CHIHIRO | Billie Eilish

Chapter 37: Interview

Nayla's POV

The morning of my interview at UCLA arrived, and I woke up with a mix of excitement and nerves. Billie, as always, was by my side, offering her unwavering support.

"You're going to do great, Nayla," Billie said, handing me a cup of coffee. "Just be yourself and show them what you're passionate about."

I smiled, feeling a bit more at ease. "Thanks, Billie. I needed to hear that."

As I got dressed, the familiar wave of anxiety washed over me. "I don't know why I feel like this every time," I admitted, taking a deep breath. "I've attended so many interviews, but it always feels like the first."

Billie wrapped her arms around me from behind, resting her chin on my shoulder. "It's because you care so much, and that's a good thing. Just remember to breathe."

We had a quick breakfast together, discussing the plan for the day. Billie had arranged to drive me to the campus and wait for me while I attended the interview.

As we arrived at UCLA, I felt my stomach churn with nerves. Billie noticed and gave my hand a reassuring squeeze. "I'll be right here when you're done," she said with a warm smile.

I entered the building and made my way to the designated room. The interview panel consisted of three professors, all of whom greeted me with friendly smiles. I took another deep breath and began the interview.

One of them began, "Good morning, Nayla. We're excited to have you here today. I'm Professor Collins, and this is Professor Ramirez and Professor Lee. We're eager to learn more about your work and what you can bring to our department. Could you start by telling us a bit about your background and what led you to pursue a Ph.D. in Educational Psychology?"

"Good morning," I replied. "Thank you for having me. My journey in academia began with an undergraduate degree in Teaching English as a Second Language, followed by a Master's in Education. Over time, I developed a strong interest in how psychological principles can be applied to improve educational practices and outcomes. This led me to pursue a Ph.D. in Educational Psychology, focusing on the cognitive and emotional aspects of learning and teaching."

"That's an impressive background," Professor Ramirez noted. "Can you share an example of a project or initiative you've worked on that you believe had a significant impact on your field?"

"Certainly," I said. "During my Master's program, I led a research project that examined the impact of bilingual education on cognitive development in young children. We conducted longitudinal studies and found significant benefits in areas such as problem-solving skills and creativity. This research has been instrumental in advocating for bilingual programs in schools, demonstrating the cognitive advantages of learning multiple languages from an early age."

"Very interesting," Professor Lee added. "Can you elaborate on your teaching philosophy and how you implement it in your classes, particularly given your research background?"

"Of course," I responded. "I believe in creating an inclusive and engaging learning environment. It's important to connect with students on a personal level and make the material relevant to their lives. Given my research background, I emphasize the importance of critical thinking and encourage students to apply theoretical knowledge to real-world problems. I use a variety of teaching methods, including interactive lectures, group discussions, and hands-on experiments, to cater to different learning styles and keep students engaged."

The panel seemed engaged and asked follow-up questions about specific experiences where I applied my philosophy. I recounted a project I led during my Master's program that focused on integrating technology into the classroom to enhance learning outcomes.