Interview Protocol Clause Samples

Interview Protocol. 1. Please share what program you are enrolled in and whether it is for credit or non- credit. 2. What is your main/priority reason for enrolling in this program? (i.e. better job, certification, degree, etc)? 3. For those who have enrolled in non-credit programs and now are enrolled in credit programs, tell us more about your experience enrolling between non-credit and credit courses. What worked well? What did not work well? a. Did you have to take an assessment to prove your learning on the non-credit side or were your prior experiences, courses and job considered for credit? b. Did you receive the guidance, information, and support that you needed to successfully navigate the transition? c. Was information about the transition and alignment of programs clearly stated on the college website? 4. For those that are currently enrolled in a non-credit program, Have you thought of or do you plan to transition between non-credit and credit programs? a. If so, what is prompting this move? b. If not, why? 5. What do you think is needed to make this transition possible? (i.

Interview Protocol. Research project: Teachers’ perceptions and practices of professionalism: A case of a private secondary school in Central Kazakhstan Date: Time of interview: Length of interview: 45--60 minutes Interviewee: Position of interviewee: Interviewer: ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ The following are sample questions to be asked from the participants: General information:

Interview Protocol. Link to the tool (3 versions: interview protocol for climate change and artificial intelligence modules, Icelandic interview protocol for climate change module, Finnish interview protocol for quantum computing module). Different versions of this tool have been designed to guide students to discuss the topics covered in the module, adapting it to the specific module in which it was used, but always with the same philosophy; the specific questions can be moreover slightly personalized to focus on the issues of which the student seems to have something interesting to say. what is Interview protocol, referring to the different dimensions taken into account in the module: conceptual, epistemological, future-oriented, action competence. where and when the tool has been used Students were interviewed at the end of each module, in focus groups or individually goals Overall goal To let the students freely express their thoughts about the topics covered in the module. Specific goals To evaluate students' awareness about the skills they developed during the module. Two macro-categories of skills are monitored. a) conceptual-epistemological thinking skills, that is the ability to: - recognize the causal, temporal and logical relationships in the scientific discourse; - distinguish between disciplinary details and comprehensive picture; - recognize science as a laboratory to prepare for the future; b) future thinking skills, that is the ability to: - move from thinking locally to thinking globally (and vice versa); - to move from thinking in the present to thinking in the future (and vice versa); - move from thinking at the individual level to thinking at the societal community level; - think creatively for imagining new possibilities and concrete actions; - balance the need of desire and the necessity of keeping feet on the ground; - think in an inter-disciplinary way. administration takes About 20/30 minutes the structure of the tool and/or example of questions The tool consists of different parts – even if this is not explicit – related to the different dimensions taken into account in the module. Overall consistence of the module The questions concern the structure of the module and the liking and expectations about the topics. The questions are of the type: • Were the topics as you expected? • The module included activities very different to each other. Did you see connections between the activities? Which connections? • ……… Contents of the module The questions re...

Interview Protocol. The interview panel will strive to include at least one classified employee.