Middlebury

The Interview Form

As a staff, we place the most importance on the narrative evaluation. Oftentimes, your anecdotal comments provide information that expands upon statistical qualifications that appear in the file. The quantitative section of the interview is also considered in the admissions process, but we place less importance upon the numerical rankings than we do upon the narrative comments.

(See sample of the interview form and ratings guide below.) 

 

 

 


What Does Middlebury Want From Me as An Alumni Interviews?
Our hope is for you to be able to describe the applicant's personal qualifications, i.e., the personal contributions that they will be able to make to the Middlebury community. Beyond the academic record which we learn through the Common Application, (Please don't ask about student's grades, academic rating, class standing, SAT or ACT scorers, We obtain that information from other sources.), we want you to be able to comment on the applicant's intellectual engagement, curiosity, love of learning, creativity, depth of thought, and ability to articulate. Additionally, we want you to engage the applicant to talk about his/her extracurricular activities that demonstrate talent, tenacity, commitment, leadership abilities, and his/her potential to make a positive, significant contribution to the College community. And finally, if you learn any extenuating circumstances about the applicant's background that would shed additional light upon his/her experiences or accomplishments, we would like to know that.

Best of luck as you make these important connections for us. You are able to glean from the applicant information that does not necessarily come through on the student's application.

These are the questions you will be asked on the interview form. Many volunteers find it helpful to bring these questions to the interview.

1. THE APPLICANT
What are the first few words that come to mind about this applicant following your interview?

2. ACADEMIC/INTELLECTUAL QUALITIES
Tell us about the breadth and depth of intellectual curiosity of the student. Does s/he have a passion for learning? Give specific examples if possible. How has the student faced academic challenges and/or created academic opportunities?

3. EXTRACURRICULAR
What are the student's main interests and activities outside the classroom? What has s/he learned from these experiences? Has s/he held any leadership roles? Please comment on the depth of the student's participation and his/her enthusiasm towards the activity. How do you envision the student contributing to the Middlebury Community?

4. ADDITIONAL QUALITIES
Is there any additional information we should know about the student? (e.g., family situation, time abroad, obstacles overcome, job, etc.)


5. MIDDLEBURY POTENTIAL
What will this student offer the College? How does s/he see her/himself on campus? Why does s/he want to come to Middlebury? What is his/her degree of familiarity with Middlebury?
Has the candidate visited Middlebury? Yes/No
How did the student learn of Middlebury?


6. RATINGS
Academic Depth/Passion
Extracurriculars
Personal
The ratings are as follows: Below Average, Average, Good, Very Good, Excellent, Outstanding, One of the top few I have encountered.


 7. FINAL REVIEW
When you click on the ratings instructions the following scale appears.
The 7-Point Evaluation Scale
7 – Truly exceptional interview; student would be a tip-top contributor to campus – one of only a handful each year who are especially compelling personally and/or intellectually, and who could shape this community in exceptional ways; someone who stands head and shoulders above the rest.

6 – Excellent interview; student is clearly above and beyond our routine interviewees, offers ingredients to campus that would have a definite impact on others and on the quality of the institution; someone who would be known on campus and be a source of campus pride; a memorable individual.

5 – Very solid interview with qualities that show the student has fulfilled more than our standard expectations; carries the conversation in interesting ways, turns the interview into an asset to his/her candidacy; goes beyond merely responding to questions, showing either insight, depth, passion, reflection, wisdom, curiosity, or initiative; someone we’d be happy to have on campus.

4 – Standard interview; student would be a welcome presence on campus and a pleasant addition, but interview was not anything particularly out of the ordinary; student would be a solid citizen,
but no stand-out qualities are apparent; appears to be fairly typical of many of our applicants; a “pleasant” interview.

3 – Below average interview; student might contribute to campus in one sector or another but overall falls below our average student. While not representative of our average profile, the student is still academically engaged and/or community oriented.

2 – Poor interview; student is unlikely to add much to campus; interview was clearly underwhelming; student does not demonstrate a sufficient positive contribution to the vitality, depth, or breadth of the Middlebury community, either personally or intellectually; interview memorable mostly for its lack of appeal.

1 – Bad interview; student did not demonstrate any reason to admit; interview was a clear liability to his/her candidacy; student is not a contender in our pool; intellectual or personal qualities are lacking in ways obvious enough to seriously affect the committee’s assessment of the student’s candidacy here.

Completing The Alumni Interview Report Form

See 

The Write Up

Once you have conducted the interview, it may be helpful to jot down your notes. When ready, log on to the website to submit your comments.

1. Go to the “See Assignments” tab on your "Member Home" page.

2. Find the student’s name on the list and click on the corresponding link to the “Interview Form.”

3. Both your ID and the student’s ID should be pre-populated into the system for you. If, for whatever reason, you were unable to meet with the student, please note that on the form. Feel free to add any additional comments in the “other” box.

4. Fill in the date of the interview.

5. We recommend that you type up your comments in a separate document, save, and then transfer them to the interview report.

6. The “Download Report” button allows you to save a Word version of your evaluation for your own files.

7. Before exiting the form you are required to enter ratings on Academic Depth/Passion, Extracurriculars and Personal before exiting the form.

8. Provide an overall rating. A link is provided to assist you with the ratings which span from a 1 (weak) to a 7 (strong) rating. IMPORTANT!! Please give a rating that is supported by your comments.

9. When complete, click the “Save Report” button. Also, it is a good idea to periodically “Save Report” as you are entering text.

10. When you are ready to submit the report, click “Complete report and submit to Admissions Office.” This will submit the report to the Admissions Office and your report will be marked “complete” on the “See Assignments” page.

Checking Decisions

After decisions are made at each stage (ED I, ED II, and RD), you will be able to access the results for those you interviewed 4 days after students learn of our decision. Please go to the “Member Decision List” link to find the list.