Adjunct Instructor, Physical Geography (Weather and Climate, Landforms)
Posted Sep 30, 2026 · We last checked this listing on Oct 4, 2026
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Likely interview questions for this role
Written from this job description, not a generic list. Each one notes what the interviewer is really checking.
About your past
Which parts of physical geography, like weather and climate or landforms, are you strongest in, and why?
What they are checking: Whether their background covers the topics the course needs.
Many students take this course to fill a science requirement. How do you keep them engaged?
What they are checking: Whether they can make a required course interesting to non-majors.
Tell me about a time you made a complex topic simple for someone.
What they are checking: Whether they have real experience explaining science to beginners.
What would you do
A student challenges the science on climate change during class. How do you respond?
What they are checking: Whether they can respond with evidence and respect while keeping the class focused on science.
A student is struggling with the math in climate data. How do you help?
What they are checking: Whether they support students with weaker math skills without lowering the standard.
As an adjunct, how would you keep your section aligned with the department's outcomes?
What they are checking: Whether they follow shared course standards that matter for transfer.
About the work
How would you explain why the Midwest has the weather it does to students who have never taken a science course?
What they are checking: Whether they can make weather and climate concepts clear and local.
How would you use labs, maps or real data in a physical geography course?
What they are checking: Whether they give students hands-on practice reading maps and data rather than just lecturing.
How would you teach the glacial history that shaped northern Illinois' landforms?
What they are checking: Whether they can tie landform concepts to the landscape students live in.
How do you design an exam that tests understanding of processes, not just definitions?
What they are checking: Whether their assessments check how well students can explain why things happen.
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As published by Joliet Junior College.