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Does having a faculty mean the faculty is competent?
No, it does not.

If a resource displays a full-time clinical faculty, does that mean the faculty is competent?
No, it does not.

What is the proof of this claim?
Take a look at the enclosures.
They claim to have a faculty.
Faculty members are not able to answer relevant questions.

Director of Faculty Affairs
UIC College of Medicine, Office of Faculty Affairs
Room 117 CMW, Mail Code 784
1853 West Polk Street, Chicago, Illinois 60612
This example will make you understand.

Office of Faculty Affairs - Phoenix
UA College of Medicine – Phoenix
550 E. Van Buren Street
Phoenix, Arizona 85724
This example will make you understand.

How has the Internet changed the concept of faculty?
How are Faculty Members selected?
What are Associate Faculty Members?
Who can be a faculty member of Qureshi University?

Qureshi University has state orientation.
The head of the state, a person nominated by the head of the state, those who would like to be head of the state and associates can be faculty members of Qureshi University.


Forward your profile.

You will not get remuneration from Qureshi University.
Your remuneration is from the state where you are living.
You will guide others in the state where you are living while getting education resources from Qureshi University.
Slowly, issues will be better.

You can be located in the state listed.

You will get resources to educate residents of the state.

What does Qureshi University expect from you?
If there are any surplus products or services(essential ingredients of an economy) in your state/region, forward them to the address below or Illinois Department of Human Services.


What is a faculty?

Faculty: The members of the teaching staff, and occasionally the administrative staff, of an educational institution. Faculty may hold the rank of professor, associate professor, assistant professor, instructor, lecturer, research associate, research assistant, or the equivalent of any of these academic ranks.

Good Interview Questions for Faculty

What courses have you created or proposed in the past five years?

Tell us a little more about your professional experiences, particularly those not metioned on your resume/application.
Why are you interested in leaving your current assignment and why do you feel that this assignment would be better for you?
How does this position fit into your overall career goals?
How do you define good teaching?
Describe your teaching style.
Describe your teaching philosophy.
What do you think are the most important attributes of a good instructor?
What do you think are your greatest strengths as an instructor? In which areas do you feel you can use some further development?
Describe the duties of your current job.
What do you dislike most about your current job?
What is your favorite part of your current job and why is it your favorite part?
Share your ideas about professional development.
In what professional development activities have you been involved over the past few years?
What are your current research interests?
Have you involved your students in your research?
How do you feel your teaching style can serve our student population?
How do you engage students, particularly in a course of non-majors?
How do you adjust your style to the less-motivated or under-prepared student?
On the basis of the information you have received so far, what do you see as the major challenges of this position and how would you meet them?
Describe a situation in which you did “all the right things” and were still unsuccessful.
What did you learn from the experience?
Why did you choose this profession/field?
What new skills have you learned over the past year?
How would your background and experiences strengthen this academic department?
Think about an instance when you were given an assignement that you thought you would not be able to complete. How did you accomplish the assignment?
Have you ever had a great idea but been told that you could not implement it?
How did you react? What did you do?
Tell us about your preferred work environment.
Describe your ideal job.
Tell us how you would learn your new job in the absence of a formal training program?
What things have you done on your own initiative to help you prepare for your next job?
In your opinion, how should the workload of a faculty member be split and into what areas?
Tell us how you go about organizing your work. Also describe any experience you have had with computers or other tools as they relate to organization.
What experiences or skills will help you manage projects?

Can you describe how you go about solving a problem?
Please give us some examples.
What is the biggest conflict you have ever been involved in at work?
How did you handle the situation?
What pedagogical changes do you see on the horizon in your discipline?
How would you characterize your level of computer literacy?
What are some of the programs and applications with which your are familiar?
Tell us how you would use technology in your day-today job.
What technology applications have you utilized in the classroom?
How would you go about being an advocate and resource for the use of technology in the teaching and learning process?
What changes have you brought to the teaching of ______________?
Think about a co-worker from the present or past whom you admire. Why?
What are the characteristics that you prize most in an employee? What behaviors or characteristics do you find intolerable?
Describe the best boss and the worse boss you have ever had.
What would your co-workers or your supervisor say about you?
What are one or two of your proudest professional accomplishments?
Do you have any concerns that would make you have reservations about accepting this position if it is offered to you?
What do you think most uniquely qualifies you for this position?
Do you have any additional information that you would like to share?
Do you have any questions for us?
What Is Faculty Mentoring?

Through faculty mentoring a more senior faculty member shares his or her experience, expertise and advice regarding research, teaching and other professional development issues with less experienced colleagues. Thus, academics often think of mentoring as guidance for assistant professors seeking tenure, but it also applies to tenured professors working towards their career development goals. A mentor may serve as a guide to the institution and its culture, as a research advisor, as teaching resource, and/or as a role model. The goals of mentoring are:

To help new faculty members acclimate to the formal and informal norms of the department, college, and the University.
To foster effective research skills and publishing strategies.
To encourage faculty to refine and expand their teaching strategies.
To foster the development of a productive balance between research, teaching, and service.
To guide faculty in their progression toward promotion and tenure.
To foster an atmosphere of collegiality and community.