Adjunct Instructors - Statistics
Posted May 13, 2026 · We last checked this listing on Oct 6, 2026
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
Your background might be in math, natural science or social science. How does that shape the way you teach statistics?
What they are checking: Whether they understand their own lens and can still serve students from many majors who take statistics.
Tell me about a time a student struggled with statistics because of math anxiety. How did you help?
What they are checking: Whether they can support anxious students in a required course without lowering the standard.
What have you done in the last five years that keeps you current in statistics, through work, publications or presentations?
What they are checking: Whether they meet the posting's requirement for recent professional activity in the field.
What would you do
If you were called a week before classes to take over a statistics section, what would you need and how would you prepare?
What they are checking: Whether they can handle the last-minute assignments the posting warns about without scrambling the students.
A student asks why they need to learn hypothesis testing by hand when software does it for them. How do you answer?
What they are checking: Whether they can defend conceptual learning in a way that convinces a skeptical student.
About the work
How would you explain a p-value to an introductory statistics student in a way that avoids the most common misunderstandings?
What they are checking: Whether they can teach the concept students most often get wrong, accurately and in plain words.
What software or tools do you use when teaching statistics, and why those?
What they are checking: Whether their tool choices fit students' needs and level rather than their own research habits.
How do you use real data in an intro course so students see why statistics matters?
What they are checking: Whether they connect methods to real questions, which keeps non-majors engaged and builds data judgment.
How would you teach the difference between correlation and causation using an example students care about?
What they are checking: Whether they can make a key reasoning skill memorable rather than just repeating the phrase.
How do you design assessments so students can't succeed just by memorizing which test to use?
What they are checking: Whether they test judgment about choosing and interpreting methods, not only procedure.
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As published by St. Norbert College.