Cambridge Interview Experiences and Admission Strategies
Cambridge interviews have long been a source of intrigue and wonder for students around the world. As someone who recently revisited these experiences, I aim to shed more light on the questions and scenarios that are part of the rigorous selection process.
Recollections from the 1980s
Forty-two years ago, I recall sitting through my Cambridge interview process with a sense of both anticipation and anxiety. Interestingly, I came away from the experience with the distinct impression that my academic credentials, despite my A-level grades, were not considered enough to secure a place in a competitive scholarship program. Another eye-opening moment came during the 7th term exam, which I was surprised to learn was an unexpected hurdle.
There was a particular question that stuck with me, one that seemed both humorous and challenging: how much of the Earth's water is contained in cows? The task required a series of informed guesses and logical steps, a stark contrast to the common overestimation of a cow's volume by many students. This question exemplified a deeper aim of the interviewers, which was not simply to check facts but to assess the ability to think critically and creatively.
Experiences from Recent Interviews
More recently, I was interviewed during my postgraduate certificate in education (PGCE) application. These interviews were distinctly different from those I faced in the 1980s. The PGCE interview process involved a deeper focus on teaching methodologies and the application of theoretical frameworks to practical teaching scenarios.
The interviews were conducted in May, following my application deadline in September. The process was notably more detailed, with questions probing into personal motivations and career aspirations. One of the most memorable aspects was discussing the specific context in which I was applying: a request to set up physics teaching in a Pacific island nation where I had previously worked and had some educational gaps to address.
The interviewers were keen to understand my background and motivations thoroughly. One interviewer, who shared my same honours degree in physics, was particularly understanding of my situation. He mentioned he too was married to an Australian, which provided a personal connection that eased the interview atmosphere. The other interviewer, a specialist in mature student programs, added a layer of familiarity and support, recognizing the unique challenges and value that mature students bring to educational environments.
Modern Admission Practices at Cambridge
Cambridge University has a diverse and challenging admissions process that draws from 13 different examination and educational systems around the world. This task is monumental, as it involves evaluating a wide range of candidates with varying backgrounds and achievements. The university places a strong emphasis on original thought and problem-solving skills, exemplified by the type of questions that are asked in interviews and assessments.
One specific example of a rejected candidate due to a lack of original thought was a student who scored 13 grade A 'O' levels. This highlights the importance of not just knowledge but the ability to apply it creatively and critically. The interview questions are designed to probe into the candidates' thought processes, rather than focusing solely on the correctness of the answers. This aligns with the overall goal of identifying students who can contribute positively to the academic and cultural diversity of the university.
Conclusion
Reflecting on these experiences, it is clear that the Cambridge interview process is multifaceted and deeply regarded. It emphasizes critical thinking, creativity, and the ability to apply knowledge in practical, real-world scenarios. Whether it's the estimation of cow water in the 1980s or the discussion of teaching methodologies today, these interviews are about more than just grades and facts; they are about fostering thought leaders and problem solvers.