part of the interview by asking the applicant to choose a Classical text that they have enjoyed. It really depends on what the applicant says they have read. The questions allow us to see whether candidates are open-minded and able to see how others, both today and, crucially, in the ancient world, might put the evidence from the texts together to draw different conclusions. How do pirates divide their treasure?
A group of 7 pirates has gold coins. They have to decide amongst themselves how to divide the treasure, but must abide by pirate rules:. This is a standard logic problem and is a good example of the type of question that could be asked. I like to see how students can take directions, and if they can break problems into smaller subsets, and work through a complex concept applying a solution in an algorithmic way.
If students have any questions, I want them to ask — not to sit in silence feeling stuck! We assume that the most senior pirate has the letter A.
Others will be B, C, D etc, depending on how many there are in the group. So if pirate A bribes pirate C with 1 coin, pirate C will vote in favour. Pirate A knows that if he dies, then pirate C gets nothing again, it will become the 3 pirate case, and pirate C will be promoted to pirate B , so he needs 1 coin to bribe him. Now Pirate A needs 3 votes, so he must bribe each of the pirates who would get 0 coins if he dies with 1 coin each. In this final stage although you can continue indefinitely!
Pirate A gets 97 coins, pirates C, E and G get 1 coin each, and the others get nothing. There is a wide range of other example interview questions on the Computer Science website. This question can be addressed in a variety of ways and addresses several of our selection criteria: an aptitude for analysing and solving a problem using a logical and critical approach; lateral thinking and hypothesis generation; the ability to manipulate quantities and units; and the ability to apply familiar concepts pressure, force etc.
Candidates often like to start off by thinking about the composition of the atmosphere, and how we might know that, what its density is, and then to ways of estimating its volume.
We look to see if there are ways of simplifying the problem: for example, could you treat the Earth and atmosphere as a sphere slightly larger than the Earth and subtract the volume of the Earth from the larger sphere to get a volume for the atmosphere? The difficulty with this approach often lies with determining where the atmosphere ends and how the density might vary with altitude, how applicable concepts like the ideal gas law are in these circumstances, and these are uncertainties that we might explore in a discussion.
An alternate approach is to see if there are properties of the atmosphere that we can observe at the surface that might enable us to estimate the mass. One such property is atmospheric pressure, which is a force per unit area.
The force can also be described as a mass multiplied by an acceleration, which on Earth is the acceleration due to gravity. Hence, if we have some idea about atmospheric pressure we can calculate the mass pressing down on a unit area. If we can estimate the total surface area of the earth approximated by the surface area of a sphere we can therefore calculate the total mass of the atmosphere.
For this question, you are given a hand sample of rock to examine, and are asked to describe what you see. In the second part of the question, you are asked to suggest how the rock formed, and why it looks the way it does it is made of crystals of several different types, and the types of crystal vary in their average size.
This question does not rely on pre-existing knowledge of geology or rocks. In fact, what we are interested in is whether the candidates can make accurate and critical observations what does the rock look like?
We want to see that they are motivated, and keen to engage with the topic. But we do want to see that they can get to grips with new information and use it in their reasoning. So we often provide suggestions and small questions that help to guide the conversation at various points. In the first part of the question, when describing the rock, we want candidates to organise their observations, so they have some structure.
For example, the rock is made of crystals, some of which have well-defined shapes. The crystals vary in colour and size, and probably represent different chemical compositions different minerals. The smaller types of crystals generally have less well-defined edges. In the second part of the question, we want to see that candidates can use their knowledge of crystal formation — from GCSE and possibly A-level — to interpret why the rock appears as it does. The crystals indicate that the rock formed by crystallisation of molten rock from a liquid to a solid.
Some crystals might be larger because they took longer to form. Crystals with poorly-defined shapes may have formed last, fitting into whatever space was available at the end of the process. These observations can be used to discuss the history of cooling of molten rock. They are planning a four-day holiday in Venice and they each have euros to spend. They have already paid for their return flights and for their hotel room.
On the flight to Venice Alex and Brian discuss how they should each allocate their spending over the four days. Explain why this might be a reasonable way to represent his preferences. If he has these preferences how would you expect him to allocate his spending over the four days? Brian has the same preferences as Alex, but he knows that he tends to be impatient.
If Brian has these preferences how would you expect him to allocate his spending over the four days? Is there a better way for Brian to allocate his spending and, if so, how might he achieve this better outcome? Does your analysis of this problem have any implications for any current economic policy issues? After asking one or two general questions such as 'what topic in Economics have you enjoyed most, or found most surprising' we move on to working through a puzzle.
We give the candidate a copy 10 minutes before the interview starts. We might spend minutes going through the implications of the puzzle during the interview, though this depends on how far candidates get, and how quickly they get there! Each puzzle is designed to see how willing candidates are to abstract from the complexities of a 'real world' case involving some economic principles and to put such principles 'to work'.
There is usually some simple mathematical ideas involved in this case, the idea that the utility function provided implies that it is best to allocate spending uniformly over the four days. However, we do not expect any calculations to be performed, though drawing a diagram is often useful as it is in this example. Do bankers deserve the pay they receive? And should government do something to limit how much they get? This is a very topical question in light of the recent financial crisis.
A simple answer might be that since banks are generally private firms and workers are free to work where they wish, then the pay they receive is just the outcome of a competitive labour market. In this story, bankers earn a lot because they are very skilled and have rare talents. It is hard to see a reason for government intervention in this case — though on equity grounds one may want to have a progressive income tax system that redistributes some of this income.
A good candidate would wonder why it is that seemingly equivalently talented people can get paid so much more in banking than in other occupations. Do we really believe that bankers are so much better than other workers in terms of skill? An alternative story is that the banking industry is not competitive and generates profits above what a competitive market would produce. This would then allow workers in that industry to share some of those profits and so earn much more.
In this case, there is a role for government intervention - making the market more competitive. The key point about this question is trying to get candidates to think about the economics of pay rather than just whether they think it is fair or not.
Place a 30cm ruler on top of one finger from each hand so that you have one finger at each end of the ruler, and the ruler is resting on your fingertips. What happens when you bring your fingers together? This would never be the opening question in an interview - we usually start with a first question that gives the candidate an opportunity to get comfortable by discussing something familiar.
This question would come later in the interview, when we present candidates with an unfamiliar scenario and ask them to use what they know about familiar concepts such as friction to explain something.
Almost everyone in this example will expect the ruler to topple off the side where the finger is closest to the centre to the ruler because they expect this finger to reach the centre of the ruler first. They then complete the 'experiment' and find both fingers reach the centre of the ruler at the same time and the ruler remains balanced on two fingers.
We like to see how candidates react to what is usually an unexpected result, and then encourage them to repeat the experiment slowly. This helps them observe that the ruler slides over each finger in turn, starting with the finger that is furthest from the centre. With prompting to consider moments and friction, the candidate will come to the conclusion that moments mean that there is a larger force on the finger that is closest to the centre of the ruler.
This means that there is more friction between the ruler and this finger and therefore the rule slides over the finger furthest from the centre first. This argument will apply until the fingers are the same distance from the centre. The candidate should then be able to explain why both fingers reach the centre of the rule at the same time as observed.
In some cases, particularly if we have not done a quantitative question already, we might then proceed with a quantitative analysis of forces and moments. We might even discuss the fact that the coefficient of static friction is higher than the coefficient of dynamic friction and therefore the 'moving' finger gets closer to the centre than the static finger before the finger starts to move over the other finger.
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. JK Rowling has just published a book for adults after the hugely successful Harry Potter series. In what ways do you think that writing for children is different to writing for adults? Candidates who have grown up on Harry Potter might have read Rowling's new book and have thought both about Rowling's change of audience and their own change as readers from child to adult.
But even without knowing Rowling's work at all candidates could say something about themselves as readers, and how as readers they approach different kinds of books, and how writers develop a body of work and write for different audiences. Mainly I always want to know that whatever they are reading, candidates are reading thoughtfully and self-consciously, and are able to think as literary critics about all the books they read.
I worry that not all candidates might have the same access to a wide range of literature, and I am careful to judge them on what they know, not on what they don't know. If I asked that question about Shakespeare some candidates might have a view of his literary output, but many wouldn't.
If I start with Harry Potter, everyone at least has a starting point of recognition. And I think Rowling deserves a mention as I am sure that there are many people applying to study English at university this year who became avid readers because of her books.
Tell me about [this literary work you have mentioned in your UCAS personal statement]. I'd want to start with something the candidate has already identified as something they want to talk about so be honest on your personal statement! I'd want to get a sense of what the candidate picks out about it, and perhaps to try to move the discussion onto matters of form how the text is written rather than content what it is about. That might include - how does the author choose to begin or end the work and why?
There might be other questions too: does the biography of the author have any relevance to our interpretation? Why do you think an English student might be interested in the fact that Coronation Street has been running for 50 years? First and foremost this brings popular culture into the mix and also shows that techniques of literary analysis can be applied to other media. 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. 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.
We use this question to open a discussion that could go in a number of different directions. We want to encourage candidates to talk about a subject on which they know something, but where probing questions can lead them to look at what they know in a new and revealing light. It was very common for candidates to say that nothing interesting ever happens where they live, but this was a chance for the interviewers to encourage them to reflect on what we mean by historical significance, and why some places seem unremarkable in those terms.
It also allowed us to hear candidates describe things like a town in decline, unusual street names, or pride in local sports teams, and then to ask them what questions a historian should ask in order to set these in context.
Is violence always political? Does 'political' mean something different in different contexts? This pair of questions allows the interviewer to deal with historical material from any period the candidate is studying or knows about from more general reading. It could also be answered extremely well from contemporary or current affairs knowledge. The aim of the question is to get the candidate to challenge some received notions about what constitutes politics, and to think about how political history might be studied away from the usual kings, parliaments etc.
A good candidate would, with assistance, begin to construct categories of when violence looks more and less political. A very good candidate would, with assistance, begin to construct a useful definition of 'political', but this is challenging.
The main aim would not be to solve these problems, but to use them to find some new interest in a subject that the candidate already knows something about. Imagine we had no records about the past at all, except everything to do with sport — how much of the past could we find out about? I would say this to a candidate who had mentioned an interest in sport on their personal statement, though it could equally be applied to an interest in something else — like film, drama, or music.
What I would be looking for is to see how the candidate might use their imagination, building on something they know about probably much more than I do to tackle questions of historical research. I would usually ask supplementary questions, to push the students further — and often, I would have no answer in my mind, but would simply be interested in seeing how far the student could push their analysis.
Which person or sort of person in the past would you most like to interview, and why? The question is not so much about which person the candidate wants to meet, but what sort of issues the candidate wants to find out about which can be quite revealing and then working out the best way to do so.
Or if they wanted to find out what we don't know about any given period, they might want to interview people who didn't leave any written records. Sometimes we might encourage the candidate to think through whether the person they selected would be willing or able to reveal the information they sought and we allow plenty of time for the candidate to change the issue they want to find out about, and reconsider their choice of person.
The aim of this question is to encourage candidates to think critically, creatively and comparatively about how historians know what happened in the past. I would use this sort of open question to allow a candidate to talk about the availability of historical evidence in whatever time period, place or theme interested them from their school-work or wider reading. For instance, a candidate might start off by saying that they had been studying Tudor England and historians don't know much about the lives of the poor because they were less likely to be able to write.
Given these lower levels of literacy, we could then talk about what sources historians can use to learn about the lives of the majority of the population in sixteenth-century England. This would require the candidate to think creatively about alternative sources and their drawbacks , such as, for instance, criminal court records in which people who could not write were required to give oral testimony as witnesses.
Historians are always interested in explaining continuity and change over time, so I might then ask the candidate to compare what historians can know about Tudor England to another time period or place that interests them. For instance, if they had also studied the USA during the Depression, I might ask the candidate whether the gaps in historical evidence are different in interwar America.
By thinking comparatively across four-hundred years and in different continents, a candidate might be able to draw some thoughtful conclusions. They might want to think about how structures of power have altered over time or about how social norms for what can be recorded and kept in archives have changed.
This is the sort of conversation that no candidate could predict in advance. The hope is that the discussion allows candidates to show their understanding of, and enthusiasm for, history, and — most importantly — their ability to think independently, flexibly, and imaginatively about the past.
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. If the punishment for parking on double yellow lines were death, and therefore nobody did it, would that be a just and effective law? Candidates are not meant to give a right or wrong answer to this question.
They need to demonstrate that they have recognised the various issues that arise. The candidate who distinguishes between 'just' and 'effective' does best.
The issues are different once that distinction is made. A just law might not be effective, or vice versa. The issues of how proportionate the punishment is to the crime refer to the justness of the law.
The answer to its effectiveness is already in the question: 'and therefore nobody did it. Should it be illegal to run a red light in the middle of the night on an empty road? Studying law requires that students understand what the law is, and also about what it should be, that is to think normatively.
We are particularly interested in their capacity to justify their views and interpretations. This involves being able to analyse concepts and to critically appraise arguments and the reasoning behind a position, as well as to consider objections and to offer rebuttals to those objections.
This would be suggesting that the law is based on preventing harm. We might then explore whether this is the only purpose or the dominant purpose of the law, and how that might shape how legal rules need to be constructed, whether there are any circumstances in which exceptions might be valid and how effective exceptions could be created.
Here, we would be looking to see how well they can see the problems with their approach and the difficulties inherent in drafting a rule that works in every situation without being too broad. This line of discussion would draw out their capacity to respond to challenges to their position, their ability to amend their initial answer when it no longer seems sustainable, and their ability to think precisely.
Another candidate might suggest that even if no one is harmed, it is important that laws are respected and we could examine why this is the case. This could lead into more philosophical discussions of what it means for a law to be binding and how legal rules might differ from moral rules or guidelines.
A candidate might begin to consider whether there is something special about legal rules — are they different from other kinds of rules, such as those of a game, moral rules, social rules, club rules and so on.
We could use this as a way into exploring with them whether the fact that something is illegal is itself a reason not to do something, over and above, perhaps, the harm the rule is aiming to prevent. A young woman from a prominent white family in your town has been killed. She was white, and a rumour is spreading that the killer was a young black man, even though no evidence of this has been brought forward.
There is increasing disquiet in the community. Some people are scared for their female relations, while the family and their friends are desperate to avenge her death. You are particularly concerned that there will be violence amongst the townspeople, and possibly racially-motivated killings, if nothing is done.
You have no idea who the real killer is. A homeless man comes to town. He has no friends or family in the town; no-one has seen him before as far as you know. You do not suspect he committed the murder. However, you do think you would be able to concoct enough false evidence to convince a jury that he killed the young woman and sentence him to death. Do you concoct the evidence to save the town from violence and potentially prevent the deaths of numerous people?
Would you concoct new evidence? This is a complicated question and we would take the candidate through the scenario slowly and discuss their reasoning to the first part before moving on to each variation in turn. This question delves into the role of the law in society and what is meant by justice. There are many ways to answer it. What we would want to see is the candidate reasoning about issues like whether the sheriff should be purely utilitarian and act so as to prevent violence, or whether other considerations like justice should override this, even if it means loss of innocent life.
Strong responses would include lots of explanation of their thinking about why there might be good reasons for the law to be committed to only punishing the guilty; the goals of punishment and its justifications; and why we need to promote trust in law enforcement institutions and the law. Really great answers might think about how rules of evidence aim to promote justice, and might consider how something could be a technicality or not. Candidates could also think about what a purely utilitarian legal system might look like and the problems it might pose, and why even if the law must be utilitarian in many ways, this needs to be tempered with other considerations.
How hot does the air have to be in a hot air balloon if I wanted to use it to lift an elephant? When I actually used this question in interviews, no-one actually got as far as an actual 'X degrees C' answer in the ten minutes or so we allowed for it, nor did we expect them to. We use this sort of question to try to find how applicants think about problems, and how they might operate within a tutorial. We make this clear to interviewees before even giving them questions of this type.
Things we are looking for include how readily they can see into the core of a problem what's the essential physics in this? What else operates like one? Imagine a ladder leaning against a vertical wall with its feet on the ground. The middle rung of the ladder has been painted a different colour on the side, so that we can see it when we look at the ladder from the side on.
What shape does that middle rung trace out as the ladder falls to the floor? So eventually they will fall back on maths, and try to model the situation using equations.
This is a fun question because the answer is typically the opposite of what they expect because they think about the shape the ladder makes when it falls which is a series of tangents to a curve centred away from the wall and the floor. So here is something to investigate. Maths interviews are usually conducted over a piece of paper, sometimes at a white board and so diagrams will get drawn and the student will find the answers are 1, 2, 3, 5 for the first four cases. Some systematic care may be needed to explain why the fourth answer is 5 and why no sixth solution has been missed.
At this point I usually tell the student the next two answers at 8 and 13 — any thoughts on the emerging pattern? The next stage of the interview is about understanding why that pattern should be appearing here. When done with this bit of the interview hopefully the student has taken on board a few new ideas.
So the question moves on to: 3 x n rectangular grids and 3 x 1 tiles, to 3 x n rectangular grids and 2 x 1 tiles. One of the reasons I found this a good question in the past was that its knowledge content is low, no more than GCSE. But its internal complexity is sufficiently difficult to test the brightest students, especially in the final part, whilst also allowing students repeated chances to show what they were learning and share their thinking.
Put these countries in order by their crude mortality deaths per thousand of the population : Bangladesh, Japan, South Africa, the UK. Interviews for Medicine aim to gauge candidates' understanding of the science underpinning the study of medicine, as well as skills in scientific enquiry. This question invites candidates to think about a public health question and epidemiology that can be approached in many different ways, without necessarily knowing anything about specific mortality rates around the world.
We would expect the initial discussion to probe the differing causes of death that contribute to mortality rates — such as those 'Western diseases' heart disease and cancer — and how they compare to those found in developing countries high infant mortality, infectious diseases, poor nutrition, high rates of HIV etc. The majority of candidates will expect Bangladesh or South Africa to have the highest crude mortality rate, and will be surprised to find that it is in fact Japan.
The other part of the mortality rate calculation is of course the age of the population: we would ideally steer the conversation towards a discussion of why a wealthy but older country like Japan might have a higher mortality rate, while a country like Bangladesh — which many people might initially expect to have a high mortality rate due to relative poverty as a country — actually has a relatively lower mortality rate because of its young population.
Similarly, Britain actually has the second-highest mortality rate because of the age structure of its population: we are a relatively old country and a majority of deaths occur in older people. We wouldn't expect students to get the right answer on their own, and in fact that's not the point: the point is to see how they apply their understanding of social and cultural factors in health and illness to a problem of epidemiology.
Some students might already have a detailed knowledge of demography, others might need to be given more relevant information — the point isn't what they know, it's what questions they ask to make their conclusions, and how they interpret information to draw those conclusions. We might then go on to discuss how you could make a valid comparison between mortality rates in different countries.
The viruses that infect us are totally dependent on human cells for their reproduction; is it therefore surprising that viruses cause human diseases? Like most good interview questions, this could be a starting point for any number of interesting conversations.
Most candidates will have a reasonable understanding that viruses are essentially parasitic genetic entities, but the interviewers are not really looking for factual knowledge. In a tutorial-style discussion, strong candidates will engage with the paradox that viruses need us for their own reproduction, and yet cause us damage. They might point out that some of our responses to viral infection such as sneezing favour the spread of the virus.
The interviewer might steer the discussion towards viral infections associated with high mortality, and the idea that any virus that killed off its host entirely would run the risk of extinction — unless it could infect other host species too. Candidates may have come across examples of viruses that jump from non-human animals to human hosts in this way. We might then ask if the candidate considers it possible that there are viruses that infect humans and reproduce successfully, but do not cause any disease.
How might we go about finding and characterising such viruses? These questions probe selection criteria including problem-solving, critical thinking, intellectual curiosity, communication skills, ability to listen and compatibility with the tutorial format. Is it a judgment about content or style? Could it be seen in and of itself a value judgment? How useful is it as a label? What if we said that all art is, in fact, political?
Recently viewed. Find Your Dream School. By submitting my email address. I certify that I am 13 years of age or older, agree to recieve marketing email messages from The Princeton Review, and agree to Terms of Use. Bring specific questions. Put some energy into coming up with creative questions with answers that cannot be easily found on the college's website 2. Practice like a prizefighter. Prepare for common college interview questions.
Hint: Specific examples are always key! Your interviewer wants you to be as excited as they were—and are! What do you want to study in college? SAT Prep Courses. ACT Prep Courses. Enroll Now. Register Book Go. Institutional Partnerships K Home Tutor. Yes, I love saving money! No thanks, I'll pay full price. After so many months of living through the coronavirus pandemic, you are likely already all too familiar with every virtual communication platform on the planet. Think of it as the modern day equivalent of looking in the mirror one last time and popping a breath mint before entering a physical room remember those?
So, relax and use your college interview as an opportunity to enter into great conversation, learn a bit more about your prospective school, and your intangible awesomeness is certain to shine through. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.
Congress, reporting on issues related to college admissions and financial aid. Navigating the Admissions Process. Schedule your interview early. Meet with your rep. Know your school. Questions you should be prepared to answer. Here are some questions that you may encounter on interview day: So, what sparked your interest in our college? What classes, programs, or activities at our college excite you the most? Why is that? What have you liked most about your high school? If you could change one thing about your high school what would it be?
What subject do you enjoy most?
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