sample Q+A
Discuss a time in your life in which you have failed at something other than an academic experience. How did you confront the failure and what did you learn from it? Please describe how you typically approach challenges that you face in your life.
[with white coat editing]
While an organic chemistry TA, my professor assigned me a group of students who had recently failed their first exam. I took my responsibilities very seriously, meeting with this group twice a week or more. Thus, I was annoyed when one of my students, “Michelle” didn’t treat our meetings with the same level of gravitas. Her attendance was spotty, and when she was present, she often derailed the group’s discussion with small talk. After a particularly unproductive meeting, I pulled her aside and said, “This is your grade, not mine, and if you are going to distract your classmates, who are trying to improve, then you can feel free to leave.” At the moment, I felt like the hero fighting for my team; I even made sure to inform the professor what had transpired. However, when I later received an email from Michelle informing me of her dyslexia and struggles as a single mom, I realized I had failed to be a compassionate leader. After sincerely apologizing, I asked if we could arrange times for one-on-ones to work at her pace and around her compromised schedule. I also provided her with the contact information for the Student Disability Center, recommending her pursuit of exam accommodations. Through this experience, I learned the value in weighing someone’s backstory and refraining from judgment. I also recognized the importance of emotional regulation before seeking action. Had I allowed myself to calm down before addressing Michelle, my delivery would have no doubt been more tactful and respectful.
When typically faced with a challenge, I seek advice from others. Whether family, friends, or professors, I value their diverse perspectives and support. By tabling the conflict until hearing their opinions, I also allow myself some time to emotionally de-escalate. That way, I can impartially weigh their input and later take action with a clear mind. Ultimately, collaboration and cool-headed communication are key to overcoming obstacles.
[without white coat editing]
During my time as an organic chemistry TA, my professor assigned me a group of students who had the lowest scores on the first exam. I met with these students twice a week and more if they requested. One of my students had poor attendance at my meetings and when she did come, she was a distraction to the others in the group. During one meeting, I made a comment to her saying, “This your grade, not mine, and if you are going to distract your classmates who are trying to improve then you can feel free to leave”. I was sure to inform the professor of everything that had transpired. I emailed my student and asked to meet up in person and she later told me that she was a single mom with multiple kids and had dyslexia, so the organic chemistry structures were extremely hard for her to understand. At this moment I realized that I had failed at making an inclusive learning environment for her. I regretted getting impatient with her and asking her to leave the study session, so I sincerely apologized. We then arranged times to meet individually so we could go at her own pace and found a time that worked around her busy schedule. I also recommended she speak with the Student Disability Center, so that she would have exam accommodations. I met with my professor one one-on-one and asked for different ways in which I can be more inclusive in future situations like this. From this experience, I learned to be more patient and accepting of others. It is important not to judge others based on their behavior because there is always more to the story. When I see others struggling, I will not contribute it to a lack of effort, but will always gather more information and ask for help however needed. I was happy to see my student’ steady improvement, and she ended up passing the class.