Career Toolkit
Interviewing Strategies
For instructors and students to use as a learning guide in the classroom.
​
The Office for Career Success has developed a video module about interviewing strategies. Student, staff, and alumni actors appear in fictional scenarios throughout the video. Instructors have the option of using activity prompts to guide class dialogue and activities.
​
The learning content in the video module and this toolkit is aligned with NACE Competencies, Gallaudet Student Learning Outcomes, and Gallaudet Undergraduate Career Milestones. Scroll through the page to navigate module videos and activity prompts step by step.
Interviewing Strategies Module Video
Activity Prompts
There are 60 activity prompts in this toolkit. They are intended to be used as a starting point for discussion, assessment, and practice. They can be modified in any number of ways. Different colors signify different prompts.
Blue activity prompts guide discussion. ​Students and staff can facilitate interactive dialogue in small or large groups.
Brown activity prompts guide assessment. ​Students and staff can test their comprehension.
Gold activity prompts guide application. ​Students and staff can apply their knowledge and skills.
DISCUSS
Share an interviewing experience you had in the past.
DISCUSS
Have you ever interviewed somebody else? How might this change in perspective help you improve with your own interview?
DISCUSS
An interview involves evaluation of the information that you share about yourself. Why is this evaluation important?
DISCUSS
How does preparation make the employer feel that you value their time?
ASSESS
What elements do you think makes a successful interview?
ASSESS
What is an example of an interview you might experience outside the job-seeking world?
ASSESS
What are different ways you might prepare for an interview with an employer?
ASSESS
You do not know anything about your potential employer but they are in your dream line of work. Where do you start researching?
DISCUSS
Why does your employer's type (public, private, or non-profit) matter? How might this change the way you prepare for your interview?
ASSESS
How do you figure out what the gaps of your prospective employer is? How can this help you with your interview?
APPLY
Ask a classmate to interview you about your decision on how you spent your day so far.
APPLY
An interview involves sharing of information. Try sharing 3 unique nuggets about yourself through ASL and English.
APPLY
How would you demonstrate being unprepared for a role-play interview with a classmate representing a company like Google?
APPLY
Look up information about where your instructor (or classmate) had their first job. Describe the qualities of that company.
APPLY
Identify a company that aligns with your goals and values. Name another that doesn't. Show how this would impact your interview experience.
DISCUSS
Why does the employer's track record with interns or employees who identify like you matter?
DISCUSS
Who are some good resources to ask for some interviewing advice? Who might not be good resources?
DISCUSS
Can you recall past situations in which you did not feel prepared for? Why are they similar to interviews?
DISCUSS
Why is it important to show who you are, as well as pride in your cultural background? How can this create a good impression?
ASSESS
Find an open position on Gallaudet's career portal. Do research on at least two different aspects of this employer.
ASSESS
Megan receives excellent advice about preparing for her job interview. Can you think of any other suggestions?
ASSESS
Give examples of different situations where first impressions made or broke the deal.
ASSESS
Identify three differences between the first student and second student making first impressions.
DISCUSS
What non-verbal language may go into creating a good or poor first impression?
DISCUSS
What are other strategies you can use if you are not always good at remembering to make eye contact?
DISCUSS
Share examples of past virtual meetings where you have seen others make poor impressions.
DISCUSS
Which elements of creating good first impressions in interviews are most important and are the hardest, and why?
DISCUSS
How does Dr. Brunson's definition of bias help you understand your own biases?
DISCUSS
If you are a deaf person with intersectional identities, what questions would you not want to be asked? How should you respond if asked?
DISCUSS
Your name is among the best ways to identify yourself. How might masking this on your resume create more harm?
DISCUSS
Dr. Brunson suggests two specific strategies for dealing with unexpected bias during an interview. Discuss.
DISCUSS
Dr. Brunson asserts that it is important to control how you respond if you experienced bias. What are different ways you can control how you respond?
DISCUSS
What are different ways to follow up after an interview?
DISCUSS
Beth shares several examples of some resources. Can you brainstorm more resources on and off campus?
ASSESS
Look up unfamiliar names (of various places) and practice repeating them during conversation.
ASSESS
Check your computer. Is it fully updated to the latest versions of all different possible videoconferencing platforms?
ASSESS
You see several different bad examples of virtual backgrounds. Can you share additional examples?
ASSESS
Can you identify different kinds of biases that may emerge during an interview?
ASSESS
Which groups fall into the category of being impacted by bias?
ASSESS
How might gamification cause harm to a student who has disabilities?
ASSESS
How might each section on your resume lead to interview bias? Give examples of each.
ASSESS
Why is it good to ask questions and better understand where the interviewer is coming from? How does this help your candidacy?
ASSESS
Where can you look up information and resources to learn more about bias and microaggression?
ASSESS
If you missed important points you wanted to sell about yourself during the interview, how can you capture these in a thank you note?
ASSESS
Which faculty would you ask about their experiences regarding interviewing strategies?
APPLY
Using that open position, develop five interview questions you would probably want to ask if you were the hiring manager.
APPLY
In the example, the student did not prepare well for their interview. Model their same answers, but in a way that shows preparation on your part.
APPLY
Think of how the employer also has to make a good first impression on you as the candidate! Share examples.
APPLY
Practice specific strategies (handshake, repeating names) with your classmates in a group setting.
APPLY
Reenact the eye contact scenarios with your classmate(s); how does this affect their experience?
APPLY
Turn on your videoconferencing platform (such as Zoom). Experiment with different backgrounds and lighting.
APPLY
Consider all the different pieces of clothes you have in your wardrobe. Which ones would you wear or not wear to an interview?
APPLY
What are some questions you are curious and wish to know about biases during interviews?
APPLY
Identify examples of power imbalances you may face, including those that benefit you and put you at a disadvantage.
APPLY
Dr. Brunson discusses how language can play a factor in resume screening. List some examples of how this can happen in your area of study.
APPLY
What are some privileges you have that may lead to making assumptions if you interview somebody?
APPLY
Micah shares during their conversation with Dr. Brunson that they grew up experiencing bias but did not realize it until later. Do you have similar stories?
APPLY
Dr. Brunson thinks it's important to define yourself as a person before you let others define you. What are ways you can do this during an interview?
APPLY
What are certain strategies or skills you think you would like to practice more during a mock interview? How can you find support with those?
APPLY
Contact your Career Educator for more ideas and to request a mock interview!
How does this toolkit address these Student Learning Outcomes?
Student Learning Outcomes
BILINGUAL
Use American Sign Language (ASL) and written English to communicate effectively with diverse audiences for a variety of purposes.
​
CAREER READY
Engage in theoretical and experiential learning to develop career decision-making skills and competencies.
​
CRITICAL THINKERS
Think critically and innovatively, and express creatively, making connections within and across disciplines.
​
DIGITALLY AWARE
Employ data and technology in effective, competent, fair, accountable, transparent, and responsible (ethical) ways.
ETHICAL
Formulate reasoned decisions about ethical issues that lead to wise action.
​
GLOBAL CITIZENS
Articulate knowledge of intersectional identities within a global society and demonstrate intercultural knowledge, cultural competence, and skills in constructive civic discourse on the local, national, and global levels.
​
SCIENCE LITERATE
Evaluate evidence derived from a systematic analysis of quantitative and qualitative data to address issues that pertain to the experiences of individuals in societies.
​
WELLNESS GROUNDED
Recognize how choices can transform health, well-being, and ability to thrive; seek support and utilize resources for personal growth; and work collaboratively to promote wellness on campus and within oneself.
CAREER ARTICULATIONS
Gallaudet students will articulate their skills, experiences, and achievements.
​
CAREER COMPETENCIES
Gallaudet students will develop success competencies related to their future aspirations.
​
CAREER CONNECTIONS
Gallaudet students will have the chance to interact meaningfully with employers and alumni.
​
CAREER EXPERIENCES
Gallaudet students will gain experiential learning experiences tied to their career goals.
​
CAREER REFLECTIONS
Gallaudet students will plan and reflect on their career journey across their academic curriculum.
How does this toolkit address these career milestones?
Career Milestones
