phd interview newcastle university

PhD Interview Questions and Answers (13 Questions + Answers)

Most PhD applications include an interview. This allows your university (and perhaps even your prospective supervisor) to discuss the PhD with you in more detail.

This article lists some of the most common PhD interview questions along with their answers. The goal is to help you prepare for a PhD interview and pass with flying colors.

1) How did you develop this proposal?

When responding to this question, demonstrate your thought process, research skills, and the evolution of your ideas. Let's choose the subject of "Renewable Energy Integration in Urban Planning" as an example.

Sample answer:

"My proposal on 'Renewable Energy Integration in Urban Planning' originated from my undergraduate thesis on sustainable cities. Intrigued by the potential of renewable energy in urban environments, I conducted a literature review to identify gaps in current research. This review highlighted a lack of comprehensive strategies for integrating renewable technologies at a city-wide level. I then consulted with experts in urban planning and renewable energy, which provided practical insights into the challenges and opportunities in this field. I designed a methodology that combines spatial analysis with energy modeling to explore optimal renewable energy integration in urban landscapes. This proposal represents an amalgamation of academic research, expert consultation, and innovative methodology development."

This answer is effective because it mentions a literature review demonstrates the ability to conduct thorough research and identify gaps in existing knowledge.

2) Why do you wish to pursue a PhD?

For this question, it's important to articulate your passion for the subject, your long-term career goals, and how the PhD program aligns with these aspects.

Let's choose the subject of "Artificial Intelligence in Healthcare" for this example.

"I am passionate about leveraging technology to improve healthcare outcomes, and pursuing a PhD in Artificial Intelligence in Healthcare aligns perfectly with this passion. During my Master's, I was fascinated by the potential of AI to revolutionize diagnostic processes and personalized medicine. I believe a PhD will provide me with the deep technical knowledge and research skills necessary to contribute significantly to this field. My goal is to develop AI systems that enhance medical diagnostics, ultimately improving patient care and treatment efficiency. This PhD program, known for its pioneering research in AI and strong healthcare collaborations, is the ideal environment for me to develop these innovations and achieve my career aspirations in healthcare technology."

This is a great answer because you clearly state that the PhD will provide the necessary skills and knowledge, indicating a clear understanding of the purpose of the program.

3) Why do you think you are the right candidate for this PhD program?

Discuss how your research interests align with the program's strengths and the faculty's expertise. Explain how the program's resources, courses, and research opportunities can help you achieve your academic and career goals.

"I am deeply passionate about environmental science, particularly in the area of sustainable urban development. This passion was ignited during my master's program in Environmental Studies at XYZ University, where I completed a thesis on urban green spaces and their impact on city microclimates. This research not only honed my skills in data analysis and GIS mapping but also highlighted the importance of interdisciplinary approaches to environmental issues. I am drawn to your PhD program at ABC University because of its innovative research on sustainable urban planning and the renowned work of Professor Jane Smith in this field. Her research aligns with my interest in integrating green infrastructure into urban planning to mitigate climate change effects. My perseverance, attention to detail, and ability to synthesize complex data make me an ideal candidate for this challenging program. Pursuing this PhD is integral to my goal of becoming an environmental consultant, where I plan to develop strategies for cities to reduce their environmental footprint."

This response is effective because it mentions particular aspects of your experience and the program, avoiding generic statements. It also outlines how the PhD fits into your career path.

4) What do you plan to do after you have completed your PhD?

Be specific about the type of career you aspire to, whether it's in academia, industry, research, etc. Explain how the PhD will equip you with the skills and knowledge for your chosen career path.

"After completing my PhD in Computational Neuroscience, I plan to pursue a career in academia as a university professor. My doctoral research on neural network modeling will provide a strong foundation for teaching and conducting further research in this area. I aim to develop innovative courses that bridge computer science and neuroscience, addressing the growing demand for interdisciplinary knowledge in these fields. Additionally, I intend to continue my research on applying machine learning techniques to understand brain function, which has potential implications for developing new treatments for neurological disorders. This academic pathway allows me to contribute significantly to both education and research in Computational Neuroscience."

This is a great answer because it connects the PhD research directly to future career plans.

It also articulates how your work can impact both academia and the broader field of Computational Neuroscience.

5) Why have you chosen this specific PhD program?

Mention specific aspects of the program that attracted you, such as the curriculum, research facilities, faculty expertise, or reputation.

Explain how the program aligns with your research interests or academic background.

"I chose the PhD program in Artificial Intelligence at MIT because of its cutting-edge research and interdisciplinary approach, which perfectly aligns with my academic background in computer science and my passion for machine learning. The program's emphasis on both theoretical foundations and practical applications in AI is particularly appealing. Additionally, the opportunity to work under the guidance of Professor [Name], whose work in [specific area, e.g., neural networks or AI ethics] has deeply influenced my own research interests, is a significant draw. This program is an ideal fit for me to further develop my skills and contribute to the field of AI, ultimately aiming for a career in AI research and development in the tech industry."

This answer connects your background and goals to the program's offerings.

Including a specific professor's name shows detailed knowledge about the program and faculty.

6) What impact would you like your PhD project to have?

When answering this question, convey both the academic significance and the potential real-world applications of your research. Let's choose a project focused on developing eco-friendly battery technologies for electric vehicles for this example.

"My PhD project aims to develop new eco-friendly battery technologies for electric vehicles (EVs), addressing both the environmental impact of battery production and the efficiency of energy storage. I hope my research will contribute to the academic field by advancing our understanding of sustainable materials for energy storage, potentially leading to publications and patents. Beyond academia, I envision this project significantly impacting the EV industry by providing a more sustainable and efficient battery alternative. This innovation could play a crucial role in reducing the carbon footprint of transportation and supporting global efforts towards a greener future. Ultimately, I aspire for my work to not only advance scientific knowledge but also drive real-world changes in how we approach energy sustainability in transportation."

This is an excellent answer because it connects the project to larger environmental goals and societal benefits. It also reflects a forward-thinking approach, demonstrating your understanding of the project's potential long-term implications.

7) What difficulties would you expect to encounter during this project?

It's important to demonstrate awareness of potential challenges and convey a proactive mindset toward problem-solving. Let's choose a project focused on the development of a novel AI-driven diagnostic tool for early detection of neurological diseases for this example.

"In developing an AI-driven diagnostic tool for early detection of neurological diseases, I anticipate several challenges. Firstly, the accuracy and reliability of the tool depend heavily on the quality and diversity of the data used for training the AI algorithms. Obtaining a comprehensive dataset that adequately represents the population can be difficult due to privacy concerns and data availability. Secondly, ensuring the AI model's interpretability to be clinically useful while maintaining high performance is another challenge, given the complexity of neurological diseases. To address these, I plan to collaborate with interdisciplinary teams, including data privacy experts and neurologists, to source and utilize data ethically and effectively. I also intend to continuously refine the AI model, focusing on both its predictive accuracy and clinical applicability. These challenges, while significant, present valuable opportunities for innovation and interdisciplinary collaboration."

This response is effective because it clearly outlines realistic challenges specific to the AI diagnostic tool project. It also presents a proactive approach to overcoming these challenges, showing problem-solving skills.

8) How will you fund this project?

When answering this question, show that you've thought about the financial aspects of your research and are aware of funding sources that are available and applicable to your project. 

"I have identified multiple funding sources to support my renewable energy research project at Stanford University. Firstly, I plan to apply for the DOE Office of Science Graduate Student Research (SCGSR) Program, which offers substantial support for projects focusing on sustainable energy. My proposal for this grant is already in progress, highlighting how my project aligns with the DOE's priorities in advancing clean energy technologies. Additionally, I'm exploring departmental fellowships at Stanford, particularly those aimed at renewable energy research. I am also keen on establishing industry partnerships, given the project's relevance to current energy challenges and the potential for collaborative funding and technological exchange. Last but not least, I will seek conference grants to present my research findings, which can lead to further academic collaborations and additional funding opportunities."

Notice how this answer mentions funding sources that align with the renewable energy focus of the project and the resources available at Stanford University.

9) Tell us about a time you experienced a setback

Focus on a situation relevant to your academic or research experience. Let's use a real-world example where a research experiment failed due to unexpected variables.

"During my Master’s thesis on the effects of soil composition on plant growth, I faced a major setback. My initial experiments, which involved growing plants in different soil types, failed to produce consistent results due to unanticipated environmental variations in the greenhouse. This was disheartening, especially as the deadline approached. However, I responded by reassessing my experimental setup. I consulted with my supervisor and decided to control more variables, such as humidity and temperature. I also refined my data collection methods to include more frequent soil and plant measurements. These adjustments led to more reliable results, and I successfully completed my thesis. This experience taught me the importance of adaptability in research and reinforced the value of meticulous experimental design."

This is a great answer because it shows how you’ve encountered and overcame a specific problem, demonstrating resilience and adaptability.

10) What are your strengths and weaknesses?

When answering this question, it's important to present a balanced view of yourself, showing self-awareness and a commitment to personal development. Choose strengths that are relevant to a PhD program and weaknesses that you're actively working to improve.

"One of my key strengths is my analytical thinking, which I demonstrated during my Master's project where I developed a novel algorithm for data analysis. This required me to not only understand complex theories but also apply them creatively to solve real-world problems. As for weaknesses, I sometimes struggle with overcommitment, taking on too many projects at once. This occasionally led to stress during my undergraduate studies. However, I am actively working on this by improving my time management skills and learning to prioritize tasks more effectively. I've started using project management tools and setting clear boundaries, which has already shown improvements in my workflow and stress levels."

This answer maintains a good balance between strengths and weaknesses. It also shows self-awareness, demonstrating a proactive approach to personal development.

11) Why have you chosen to study for a PhD at this university?

Mention specific aspects of the PhD program that attracted you. Explain how your research interests align with the work being done at the university.

"I am drawn to the PhD program in Astrophysics at Caltech due to its outstanding reputation in space research and the unparalleled resources available at the Owens Valley Radio Observatory. My research interest lies in the study of exoplanets, and Caltech's active projects in this area, such as the Zwicky Transient Facility, align perfectly with my academic goals. The opportunity to work under the guidance of Professor [Name], known for pioneering work in exoplanetary atmospheres, is particularly exciting. Additionally, Caltech's collaborative environment and emphasis on interdisciplinary research are conducive to my professional growth, providing a platform to engage with experts from various fields in astrophysics."

This response directly connects your research interests with ongoing projects and facilities at Caltech. It also shows you’ve done your research on faculty members and their work.

12) What can you bring to this research group?

Focus on your unique skills, experiences, and perspectives that will contribute to the research group's success. Let's choose the field of Biomedical Engineering at Johns Hopkins University for this example.

"As a prospective member of the Biomedical Engineering research group at Johns Hopkins University, I bring a unique combination of skills and experiences. My expertise in microfluidics, honed during my Master’s research, aligns well with the group’s focus on developing lab-on-a-chip devices for medical diagnostics. I have also co-authored two papers in this field, demonstrating my ability to contribute to high-impact research. Additionally, my experience in a start-up environment, where I worked on developing portable diagnostic tools, has equipped me with a practical understanding of translating research into applications. I thrive in collaborative settings, often bringing interdisciplinary insights that foster innovative problem-solving. I am excited about the prospect of contributing to the group’s ongoing projects and introducing fresh perspectives to advance our understanding and application of biomedical technology."

This response shows your relevant expertise, ability to work in a team, and the unique perspectives you can offer, positioning you as a valuable addition to the research group.

13) Do you have any questions for us?

Asking good questions demonstrates your motivation. It also shows that you’ve given some genuine consideration to the project and/or program you’re applying to.

Some questions you can ask the interviewer include:

• What will the supervision arrangements be for the project?
• What kind of training and skills sessions are offered as part of the PhD program?
• How many other PhD students has this supervisor seen to completion?
• Are there any major developments or partnerships planned for the department?
• Are there likely to be any changes to the funding arrangements for the project?
• What opportunities will I have for presenting my research?

Remember: you’re a good student, with lots of potential. You’re considering at least three years of hard work with this university. You need to know that you’ll get on with your supervisor, that your work will be appreciated and that there are good prospects for your project.

What to wear to a PhD interview

Wear formal attire for a PhD interview. Your best bet is to wear a suit. A navy blue suit is the best and most versatile option. No matter your gender, a suit is always very professional.

For men, wear a suit with a tie, dress shirt, and dress shoes. For women, wear a suit (pantsuit or skirt suit) with a blouse, or conservative dress, and closed-toe shoes.

When in doubt, it’s better to be slightly overdressed than underdressed. The goal is to make a professional impression and feel confident, without your attire distracting from the conversation.

What to expect from a PhD interview

At its core, a PhD interview will consist of questions that allow your potential supervisors to get to know you better and have an understanding of what you’d like to study, why you’ve chosen your field of study, and whether you’d be a good fit for the PhD program.

You should expect general questions to help the interviewer get a sense of your likes and dislikes, and your overall personality.

Next, expect questions about your personal motivations for studying a PhD. Your interviewer will also be interested in any relevant experience you have to qualify you to study this PhD.

In the next section, expect questions about your PhD project. You should be prepared to discuss your project idea in detail and demonstrate to the interviewer that you are the ideal candidate.

Last but not least, the interviewer will discuss your future ambitions and give you an opportunity to ask questions. Remember that this interview goes both ways.

It’s important to ask the interviewer relevant questions to show your engagement and the serious consideration you are giving their program.

You are preparing to spend several years of your life at this school. Think about what is important to you and what would make or break your decision to attend this university.

Prepare a list of questions ahead of the interview.

Understanding the interviewer’s point of view

During a PhD interview, interviewers are typically looking for a range of traits that indicate whether you are well-suited for the rigors of a doctoral program and a research career.

These traits include:

Intellectual Curiosity and Passion: A strong enthusiasm for the subject area and a desire to contribute to and expand knowledge in the field.

Research Skills and Experience: Demonstrable skills in conducting research, including designing experiments, collecting and analyzing data, and interpreting results. Prior research experience relevant to the PhD topic is often a plus.

Resilience and Perseverance: The capacity to handle setbacks and challenges, which are common in research, and to persist in the face of difficulties.

Collaboration and Teamwork: Although PhD research can be quite independent, the ability to work well with others, including advisors, faculty, and other students, is crucial.

Self-Motivation and Independence: The drive to work independently, manage one's own project, and stay motivated over the long term.

Fit with the Program: Alignment of the candidate’s research interests and goals with the strengths and focus of the PhD program and faculty.

These traits not only indicate your readiness for a PhD program but also your potential to contribute meaningfully to their field of study and succeed in a research-oriented career.

Related posts:

• University Interview Questions (16 Questions + Answers)
• Project Manager Interview Questions (14 Specific Questions + Answers)
• Strength-Based Interview Questions (21 Questions + Answers)
• Engineering Interview Questions (15 Questions + Answers)
• Business Analyst Interview Questions (17 Questions + Answers)

Reference this article:

About The Author

PracticalPie.com is a participant in the Amazon Associates Program. As an Amazon Associate we earn from qualifying purchases.

Follow Us On:

Youtube Facebook Instagram X/Twitter

Psychology Resources

Developmental

Personality

Relationships

Psychologists

Serial Killers

Psychology Tests

Personality Quiz

Memory Test

Depression test

Type A/B Personality Test

© PracticalPsychology. All rights reserved

Privacy Policy | Terms of Use

• Current Students
• Study with Us
• Work with Us
• News & Events

Your Medicine Interview

Thank you for booking a interview for medicine at newcastle university. welcome to our interview resource page., congratulations on securing an interview for medicine at newcastle university. this page holds useful resources to support your interview preparation and to give you a glimpse into life at newcastle., welcome from the director of admissions , useful resources to help prepare for your interview, what can i expect.

Take a look at our preparation handbook to help you understand what to expect on the day of your interview. This explains the different areas and key skills which you will be asked about by our selectors. 

The Medical Schools Council have also pulled together some very useful preparation materials which we recommend you look at. 

We also run regular online interview preparation worksops. These focus on the key skills needed to suceed at interviews. You can sign up for one of our sessions via this form .

Remember, if you have any questions in the lead up to your interview, you can contact us .

Explore the Medical School 

Frequently asked questions.

The interview will last approx. 60 minutes. 

We will let applicants know the outcome of their interview by the UCAS deadline of 16th May 2024.

We have a total of 367 places available which includes 25 places on the A101 course and we can recruit up to 26 international students in each cycle.

Our courses

Medicine and Surgery | MB BS | A100

Medicine and Surgery (Accelerated programme) | MB BS | A101

Videos of the city and campus

Students share some of their favourite places in the city, campus and nearby:

University campus tour

The Quayside

Outdoor sports at Newcastle

Newcastle University Library

• Current Students
• News & Press
• Research Excellence
• Teaching & Student Experience
• Graduate Employability
• UK Rankings
• World Rankings
• Single Topic Rankings
• Research Excellence Framework
• Higher Education Awards
• Ageing and Health
• Cities and Place
• Culture and Creative Arts
• Social Justice
• Discover Festival
• Faculty of Science, Agriculture & Engineering
• Faculty of Humanities & Social Sciences
• Faculty of Medical Sciences
• Central and South Asia
• Latin America
• Middle East and North Africa
• North America
• Small Island Developing States
• South East Asia and Oceania
• Sub-Saharan Africa
• Transparency
• Office for Students Transparency Data
• Access & Participation
• Support for our Community
• UN Sustainable Development Goals
• https://www.ncl.ac.uk/who-we-are/equality/race-equality/black-history-month/
• Faith, Religion & Belief
• Lesbian, Gay, Bisexual & Transgender
• Let Us Know
• Workplace Adjustments
• Useful Resources
• Equality Analysis
• Social Justice Stories
• Voluntary & Community Groups
• Santander Universities
• Regional Partnerships
• Widening Participation
• Newcastle Helix
• Art on Campus
• History of Newcastle University
• Find a Degree
• Subject Areas
• Step-by-Step Guide for UK Students
• Step-by-Step Guide for International and EU Students
• Applying through UCAS
• A and AS Levels
• Application Decisions
• Access Schemes and Pathway Programmes
• Policies and Procedures
• Applicants with Disabilities
• Mature Applicants
• Deferred Entry
• Undergraduate Application Advice
• Subject Scholarships
• Sports Scholarships
• Opportunity Scholarships
• VC's Excellence Scholarships
• VC's Global Scholarships
• VC's International Scholarships
• International Foundation Scholarships
• St Nicholas’ Educational Trust Scholarship
• NU Sanctuary Scholarships
• Undergraduate Norway Scholarship
• International Family Discounts
• VC’s EU Scholarships – Undergraduate
• VC's Excellence Scholarships - Europe
• VC's Business Excellence Scholarships - Europe
• Additional Costs
• Student Loans
• International Student Finance
• Sign up and Discover
• School and College Outreach
• Information for Parents and Supporters
• Why Choose Newcastle?
• Your Study Options
• Qualifications Explained
• Postgraduate Research Programmes
• Search for Funding
• Guide to Funding
• Postgraduate Tuition Fees
• Application Help
• Advice & Resources
• Your Offer Guide
• Postgraduate Open Days
• Postgraduate Virtual Open Day
• Doctoral College
• Distance Learning
• Continuing Professional Development (CPD)
• Study Support
• Campus Tours
• Life in Newcastle
• Get Involved
• Cost of Living
• Health & Wellbeing
• Mature Students
• Childcare Support
• Care Leavers
• Asylum Seekers
• Teaching & Learning
• Student Blog - Belong
• Types of Rooms
• Accessibility and Individual Requirements
• Castle Leazes
• Bedrooms we offer
• Accommodation Guides
• New Student Guarantee
• Advanced Booking
• Submit an Application
• Part Year Student Accommodation
• What Happens Next?
• Safety and Security
• Returning Next Year
• Extending Your Stay
• Room Changes
• Parking & Bicycle Storage
• Post and Parcels
• Guest Visitors and Going Away
• Energy & Recycling
• ResLife Find a Flatmate
• Your ResLife Team
• Student Support
• Payment Methods
• Payment Schedules
• Managed Partnerships
• Rent Adjustments
• Student Village Receptions
• Your Accommodation Team
• Report a Fault
• Feedback and Complaints
• Internet Connection
• Work Placements
• About the Careers Service
• Careers Service News
• Careers Service Events
• Work for Yourself
• Career Planning
• Careers Modules
• Making Applications
• Interviews, Tests & Assessment Centres
• Internships, Placements & Shadowing
• Finding Jobs
• Handling Job Offers
• Researching Employers
• Making Contacts
• Further Study
• Awards, Competitions & Project Funding
• Volunteering
• Boost Your CV
• Defence Technical Undergraduate Scheme (DTUS)
• Getting Here
• Self-Guided Campus Tours
• Undergraduate Offer Holder Days
• Postgraduate Schools & Supervisors
• Undergraduate Open Days
• Tier 4 Visa from Inside UK
• Tier 4 Visa from Outside UK
• Short-Term Visa from Outside UK
• International Study Blog
• Our Pathway Courses
• English Language Courses
• Fees, Costs and Scholarships
• INTO Newcastle University
• Student Exchange and Study Abroad
• Request a Prospectus
• Chat to a Student
• Your Academic Experience
• Research Impact
• Research Strengths
• Centres of Research Excellence
• Research Culture Action Plan
• Working Together on Research Culture
• Policy Notes
• Global Partnerships
• Let's Work Together
• Sustainable Water
• Food Security
• Sustainable Livelihoods
• Global Impact
• Research Excellence Framework (REF) 2021
• Code of Good Practice in Research
• University Research Committee
• Animal Research Policy
• Declaration on Openness on Animal Research
• Animal Procedures
• Helping Human Health
• Animal Research News
• Ethics at Newcastle
• Research Data and Open Access
• Research Strategy & Development
• Policy and Information Team
• Grants & Contracts (HaSS and SAgE)
• NJRO (inc Grants & Contracts FMS)
• Research Funding Development
• Biomedical Facilities
• Chemistry Facilities
• Clinical Facilities
• Engineering Facilities
• Marine & Agricultural Facilities
• More Facilities
• Facilities A to Z
• Research Funding
• Research News
• Case Studies
• CPD Courses
• Collaborative Research
• Company Creation
• Consultancy
• Corporate Partnerships
• DA Power Engineering
• DA MSc Digital Technology Solutions
• DA Executive Education Snr. Leader Apprenticeships
• Facilities and Equipment
• Intensive Industrial Innovation Programme
• Knowledge Transfer Partnerships
• Technology Transfer and Licensing
• Clinical Trials & Research
• Working with Newcastle
• Tender Opportunities
• Submitting an Invoice
• Sustainable Procurement
• Code of Conduct & Terms and Conditions
• Health & Social Challenges
• Creative Collaborations
• Connect with alumni
• Develop your career
• Discover lifelong learning opportunities
• Support future generations

• Applications and Offers

Apply now for your postgraduate course.

• Newcastle University
• Postgraduate

Before you apply

Before you apply to Newcastle University, we have created some helpful hints and tips that you might find useful:

• don't leave it until the last second as you might make a decision you could regret
• give yourself lots of time as the application process can be quite a long one
• find a course that suits you, research it online and ask questions
• identify your potential supervisors and have a discussion with them prior to applying
• research module guides for each course

These hints and tips should help you to make the right decision. If you have any questions throughout the process, our staff and students are available to answer questions by phone and email. Many potential students have found it helpful to discuss their options with someone who has already experienced the process.

Advice and resources

Gain expert help and advice in preparing you to apply for a course at Newcastle University. You'll discover how to write your personal statement and find what is essential to include. You'll also obtain useful interview preparation tips and discover the application preparation required for MPhil, PhD, MLitt, MMus and MRes programmes.

Read our application advice and tips

Ready to apply

When you have chosen your postgraduate course you can apply for it through our application portal.

Some of our courses have an alternative application method, meaning you won't be able to apply through our application portal. 

For more information regarding the application process see the 'How to apply' section on your chosen course page.

Search for your course

Applying through our application portal

• Prospective students register and apply using our  Apply to Newcastle Portal
• Education Agents applying on behalf of prospective students for postgraduate study  – make sure you have  registered first  before you apply using our  Apply to Newcastle Portal

You will use the application portal to view real-time updates, upload documents and manage your application, including viewing and accepting any offers you are made, paying deposits and making enquiries.

If you're a current student at Newcastle you don't need to create a new account, just use your Student Self Service Portal (S3P) login and password.

Help with your application

There are a few variations in postgraduate taught (PGT) and postgraduate research (PGR) course applications. We've illustrated these differences in the advice in our handy guide.

Application help

Your offer - what happens next.

We aim to respond to your application within 30 working days. For some courses, or during busy times, this may take longer. If we need further information to help us make a decision, we will email you. You can track the progress of your application by logging in to the  Apply to Newcastle Portal.  

This guide explains everything you need to know about your Newcastle postgraduate study offer. We'll tell you what you need to do and when. 

How we process your offer depends on whether you are an international student or a home student. This depends on your fee status and we'll confirm this in your offer letter.

Explore our offer guide

Gain expert help and advice in preparing you to apply for a course at Newcastle University.

Find support and guidance to help you navigate through the postgraduate application process.

Username or email  *

Password  *

Forgotten password?

[email protected]

+44 (0)20 8834 4579

How I Stood Out At My Newcastle University Interview

Do you have an upcoming Newcastle University interview? Check out these tips by Jenni, a Medical Student who has been through the process and successfully secured an interview.

Written by Jenita Jona James 

Newcastle uses MMI interviews and this year, they have confirmed that they will be holding virtual panel interviews during the pandemic. The overall idea is the same, so here are some of the reasons that may have contributed to me getting an offer and studying here:

I Researched MMI Stations

Newcastle is very transparent about their interview process and this made it much easier for me to prepare for it. I looked at the theme of each of their 7 MMI stations, making sure I had 2-3 examples to talk about for each and wrote these down. These are:

• Integrity (honesty and probity)
• Communication
• Empathy and self-awareness
• Motivation and commitment to be a Doctor
• Compatibility with the MBBS programme
• Teamwork (including leadership)
• Personal organisation
• Persistence and resilience

There was also a role-play scenario . I made sure I knew how the course worked by looking at their website and why I was suited to it.

I did not know this beforehand but my first question was a two-minute icebreaker question that did not count and was just to help us get in the interview frame of mind. I felt this was a thoughtful idea and it impressed me as it really did help me relax.

I Practised, Practised, Practised

If you are someone who finds interviews difficult, you must practise as much as possible.

As I was already a student at Newcastle University at the time of the interview, I was able to get interview help through my course, and through the university careers service. If you are at school, your school should organise some interview practice sessions.

If not, try and find someone you are not overly familiar with in day-to-day life – like a family friend, a schoolteacher, or even your friend’s parents! This will take you out of your comfort zone a little more than just practising with your parents and/or siblings whom you know really well.

I would advise not learning the prepared answers off by heart as it comes off rather robotic. Just memorise the key points that you want to get across. You could also practise in front of a mirror.

I Familiarised Myself With Hot Topics

Hot topics are healthcare news topics that are extremely likely to crop up in interviews. These are issues such as the obesity crisis , Brexit and the NHS , A&E waiting times , as well as ethical topics such as the Dr. Bawa-Garba and Charlie Gard cases . I highly recommend looking through the Medic Portal’s Hot Topic pages on these as they helped me massively when I was preparing for my interviews.

MMI Circuits – Live Online!

Prepare for virtual MMIs this year with our live, online MMI Circuits

I Used The STARR Technique

Every single answer I gave used the STARR (Situation, Task, Action, Result, Reflection) technique which stopped me from going off-track and waffling. Never forget to reflect on the event. Newcastle is very big on self-reflection and encourages you to continuously think about what went well as well as what went wrong and how you could have done things better.

I also looked at some key action verbs and used them in my interview. Instead of saying you gave a speech, say you delivered it. Instead of saying you led a team, say you oversaw, supervised or coordinated a team.

Talk in an active voice as opposed to passive and do not be afraid of saying ‘I’ a lot. This is your interview and you are selling yourself so you need to tell them how you specifically made a difference, even in a team. It shows confidence in your abilities and that you are able to recognise your achievements.

I Got In The Zone

This is something you should do for every interview. Get everything ready the night before, research where you need to go (or check the invite link) and get there or log on early.

Wear clothes that make you look professional in front of the interviewers, but they should also make you feel good and confident. I would also recommend having water with you. If virtual, ensure you have a good internet connection and familiarise yourself with the software in advance.

If you are applying to Newcastle Medical School, this freely available document is a must-read.

More Interviews

Popular Interview Prep

Explore all of our Doctor-created interview prep in one place.

Interview Course

Stand out with our one-day Medical School Interview Course - delivered by Doctors. Get proven strategies and a real mock interview.

MMI Circuits

The most popular way to prepare! Our Doctor-created MMI Prep Course is trusted by thousands of students every year.

Medicine Interview Tutoring

Turn Medical School interviews into offers. Get Doctor-designed strategies, delivered by top Medical School Interview Tutors.

PREVIOUS ARTICLE

How I Excelled At My University of Southampton Interview

NEXT ARTICLE

What You Need To Know About Gillick Competence And Fraser Guidelines

Loading More Content

Integrated Study (Business and Management) PhD

A 4 year PhD programme which allows students to gain added value from taught subject-based modules as well as undertaking original research.  The taught modules allow students to broaden, as well as deepen, their subject knowledge at the same time as undertaking their own research and developing a set of transferable professional skills. The programme will facilitate the creation and interpretation of new knowledge by the research student, demonstrated through the thesis.

Your coursework in year 1 will be taken within the MA in Social Research programme, within the University’s Economic and Social Research Council (ESRC) recognised Doctoral Training Centre. This programme aims to provide students with a thorough and advanced education in social research design and the most up-to-date training in methods of data collection and analysis. The combination of core modules and short courses on more advanced topics and Business School modules provides flexibility to relate training to the thesis topic.

If you pass the coursework component, you will progress to normal PhD study in years 2–4. You will work closely with your supervisors in designing and undertaking your own research project, leading to an 80,000 word thesis. You will also undertake additional training in advanced methods and transferable skills, guided by the regular training needs analysis that forms an essential basis for your Career Development Plan.

Programme content

The core elements of the year 1 taught programme are delivered by staff across the entire College of Social Sciences, many of whom are engaged in cutting-edge research in their own fields. Students will benefit by undertaking the modules with others from the College’s constituent schools of Business, Education, Government and Society, and Social Policy.

Support and training

Newcastle Business School provides dedicated facilities, resources and support to postgraduate students and early career researchers which includes The Midlands Graduate School and Doctoral Training Centres and Programmes.

Institutional Accreditation 

University of Newcastle is accredited by the DETC Higher Learning Commission (DETC), www.detc.org.uk Since , University of Newcastle has been continually accredited by the DETC Higher Learning Commission and its predecessor.

Course Level:

Postgraduate, combined research and taught, doctoral research, taught, how long it takes:, one academic year, study mode:, course cost.

Price: US$ 22,500

Entry requirements

Department:.

• Course Structure
• Entry Requirements
• Fees and funding
• Learning and Assessment
• Employability

Four core modules (these may be substituted for discipline specific modules depending on the pathway being followed):

• Introduction to Social Science Research (20 credits) 
• Research Design (20 credits) 
• Social Research Methods I (20 credits)
• Social Research Methods II (20 credits) 

Four elective modules (10 credits each) from the short course programme below, which are run as 2-day intensive workshops or from the full list of Business Masters Modules, which can be obtained from the Business School Research Office (see contact details)

• From Multiple Linear to Logistic Regression
• Narrative Research
• Analyzing Hierarchical and Panel Data
• Visual Research Methods
• Ethnography and Language in the Social Sciences
• Documentary Research in Education, History and the Social Science
• Researching Disability
• Approaches to Research on Discourse
• Policy Evaluation
• Advanced Qualitative Data Analysis (using NVivo)
• Secondary Data Analysis in Social Research
• Q Methodology – A Systematic Approach for Interpretive Research Design
• Activity Theory and its Research Applications
• Role of Thinking  (subject to approval)

Considering postgraduate study, but unsure whether you meet the entry requirements for a Masters-level degree? Postgraduate admissions guidelines vary by course and university, but can be quite flexible.

Your existing qualifications will be important, but you don’t necessarily need a great Bachelors degree to apply for a Masters. Your personal circumstances and experience may also be considered during the admissions process.

This guide explains the typical entry requirements for a Masters, which include:

• An undergraduate degree in a relevant subject  – Depending on the programme and institution, you may need a 2.1 in your Bachelors, but this isn’t always the case
• Language proficiency  – If English isn’t your first language, you’ll need to display a certain ability level, usually through a language test
• Professional experience  – Some postgraduate programmes may require you to have some professional experience (this is usually the case for PGCEs and Masters in Social Work)
• Entrance exams  – These are only required in certain subject areas and qualifications, including some MBAs

Tuition fees for UK/EU students 2020/21

MSc:   Full-time £9,900. Part-time £4,950 Postgraduate Diploma:   Full-time   £6,660. Part-time £3,300

Tuition fees for International students 2020/21

MSc:  Full time £23,310 Postgraduate Diploma:  Full-time £15,540

You’ll show your progress through a combination of written essays, problem-solving assignments and presentations.

All students take our core modules, but please note that the availability of optional modules is subject to demand.

If I gain an Integrated Study PhD in Social Sciences, what are my career prospects?

The training available on this Integrated Study PhD programme enables graduates to develop advanced skills in designing and conducting research in the Social Sciences. Such skills are highly applicable to a variety of careers in academia, business, government and non-profit organisations.

What type of career assistance is available to doctoral researchers in the College of Social Sciences?

The College of Social Sciences at Newcastle has specially designated careers advisors and careers consultants who can provide guidance for doctoral researchers on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice, 1-1 CV advice. The Career’s Service also runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles.

The University also has dedicated careers advisors for International students who run workshops and networking opportunities with potential employers. These are especially popular with International postgraduate researchers.

Career opportunities

The training enables graduates to develop advanced skills in designing and conducting research, in ways that are applicable to a variety of careers in academia, business, government and non-profit organizations.

Advertisement

Supported by

What We Know About the Protests and Arrests at Columbia University

After nearly two weeks of protests, demonstrators seized Hamilton Hall. By the end of the night, the police moved into to arrest them.

• Share full article

By Alan Blinder

Columbia University is grappling with the fallout from its president’s promise to Congress that she would crack down on unsanctioned protests, and her decision to ask the police to clear an encampment on campus, resulting in the arrests of more than 100 students earlier this month.

On Tuesday, after protesters seized Hamilton Hall overnight, Columbia called in the police again and asked officers to remain on campus until May 17, after commencement.

“The events on campus last night have left us no choice,” Nemat Shafik, Columbia’s president, said in a letter to a New York Police Department official on Tuesday.

Police officers in riot gear made dozens of arrests and removed banners from Hamilton Hall’s facade overnight. An encampment near the building was cleared, leaving behind square indents on the grass on Wednesday morning. The campus was still closed on Wednesday to everyone but students who lived there and employees who provided essential services.

Dr. Shafik’s plea for the police presence came after almost two weeks of protests rocked the university, with demonstrators building (and rebuilding) an encampment, recriminations over the initial summoning of the police to campus on April 18, and accusations that Columbia has effectively allowed protesters, in some instances, to celebrate Hamas and target Jewish students for intimidation.

Last week, the university started offering hybrid classes, an acknowledgment that the disputes at the center of campus tension were unlikely to be resolved before the end of the school year. Commencement is scheduled for May 15.

On Friday, university leaders signaled that they were not eager to call in the police again.

“We called on N.Y.P.D. to clear an encampment once, but we all share the view, based on discussions within our community and with outside experts, that to bring back the N.Y.P.D. at this time would be counterproductive, further inflaming what is happening on campus, and drawing thousands to our doorstep who would threaten our community,” Columbia leaders, including Dr. Shafik, wrote. “Having said that, we also need to continue to enforce our own rules and ensure that those who violate the norms of our community face consequences.”

Columbia said Monday evening that it had started to suspend students who remained in the encampment, after they effectively declined an offer from the university to limit discipline. The Hamilton Hall occupation began hours later.

At around 9 p.m. on Tuesday, the police returned to Columbia and began arresting protesters.

How Columbia got here

Since the Oct. 7 attack by Hamas on Israel, American college campuses have been hubs of increased protest and debate. The scene at Columbia has been particularly contentious, with protests drawing hundreds of demonstrators, and some faculty members drawing attention for statements that critics considered to be antisemitic.

Columbia administrators, like their counterparts on campuses across the country, have struggled to fine-tune a response that balances discipline, free speech, academic freedom and institutional and national politics. For example, Columbia suspended two pro-Palestinian student groups after a walkout, and it has rewritten its protest policies, suspended some students and moved to cut or reduce ties to some faculty members.

The university’s approach was the focus of a congressional committee hearing on April 17. Over more than three hours in Washington, Dr. Shafik and other Columbia leaders tried to placate Republican lawmakers by acknowledging that they had been unprepared for the tensions of recent months and promising new crackdowns.

Although their answers appeared to please some lawmakers on Capitol Hill, they stirred unrest on campus, where protesters had built an encampment in the hours before Dr. Shafik’s testimony.

Columbia called in the police twice in April.

Less than 24 hours after the hearing adjourned, New York City police officers in riot gear entered the private campus at the request of Dr. Shafik and Columbia leaders. The police swept into the encampment to arrest defiant protesters and dismantle the demonstration, which was calling for the university to eliminate its financial ties to Israel. The authorities reported more than 100 arrests .

Many people welcomed the decision to call in the police to remove the tent protest in mid-April, and said that Dr. Shafik was well within her power to shut down unauthorized protests on private property. But the decision also provoked fresh outcry from students, faculty members, free-speech groups and critics of Israel, who argued that it was counterproductive to shut down a peaceful protest, particularly on a campus that is supposed to be a marketplace of ideas.

By the time many of the critiques rolled in, protesters had already started gathering again, chanting some of the same slogans — “We don’t want no Zionists here” and “Israel is a racist state” — that Dr. Shafik had suggested were creating “a harassing and intimidating environment for many of our students.”

Protesters pitched tents again, but this time the administration sought to negotiate with them.

Within two weeks, however, the negotiations broke down and protesters took over Hamilton Hall, an administrative building that has a long history of student takeovers. Columbia lost patience and brought the police back to campus. Dr. Shafik, in her letter to the Police Department on Tuesday evening, said the university had made its decision “with the utmost regret.”

Some protests unnerved Jewish students

Columbia cannot control what happens off its property, and the neighborhood around its campus has drawn significant attention in the aftermath of the arrests, with some reports of antisemitic harassment. School officials have said much of the incendiary language has come from outside protesters.

“Go back to Poland!” one masked protester who clutched a Palestinian flag shouted outside the Columbia campus gates, according to a video posted on X . Elsewhere online, a Columbia student said protesters had stolen, and then tried to burn, an Israeli flag, and that Jewish students had been splashed with water.

The Columbia chapter of Chabad, an international Orthodox Jewish movement, said that protesters targeted Jewish students with expletives as they left campus.

The White House condemned the episodes of antisemitic protest. A spokesman, Andrew Bates, said that “calls for violence and physical intimidation targeting Jewish students and the Jewish community are blatantly antisemitic, unconscionable and dangerous.”

Elie Buechler, an Orthodox rabbi who works at Columbia, said that campus and city police officers had failed to guarantee the safety of Jewish students “in the face of extreme antisemitism and anarchy" and suggested that the students return home “until the reality in and around campus has dramatically improved.”

That view was not universally shared. Hillel, the Jewish student organization on campus, called for increased security and said it was not urging Jewish students to leave.

Some on-campus activists distanced themselves from the agitators.

“There’s so many young Jewish people who are, like, a vital part” of the protests, said Grant Miner, a Jewish graduate student at Columbia who belongs to a student coalition calling on Columbia to divest from companies connected to Israel.

That group said in a statement, “We are frustrated by media distractions focusing on inflammatory individuals who do not represent us,” and added that the group’s members “firmly reject any form of hate or bigotry.”

Reporting was contributed by Liset Cruz , Colbi Edmonds , Luis Ferré-Sadurní , Erin Nolan , Sharon Otterman and Lola Fadulu .

Alan Blinder is a national correspondent for The Times, covering education. More about Alan Blinder

Our Coverage of the U.S. Campus Protests

News and Analysis

President Biden broke days of silence to finally speak out on the unrest disrupting campuses  across the United States, denouncing violence and antisemitism even as he defended the right to peaceful dissent.

At the University of California, Los Angeles, police officers dismantled a pro-Palestinian encampment  and made arrests after a tense hourslong standoff with demonstrators.

Police officers in riot gear arrested pro-Palestinian demonstrators at Fordham University’s Manhattan campus , the third university in New York City to face mass arrests.

Choosing Anonymity:  In an online world, doxxing and other consequences have led many student protesters to obscure their identities by wearing masks and scarves. That choice has been polarizing .

Seeing Links to a Global Struggle:  In many student protesters’ eyes, the war in Gaza is linked to other issues , such as policing, mistreatment of Indigenous people, racism and climate change.

Ending the Unrest:  Across the nation, universities are looking for ways to quell the protests . Columbia has taken the spotlight after calling in the police twice , while Brown chose a different path .

A 63-Year-Old Career Activist:  Videos show Lisa Fithian, whom the police called a “professional agitator,” working alongside protesters at Columbia  who stormed Hamilton Hall.

• UB Directory
• Office of the Provost >
• Resources >

9 to 5 The Musical: Interview with Costume Designer Sam Lyko

Published May 1, 2024

Senior Theatre Design and Technology major Sam Lyko is the Costume Designer for UB Theatre and Dance’s new production of 9 to 5 The Musical , which runs one more weekend from May 3 - 5, 2024 at the Center for the Arts. Sam gives us a behind-the-scenes look at what goes into costuming for such a large production.

As Costume Designer for the show please tell us what your overall responsibilities entail over the course of the production and how long the process lasts from start to finish.

My overall responsibilities include designing the costumes, hair and makeup. I collaborate with other designers as well, in order to create a cohesive show overall. It is a long process, but it’s very rewarding. From the first production meeting, discussing the script and concepts, to dress rehearsals, being able to see all these concepts and ideas come to life on stage is a really amazing experience.

How does the Costume Designer interface with the Show Director, Stage Manager(s), Lighting Designer(s), Set Designer(s), plus Projection, Sound and Props department heads?

The costume designer discusses their thoughts and ideas with the design team, director, and stage manager on a weekly basis (minimally). Through production meetings, we report the progress we've made and present any challenges or any new ideas that may arise. In essence, we all work together to create a cohesive overall design.

Costume designs by Sam Lyko. Photos by Ken Smith.

What were the most important costumes which you needed to create for the show? How close did the final product(s) resemble your original vision? What was the most challenging aspect of designing the costumes? Is there anything you would have done differently knowing what you know now?

I think the most important costumes were those for Judy, Doralee, Violet, and Hart. Judy, Doralee, and Violet each have three major changes over the course of the show, where they all gain more color as the show goes on. This is in contrast to Hart, who loses all the color he starts with in the beginning of the show. The final product is pretty close to the original vision. The silhouettes are the same along with the colors.

I think the most difficult part of designing the costumes was keeping track of all the changes that happen over the course of the show. Nearly every actor has at least one costume change. Knowing what I do now, I think I would have been a bit more organized in terms of costume changes and some of the smaller costume details.

What have you enjoyed most about working on this production?

This whole process has been really fun and enjoyable, from creating the renderings, to fittings, and eventually to dress week. I have also been really lucky to have such an amazing costumes team. They've all been incredibly supportive and fun to work with for the duration of the design process. Seeing all the elements come together during the past few weeks has been an amazing experience and brought a whole new level of excitement to the production. 

How many Costume Designs have you worked on and / or designed during your time with UB Theatre and Dance? Is this something you think you might like to pursue as a profession? If so or if not, why?

I've designed costumes for three shows here at UB, and have worked on additional shows as an assistant costume designer. I would definitely like to pursue costume design as a profession. I've always really loved working in the costume department during my time here. Costume design is a challenging process, but also a lot of fun!

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

PhD Excellence Initiative

A campus-wide, student-centric effort to ensure that UB’s PhD programs remain among the strongest in the world.

Recent University News

• 5/2/24 SEAS student takes second place at UB’s Henry A. Panasci Jr. Technology Entrepreneurship Competition
• 5/2/24 John Atkinson recognized for developing learning opportunities in sustainability
• 5/2/24 Statement from UB President Tripathi on campus protests
• 5/2/24 Tripathi issues statement on campus protest
• 5/2/24 WNY Medical Scholarships Give Two Jacobs School Grads More Reason to Celebrate

• International

Trump hush money trial

University protests

April 30, 2024 - US university protests

By Rachel Ramirez, Chandelis Duster, Samantha Delouya, Tori B. Powell, Aditi Sangal, Amir Vera, Deva Lee, Kathleen Magramo, Dalia Faheid and Elizabeth Wolfe, CNN

Our live coverage of the protests rocking US campuses has moved here

Over 100 protesters arrested across 2 New York college campuses, law enforcement official says

From CNN’s Mark Morales

Over 100 protesters were arrested Tuesday at Columbia University and City College of New York, according to a law enforcement official.

Most of the arrests were made at Columbia, including about two dozen protesters who police say tried to prevent officers from entering the campus, the official said.

Tactical teams at Columbia first set up a perimeter around the campus to hold back protesters and prevent further arrests, according to the official. Offers then entered the campus through multiple entry points.

"It's still a student-fueled movement," Columbia student magazine editor says

From CNN's Kathleen Magramo

Jonas Du, editor-in-chief of a Columbia student magazine, told CNN that the protests on campus are student-fueled regardless of any outsider involvement.

It’s “hard to say” whether those arrested from Columbia's Hamilton Hall were students or from outside the institution, the Columbia Sundial editor said.

“Even though campus has been locked down to Columbia ID holders, now there has been ways of getting in, getting non-affiliated into campus. But for the most part you need Columbia IDs, you need students to provide you with IDs that can get you into campus," said Du, who is a junior student at the university.

Du said he believes there is “evidence” of outside organizations behind the occupation's planning, but he also says numerous Columbia students were inside Hamilton Hall. 

He said he recognized “many, many Columbia students in the crowd” that formed human chains around the entrances to Hamilton Hall while reporting on the protests. 

“At the end of the day, it's still a student-fueled movement. It wouldn’t have gotten to (this) extent without the of the student organizations here.” 

Du said students received a text message and email alert from the school stating that a shelter-in-place order had been issued, asking them to remain in their dorms and not to go on campus.

"But all of us knew that that was sort of a signal that the NYPD was going to raid campus," he added.

Video shows Arizona State University police officer removing protester’s hijab during arrest

From CNN’s Cindy Von Quednow

Video taken over the weekend at Arizona State University shows a campus police officer removing a hijab from a protester’s head during her arrest.

The blurred video, obtained by Mass Liberation AZ and provided to CNN by attorney Zayed Al-Sayyed, who represents the women, shows several ASU Police Department officers surrounding a woman whose hands are held behind her back as one of the officers removes her hijab.

People nearby can be heard yelling, “You’re violating her privacy,” and “Give it back.”

The officers then pull the woman’s sweatshirt hood over her head and a bystander yells, “So she can wear a hood but not her hijab?” At one point one of the officers blocks the woman from the view of those taking the video, as a person yells, “let her go!”

A lawyer representing her and three other women who said it also happened to them is demanding accountability.

Al-Sayyed, who said the arrests took place early Saturday, did not identify the women but indicated that three of them are students at the university and all four are Phoenix-area residents. They are facing criminal trespass charges.

Upon being taken into custody, Al-Sayyed said, the women explained the significance of a hijab and “begged” to keep their hijabs, but he said they were told that their hijabs had to be removed for safety reasons.

“They never expected that an officer … who’s sworn to protect and serve is going to violate their most basic protected right under the United States Constitution, which is the right to practice their religion. So they're hurt,” Al-Sayyed said.

After being detained and bused to jail, the women were not given their hijabs back, Al-Sayyed said.

Around 15 hours later, when he was finally given access to his clients, Al-Sayyed said he was able to bring them new hijabs.

The Arizona chapter of the Council on American-Islamic Relations (CAIR-AZ),  condemned  the university police for the recorded incident and others like it and called for a full investigation.

“This act represents a blatant infringement upon the religious liberties of peaceful protesters. It is profoundly distressing for the affected women, and ASU Police must conduct a thorough investigation into this matter,” Azza Abuseif, executive director of CAIR-AZ, said in an email to CNN.

In a statement to CNN, the university said, “This matter is under review.” CNN has reached out to the Maricopa County Attorney's Office for comment.

Protests will continue despite police presence at Columbia, student negotiator says

A lead student negotiator for protesters at Columbia University has told CNN that protests will continue on the campus despite the school's request for a police presence.

The university has asked NYPD to maintain its presence on campus until May 17.

"I’m very confident that students will continue this movement even after all this brutality against them," negotiator Mahmoud Khalil said, adding that students still have the right to protest despite increased security.

Since negotiations between student protesters and the Columbia University administration began two weeks ago, the university has not viewed them as an anti-war movement, he said. 

"Instead, they dealt with it as an internal student discipline matter. They negotiated with us about bringing food and blankets to the encampment. They refused to acknowledge that this actually is more than that, this is a nationwide movement.

"This is a movement that asks Columbia to divest its investments from the companies that are fuelling the war in Gaza right now,” said Khalil, who is a second-year graduate student at Columbia.

Tensions escalated on campus when officers entered Columbia's Hamilton Hall , which had been occupied by protesters since the early hours of Tuesday, and dozens were seen being arrested.

Khalil said that "the autonomous group decided to take that building when they felt the university is not answering their demands" and was "alienating" them.

Police presence at Columbia may dampen graduation celebrations, CNN journalist and student says

From CNN's Elizabeth Wolfe

Julia Vargas Jones, a CNN journalist and Columbia Journalism School graduate student, said the university's request for an on-campus police presence through May 17 will only "dampen the mood even more" as students and their families prepare for graduation.

NYPD swarmed the university Tuesday night after the university authorized them to go into the campus to clear out a building being occupied by protesters. CNN has witnessed dozens of arrests.

"Graduation is May 15. That is my graduation as well. I have family coming from Brazil to come watch me walk across the stage and get my diploma. I hope of course, as everyone does, that this (graduation) can happen," Jones said.

"But at the same time, is there a climate for celebration, for graduation?" Jones said.

Jones said she's unsure the climate on campus will be celebratory as graduation nears.

"I spoke to a lot of students on campus today and students were just feeling caught in between. I don't really see celebration being something we flock to in the coming weeks," she said. "I'm interested to see who will actually attend graduation."

Jones said she has not witnessed any violent altercations as she reported from inside Columbia’s campus Tuesday night. After the campus was cleared by NYPD, Jones described the atmosphere as quiet enough to “hear a pin drop.”

NYPD used flash bangs to breach Columbia building where doors were barricaded

From CNN’s Matthew Friedman and Miguel Marquez

NYPD officers used flash-bang grenades to breach Columbia's Hamilton Hall, which protesters had barricaded themselves inside Tuesday, the police department told CNN.

The building's doors had been barricaded with chairs, tables and vending machines, and windows had been covered with newspaper, the NYPD said.

When a flash-bang grenade is deployed , it emits a bright flash and a very loud bang, often used to shock and disorient. 

Video posted by NYPD Deputy Commissioner Kaz Daughtry shows officers searching a bookshelf-lined office after busting the door's lock with a hammer.

Another video shows officers packing a stairwell and passing chairs to one another.

At least 50 officers had earlier used an elevated ramp to climb into the building through a window. 

Columbia University property has been cleared, NYPD says

From CNN’s Matthew Friedman and Miguel Marquez at Columbia

Columbia University’s property has been cleared, the New York Police Department told CNN, less than two hours after officers entered the school’s campus in Morningside Heights.

Hamilton Hall has also been cleared, the NYPD says, and nobody was wounded during the operation. 

The NYPD is still monitoring different locations for protesters across the city, they said.

Photos show NYPD action at Columbia University

From CNN Digital’s Photo Team

The New York Police Department entered the Columbia University campus late Tuesday evening after receiving a letter from the university authorizing them to go into the campus, a law enforcement source familiar with the situation told CNN. 

Officers entered Hamilton Hall , which had been occupied by protesters since the early morning hours Tuesday.

Dozens of people have been arrested.

Please enable JavaScript for a better experience.