is one of the original eight in the US, and its graduate program has over 3,000 admitted students, some of who had to answer Brown University graduate school interview questions to be admitted. However, are not always a part of the graduate admissions process. Each program determines its own admission requirements and some programs hold interviews, while others do not. This article will explore which programs at Brown graduate school use interviews and some Brown University graduate school interview questions and expert answers.
The grad school interview requirement at Brown is different and mostly program-based. Not all programs will hold interviews. Some make it a requirement, such as the MBA program, Education, and of course, the , which holds interviews for its MD program, as well as the dual-degree program.
- What attracts you to the IE Brown Executive MBA?
- What is your primary academic area of interest and why?
- What are your postgraduate goals?
1. What attracts you to the IE Brown Executive MBA?
What particularly attracts me to this program is the emphasis on the “global experience” factor, which aligns perfectly with my vision of becoming a CEO of a multinational corporation. But it’s the program’s focus on sustainability and equity that sets the IE Brown Executive MBA program apart. Aside from learning the fundamentals of business administration, I also hope to lead with purpose, meaning I wish to reshape the business paradigm, and move beyond the traditional focus on growth and profitability.
I believe that by embracing sustainability, fostering inclusivity, and prioritizing social responsibility, we can create more meaningful and impactful organizations. By pursuing the IE Brown Executive MBA, I aim to acquire the knowledge, skills, and global perspective necessary to drive positive change in the business world. I am excited about the opportunity to engage with diverse perspectives, challenge my assumptions, and develop a holistic understanding of business leadership that goes beyond borders.
2. What is your primary academic area of interest and why?
My primary academic area of interest is data analytics and informatics in healthcare. I firmly believe that harnessing the power of data and technology is crucial for providing comprehensive care to patients and driving innovation in the healthcare industry. By specializing in data analytics and informatics, I aim to develop a deep understanding of how healthcare data can be collected, analyzed, and utilized to enhance patient outcomes and improve healthcare delivery.
I am particularly drawn to the potential of AI-assisted care, where healthcare professionals can collaborate with advanced AI systems to make informed decisions about patient treatment plans. This integration of human expertise and AI capabilities can revolutionize healthcare by providing more personalized and evidence-based care. By pursuing an MBA with a focus on data analytics and informatics in healthcare at IE Brown, I am confident that I will acquire the knowledge, skills, and tools necessary to contribute to the advancement of healthcare and make a meaningful difference in patients' lives
3. What are your postgraduate goals?
My postgraduate goals are twofold and may be in contradiction with each other, but I feel being a part of the IE Brown MBA program may help me decide. My long-standing goal has always been to attain a C-level executive position, preferably in my sector of finance and venture capitalism. However, after spending time in the Philippines in an exchange program, I learned a lot about how micro investing is changing the landscape for small-scale manufacturers and local artisans who would normally not have access to the capital and financing of larger concerns.
It was after that trip that my ambitions began to extend beyond traditional corporate roles. My second ambition is to foster the growth of early-stage social enterprises. I envision myself as an impact investor and incubator, supporting and nurturing socially conscious startups that strive to address pressing global challenges. By providing financial resources, mentorship, and guidance, I aim to contribute to the development of a vibrant ecosystem for impact enterprises.
I feel my personal aspirations can also involve social responsibility and entrepreneurship through creating initiatives that empower and train other incubators to support social entrepreneurs. By sharing my knowledge and experiences, I hope to catalyze the success of a wide range of impactful ventures. Additionally, I aim to engage with social entrepreneurs directly, providing them with feedback and guidance to enhance their investment readiness.
Through these endeavors, I aspire to make a lasting and meaningful impact by driving sustainable change and promoting social innovation.
- What keeps you coming back to teach?
- How can education be a tool for equity?
- The Brown Master of Arts in Teaching is a program steeped in the values of diversity and social justice. How do you plan to contribute to the spirit of this program?
- For those applying to the Urban Education Policy Master’s program, tell us about the goals for joining this particular program compared to the Master of Arts in Teaching.
1. What keeps you coming back to teach?
What keeps me coming back to teach is the profound impact I can have on students' lives, especially those who have experienced hardships or come from troubled backgrounds. I have had students confide in me, sharing their struggles, their triumphs, and their deepest fears. In those moments, I realized the crucial role I play as a trusted friend and mentor. From my own experiences as a student, I have seen how a caring teacher can become a beacon of stability and support in the lives of children who face difficult circumstances every day.
If I can provide a safe and nurturing environment for my students, where they can both learn academic skills and also develop resilience, self-confidence, and a sense of belonging, then I feel that I’m doing my job well. I have and will always strive to create a classroom community where every student feels seen, heard, and valued. I am committed to helping my students navigate their personal journeys, providing them with the tools and support they need to thrive academically, emotionally, and socially.
2. How can education be a tool for equity?
I believe education can be a tool for equity only after students develop a sense of compassion and empathy that will drive them toward creating a better world for all. With that foundation laid, I believe that teachers can empower students with the knowledge, skills, and critical thinking abilities to challenge systemic injustices and advocate for equality. I hope to teach my students about how our lives are interconnected and that an injustice anywhere is a threat to justice everywhere.
I want to cultivate future leaders who will champion equity in all aspects of society. With this spirit of urgency, I hope my students become more curious and invested in learning. I want their passion and sense of urgency to guide and motivate them to seek out the answers and knowledge that will challenge existing power structures and biases and become advocates for the forgotten and marginalized in our society.
3. The Brown Master of Arts in Teaching is a program steeped in the values of diversity and social justice. How do you plan to contribute to the spirit of this program?
I feel that diversity and social justice are under threat in our education system. But maybe “threat” is too strong a word. “Threat” is the word the side who wants to remove books from school libraries uses to describe these books. I don’t want to replicate the language of divineness here and use words such as “war” and “enemy” and “threat” because that is not what educators should do. I want, instead, to advocate for dialogue. In the spirit of the Brown Master of Arts in Teaching program, I would actively engage with those who may have concerns about the materials being taught at schools and I firmly believe in creating an open and respectful forum where parents and community members can express their perspectives and concerns.
However, I also recognize the importance of providing educational resources and opportunities that reflect the diverse backgrounds and experiences of our students. From my own experiences as a student, I remember wondering why people who looked like my family and I were never in the books we studied or read. In counter to that, I will actively seek out and include literature and materials that celebrate the voices and stories of marginalized communities, ensuring that every student sees themselves reflected in their education. But I will also recognize the voices who disagree and model what healthy, constructive dialogue looks like for my students.
4. For those applying to the Urban Education Policy master’s program, tell us about the goals for joining this particular program compared to the Master of Arts in Teaching.
Unfortunately, in urban schools, teachers often face the stark reality of limited resources, including inadequate funding for supplies and materials. Moreover, the presence of voucher or charter schools can create an unfair competitive landscape for public schools, diverting resources and exacerbating the racial divide in education.
These challenges demand an interdisciplinary approach that combines education, policy, and community engagement to effect meaningful change. As I researched the program, I was particularly inspired by Professor Kenneth Wong's development of the District-Charter Collaboration Compact (DC3) framework.
This innovative model promotes collaboration between district and charter schools, aiming to bridge the divide and foster partnerships that benefit all students. Through the Urban Education Policy master's program, I hope to develop a comprehensive understanding of the challenges and opportunities in urban education policy and contribute to creating transformative and equitable educational systems.
Here are our top tips for acing your graduate school interview!
- You did X for a long time - can you tell me more about that?
- What is the thing you're most proud of?
- How will your unique attributes (e.g., cultural or socioeconomic background, lifestyle, work experiences) add to the overall diversity of the Alpert Medical School community?
- What are your aspirations for your medical practice? Fast-forward to 15 years in the future: where do you imagine yourself?
1. You did X for a long time – can you tell me more about that?
I’ve sculpted for a long time and have exhibited my work in student and university galleries throughout my undergrad. I started when I was young. My fifth-grade teacher assigned us to sculpt all the figures of a Nativity scene, which was a huge responsibility in my eyes. I grew up in a religious household so this assignment was doubly important and I had to get it right. I immersed myself in sculpting, and I ultimately found joy and fulfillment in the process.
Inspired by my experiences, I aspire to contribute to the field of medicine by leveraging my sculpting skills in innovative ways. I envision a future where I can utilize emerging technologies like 3D printing and other innovations to create prosthetics, organs, and other biological tissue. I believe that the intersection of art and medicine holds tremendous potential for advancements that can transform the lives of patients.
2. What is the thing you’re most proud of?
Thank you for giving me the opportunity to share what I am most proud of. One of my greatest sources of pride is my daughter, Kaylee. At just nine years old, she faces the challenges of dyslexia with incredible resilience and determination. She has an enormous amount of willpower and sometimes, I am in awe of how determined she can be, which is a huge inspiration and support on my journey to becoming a doctor.
Another moment of immense pride in my life was when my classmates at Morehouse voted me as the valedictorian of our class. This recognition meant a great deal to me because it was my peers who chose me to represent them. In my valedictory speech, I emphasized the importance of embracing both positive and negative experiences. I believe that even challenging moments can lead to profound personal growth and create more meaningful experiences in the long run, as proven by my daughter.
3. What are your aspirations for your medical practice? Fast-forward to 15 years in the future: where do you imagine yourself?
In 15 years, I hope to tell a patient who has been diagnosed with cancer that their diagnosis carries no death sentence and requires only an injection or pill that eradicates their cancer completely, without any harmful side effects. I know that seems overly optimistic, but that is my true desire in becoming a physician, given my personal experiences with the disease. But my goals also involve contributing to this effort and hopefully, playing a role in improving the lives of patients and their families, offering hope and healing in the face of this devastating disease.
In recent years, there have been remarkable advances in cancer science, such as immunotherapies and targeted therapies that have shown promising results in treating specific types of cancer. The progress in precision medicine, genomics, and immunology fuels my optimism and fuels my determination to be at the forefront of this field. While the path to a cure may be challenging and arduous, I believe that with unwavering dedication, collaboration with fellow researchers, and a commitment to pushing the boundaries of medical knowledge, we can make significant strides in the fight against cancer.
Brown University Graduate School Interview Questions: Doctor of Medicine Primary Care-Population Medicine
- How will your unique attributes (e.g., cultural or socioeconomic background, lifestyle, work experiences) add to the overall diversity of the Alpert Medical School community?
- As a physician, you never know what type of patient you will serve. From your past experiences, please describe or highlight factors or situations that demonstrate your ability to work with individuals from multicultural communities.
- What book or movie has influenced your philosophy of life?
1. How will your unique attributes (e.g., cultural or socioeconomic background, lifestyle, work experiences) add to the overall diversity of the Alpert Medical School community?
I believe that my unique attributes will contribute to the overall diversity of the Alpert Medical School community, as I was born into a diverse family. My mother, a member of the Puebla nation, and my father, with roots in an Irish-German family from rural Ohio, met in university as they were both studying to become teachers. They have been together ever since, and their lifelong example instilled in me a deep appreciation for cultural exchange and understanding.
But I believe diversity is not only represented by ethnic or racial background. Diversity must encompass everything from our cultural and socioeconomic backgrounds to our life experiences, passions, and work history. In pursuit of this type of diversity, I signed up to volunteer at a rural clinic in St. Mary, Georgia, through the "Rural Health Outreach Program." Despite being from Maine, I was drawn to this initiative's mission of providing healthcare services to underprivileged patients in rural areas.
Beyond the clinical aspects of my experience, I also played a role in community outreach efforts, which taught me a lot about local customs and history, something that I wanted to be a part of my education while in St. Mary. These experiences in St. Mary broadened my perspective on the challenges faced by rural communities and instilled in me a sense of responsibility and dedication to improving healthcare access and outcomes.
2. As a physician, you never know what type of patient you will serve. From your past experiences, please describe or highlight factors or situations that demonstrate your ability to work with individuals from multicultural communities.
Throughout my medical journey, I have actively embraced working with individuals from multicultural communities. One experience that stands out is my involvement with a group of Syrian refugee children in Rhode Island. Recognizing their challenges in adjusting to a new country and culture, I utilized my love for soccer as a means of connection. Despite the harsh winter conditions, I organized indoor soccer sessions, providing a sense of continuity and familiarity for these children. Through the game, we developed trust, fostered teamwork, and bridged cultural gaps. Witnessing their smiles and witnessing their resilience further reinforced my belief in the power of compassion and shared experiences. This experience highlighted my ability to work with individuals from diverse backgrounds and reinforced my commitment to providing inclusive and culturally sensitive healthcare.
3. What book or movie has influenced your philosophy of life?
It’s neither a book nor a movie, but an Italian mini-series that has guided me through a lot of my life. The first time I watched it was during my second year of undergrad, when I participated in an exchange program to Milan. In English, it’s called “The Best of Youth”, and the story centers around a single family, their two sons, and their assembled circle of friends, parents, spouses and children over decades. There is no central plot or story to relate and it’s eight hours long so it is impossible to distill everything about it here, but what has influenced me most is one character who suffers from depression and ultimately takes their life.
This was a powerful insight into the insidiousness of depression, as the character was troubled, but had a supportive network of people and caregivers invested in their well-being. However, even that was not enough to save them. It made me realize that there must be many people like this, suffering on the inside, but not able or willing to show it or ask for help. And it was then I decided to never take for granted the simplicity and effectiveness of kindness and compassion. Saying “hello” or asking how someone is doing with genuine sympathy is what this mini-series taught me.
1. Does Brown use graduate school interviews?
Some Brown University graduate programs outside of professional schools, such as the medical and law schools, do hold interviews. But a vast majority of graduate programs in the arts, sciences and humanities do not hold interviews or do not make them a mandatory part of the admissions process and only ask for other application materials such as a or
2. Which Brown graduate school programs use interviews?
The medical school, law school, business school and a few STEM-based subjects such as Applied Analytics and engineering programs hold interviews at Brown graduate school, but they all ask various questions.
3. Do all applicants get an interview invitation?
An interview is not typically a part of the at Brown. But in the other contexts of medical, law and business school, only students with strong applications are invited to interview, while those who are not have weaker applications and will not be admitted.
4. Is it a good sign if I get a graduate school interview invitation?
It is a good sign, but you should not mistake it for an admission or a guarantee of admission. Being asked to interview, especially in a program that does not explicitly require one as part of the admission requirements, means your application has caught the interest of the admissions committee.
5. What are typical graduate school interview questions?
6. Does the graduate school interview at Brown matter?
Yes, any interview at Brown matters. Interviews are extremely important at the medical or law school, but they are also important if the program you are applying to requests one, as it may help them determine whether you are fit for the program, or not.
7. How can I prepare for Brown University graduate school interview questions?
There are many ways you can prepare for your Brown University grad school interview. and with a standard set of Brown University graduate school interview questions are a good way to prepare, as they will get you into the proper mindset to answer. Mock interviews are also a good way to reduce your nerves or anxiety before and during the interview. You can also consult with faculty members or alumni (many Brown graduate programs make a list of alumni ambassadors available to applicants so they can ask questions and get advice) about their research or career goals, and what made them choose the school over others.
8. How long will my graduate school interview last?
Depending on the program, graduate school interviews everywhere generally last between 15 and 30 minutes.