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Interviewing Techniques
Fall II 2007
Jamey DiVietro



Interviewing: Principles and Practices

Stewart, C.J.. & Cash, W.B. Jr.
McGraw Hill Publishing
11th Edition

This Course Requires the Purchase of a Course Packet:



Argosy University
Interviewing Techniques
Faculty Information
Faculty Name: Jamey DiVietro
Campus: 350 N. Orleans Street
Contact Information:
Office Hours: By appointment
Short Faculty Bio:
Course description: Interviewing Techniques is an applied course designed to develop basic relationship building, interviewing, reporting, problem-solving and
decision-making skills with diverse clients. The focus is on fundamentals and techniques that cut across multiple interviewing situations. The fundamentals and
techniques learned will prepare students for current real-world applications. For those students planning to attend graduate school, the fundamentals and
techniques learned will serve as a foundation for the development and refinement of clinical skills.
Course Pre-requisites: PSY101
Required Textbook:
Stewart, C.J.. & Cash, W.B. Jr. (2006). Interviewing: Principles and Practices. 11th Edition. . McGraw Hill Publishing. ISBN: 0-07-298-776-6.
Technology: Pentium III CPU/ Windows 98; 128MB RAM, printer; Microsoft Office Acrobat (full version), Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or
Netscape Navigator 4.08.; Norton Antivirus.
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0

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Program Outcomes:



Cognitive Abilities
1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.
1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to
respond to the question.
2.1. Understanding Research Methods Given an article about research findings in the field of psychology from a scholarly journal, identify the research
methods used and the findings of the article.
2.2. Identifying Research Methods Identify the appropriate statistical tools and basic research methods in psychology, including research design, data
analysis, and interpretation.
Communication Skills
3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.
3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.
4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology.
4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology.
Knowledge of the Field
5.1. Foundations Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.
Knowledge of Applied Psychology
6.1. Apply psychological principles to personal, social, and/or organizational issues.

Course Objectives:

Information Literacy: (Program Outcome(s): 1.2, 3.1)

1.1. Students will examine, learn, and understand fundamental principles of interviewing processes, structure, behavior, and questions.
1.1.1. Examine and understand the formulation and use of various types of questions in various practices.
1.1.2. Explore various theoretical approaches to interviewing.
1.1.3. Explore the various styles in interviewing.
1.1.4. Examine the significance of time and the impact of the environment on the structure of an interview.
1.1.5. Discuss the beginning, middle, and end stages of an interview.
1.1.6. Analyze the impact of interviewer characteristics and behaviors on the therapeutic relationship with the interviewee.
1.2 Students will examine, learn, and understand the role of establishing and maintaining rapport in interviewing situations as well as various methods used
to establish and maintain it.
1.2.1 Discuss the various factors related to establishing and maintaining rapport.
1.2.2 Analyze the impact of the interviewers behavior on the interviewee.

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1.2.3 Discuss various methods used to establish and maintain rapport.

1.3 Students will examine, learn, and understand principles of behavioral observation and interpretation.
1.3.1 Discuss the various aspects of interviewee behavior that require attention during an interview.
1.3.2 Analyze consistencies and discrepancies between an interviewees: Behavior and affect Behavior and speech Verbal and nonverbal behaviors
1.3.3 Discuss interpretation and its significance in interviewing situations.
1.3.4 Explore the observation and interpretation of behavior.
1.4 Students will examine, learn, and understand report writing methods, techniques, and skills.
1.4.1 Review written reports for flow of information, accuracy, clarity, and professionalism.
1.4.2 Examine report-writing styles.
Knowledge of Applied Psychology/Oral Communication Skills: (Program Outcome(s): 3.1, & 6)
2.1. Students will develop, practice and demonstrate fundamental questioning, attending, and listening techniques and skills.
2.1.1. Demonstrate through mock interviews basic attending skills, such as using appropriate eye contact, encouraging, empathizing, reflecting feelings
and meanings, and summarizing what transpired.
2.1.2. Demonstrate the ability to formulate appropriate and diverse interview questions that assist the interview process.
2.1.3. Discuss the process of attending, and examine methods of attending verbally and nonverbally.
2.1.4. Analyze the importance of identifying and attending to an interviewees feelings, thoughts, context, and meaning.
2.2. Students will develop, practice, and demonstrate skills for building and maintaining rapport.
2.2.1. Demonstrate rapport-building and relationship-building skills.
2.2.2. Demonstrate increased self-awareness and the ability to introspect.
2.3. Students will develop, practice, and demonstrate behavioral observation and interpretation skills.
2.3.1. Demonstrate skills in attending to and interpreting verbal and nonverbal messages.
2.3.2. Discuss appropriate and inappropriate uses of confrontation in an interview.
Knowledge of Applied Psychology/Written Communication Skills: (Program Outcome(s): 3.2, & 6)
3.1. Students will develop, practice, and demonstrate appropriate report writing methods, techniques, and skills.
3.1.1. Review written reports for flow of information, accuracy, clarity, and professionalism.
3.1.2. Critique the questions asked in the interview with the information obtained.
3.1.3. Integrate the information obtained during an interview in a written report, including the following: Purposes and goals of the interview Demographics of the interviewee Strengths and limitations of the information obtained Recommendations
Knowledge of Applied Psychology/ Diversity (Program Outcome(s): 3.1, 4.2, & 6)
4.1. Students will examine, learn, and understand how bias, culture, gender, sexuality and ethnicity influence the interview process. They will learn to use
this information to inform decision-making and interviewing behavior.

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4.1.1. Discuss the impact of bias, culture, gender, sexuality, and ethnicity on interviewing behavior.
4.1.2. Discuss the sociopolitical treatment of minority groups and its impact on minorities in the position of an interviewer or an interviewee.
4.1.3. Analyze the specific factors to be considered when working with a diverse clientele.
4.1.4. Compare ethnic, gender, spiritual, and cultural differences in attitudes as they relate to the behavior of both an interviewer and an interviewee.
4.1.5. Examine personal beliefs, attitudes, and biases and their potential effects on interviewing.
Critical Thinking: (Program Outcome(s): 1.1)
5.1. Students will examine, learn, compare and contrast the benefits and drawbacks of various interviewing approaches, structures, and methods. They will
further learn to utilize this knowledge to select appropriate approaches, structures, and methods given the interviewing situation.
5.1.1. Examine the benefits and drawbacks of various interviewing approaches, structures, and methods.
5.2. Students will be exposed to and examine different opinions and stances with respect to interviewing (e.g. whether gathering information and
formulating ideas before the interview helps or biases and interferes). They will learn to evaluate the opinions and stances and use the evaluation to
inform decision-making.
5.2.1. Evaluate the impact of formulating opinions and hypotheses prior to an interview.
5.2.2. Evaluate how structured versus open-ended interviews can influence information gathering and outcomes.
5.2.3. Evaluate the use of the interviewing skills used in mass media.
Ethics: (Program Outcome(s): 4.1)
6.1. Students will examine and learn ethical codes and principles that pertain to interviewing relationships, conduct, and report writing. They will learn to
use ethical codes to inform decision-making during interviews.
6.1.1. Examine the American Psychological Association (APA) code of ethics and principles pertaining to interviewing relationships, conduct, and
report writing.
6.1.2. Apply ethical codes while making decisions during interviews.


Participation in all class sessions 10 points for each class session. If you miss class, you will miss those points.
An informational interview with a professional in your chosen profession. 40 points.
A summary of a research article referring to some aspect or application of interviewing. 40 points.
A thirty minute interview and analysis of the interview. 40 points.
Three short reflection papers at 20 points each.
A midterm exam. 50 points.

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Assignment Table

Introduction to Interviewing
o Definition of Interviewing
o Types of Interviews
o Barriers to interviewing
o Basic interviewing skills
Attending, Active Listening
o Levels of intimacy in
o Theoretical and Historical

Stewart and Cash
Chapter 1, 2,

Discussion Questions:

Consider an instance when you were interviewed for example, a job

interview, school admission, school project, or sports event. Jot down the
things that stood out in this interview:
Things that made it difficult or uncomfortable
Things that made it welcoming and comfortable
Types of questions you were asked
On the basis of your memory:
a. What were the characteristics of the interviewer?
b. What made the interview memorable?
c. Had you been the interviewer, what would you have done differently?


What we see and hear from an interpersonal encounter is frequently

filtered through our own beliefs and expectations. Consider the following
situation and how this might impact an observer:
Nancy, a school teacher, observes that her colleague Alison behaves roughly
with students who are weak in studies. When confronted by Nancy, Alison
realizes that she had always seen her own mother, who was also a teacher,
behaving in the same manner with academically weak students. As a result, she
developed a similar stereotype against such students.
A part of each of our early experiences involves observing and integrating
beliefs and values of those closest to us. As we mature, we gain broader
experiences and information and expand our belief systems.
Some of our values and beliefs might change over time, which might
include stereotypes about certain groups of individuals for example,
certain religions, ethnic backgrounds, sexuality, ageism, intellect,
substance abuse, and body size.
a. How and why would becoming aware of her assumptions improve
Alisons ability to work with academically weak students?

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Describe one or more beliefs or stereotypes that you can remember

learning about when you were young. How might this affect your
work in your chosen profession?
c. What have you done, or might do, to broaden your beliefs?

3. Paul, a police officer working for 20 years in a low socioeconomic status

neighborhood, is transferred to another similar neighborhood. He has
interviewed many cases of child abuse where one or both parents were
involved in drug use and experienced domestic violence.
After a complaint that somebody heard yelling in a neighboring house,
Paul and his partner arrive at the unkempt house and are greeted by a
woman with bruises. Paul thinks, just like all the others getting beaten
up and not caring for her children.
On questioning the woman explains that she has been sick lately and one
of her children accidentally pulled out her broadens home IV, which was
very painful.
After leaving the home, Paul asks his partner, You didnt fall for that did
you? Pauls partner states that he knows that the woman is a single
parent in home hospice care for cancer.
a. How might this new information influence Pauls perspective of the
b. What might Paul hypothesize about the living conditions and bruises
after he comes to know about the woman?
c. How might Paul change his perspective in accordance with his longterm experiences with families in this district and the new information
he gained?
Short (2-3 page reflection paper)
3. Consider an instance when you were interviewed
for example, a job interview, school admission, school
project, or sports event. Jot down the things that stood

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in this interview:
Things that made it difficult or uncomfortable
Things that made it welcoming and comfortable
Types of questions you were asked

On the basis of your memory:

a. What were the characteristics of the interviewer?
b. What made the interview memorable?
c. Had you been the interviewer, what would you
have done differently?
Preparation for informational interview - Select a
professional role that you have interest in or would like to
learn more about. The role should utilize interviewing
techniques. It may be a police officer who interviews
individuals at a crime scene, a firefighter who investigates a
fire, a journalist who captures someones experience after
an event, a human resource specialist who interviews job
applicants, a counselor at the community center, or any
other professional role.
Next, complete the necessary background research and
determine whom you will interview for your final

Interpersonal Communication
o Relationship
o Collaborative
o Self in Relationship
o Environmental Impact on
o Verbal and Nonverbal
o Role of Diversity

Stewart and Cash

Chapter 3

Discussion Questions:

Imagine you are an eyewitness to an incident. You have been asked to be

interviewed. Please respond to the following situations:
You are asked to come to the office of the interviewer, located far from
where you live. The traffic is heavy, and you have to park a couple of
blocks away. The office is in a dirty building, you dont have directions
provided. There is no one to greet you, and you aimlessly wander around
until you reach a room with a number of cubicles and messy desks. You

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o Empathy
o Demonstrating Understanding
o Feedback
Formulating interview questions

spot the individual you agreed to meet behind a desk. The person greets
you warmly and invites you to sit down.
You are at home when the incident takes place. You have been so busy that
you have been unable to even tidy up the house. You are just about to start
dinner and have a paper due in the morning.

Situation and Context

o Time of Day, Week, and Year
o Place
o Surrounding or Setting

You have an interview at a professional office close to your home. There is

parking in the building and a directory when you enter. You walk into a
professionally decorated office with a staff member who greets you and
calls you by name.
In each of the given scenarios:
a. How might you feel before being interviewed?
b. How might the surroundings affect the interview?
c. Which scenario is best suited for an interview, and which is the worst
suited? Why?

Yoon-Hi, a young first-generation Asian woman, experiences a traumatic

family event. She goes to see an older Caucasian man whom she addresses
as Dr. Smith for treatment.
a. How might the differences in backgrounds affect the first meeting?
b. What type of setting might she expect to find when she arrives at the
doctors office?
c. How might the initial greeting formal versus informal affect the
d. Discuss your personal cultural customs regarding how you address
various individuals in the following situations:
i) Formally versus informally
ii) Elders versus children
iii) Family versus strangers


A short 2-3 page reflection paper summarizing a fifteen

minute interview of your choice.
a. Conduct a 15-minute interview with anyone and

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Structuring the Interview

o Planning
o Opening Techniques
o Body of the Interview
Closing the interview
Handling difficult situations
Questions and Their Uses
o Open-Closed Questions
o Primary-Secondary Questions
o Neutral-Leading Questions
o Problems with Question
o Bipolar or Yes-No Questions
o Multiple Questioning at Once
o Leading Questions
o Loaded Questions
o Irrelevant Questions
o Ineffective Probing

Stewart and Cash

Chapter 4

on a topic of your choice.

Submit the questions that you used in your
interview and provide a general summary
explaining how effective you were in probing and
obtaining information based on the level of
response from the interviewee.
Write down your thoughts regarding the following:
i) What type of interview did you conduct?
ii) How effective do you think you were in
probing and obtaining information? Explain.
iii) Do you think your way of interviewing
applies to any profession? Why?

Discussion Questions:

Kelsie is a newspaper journalist planning to interview several individuals

regarding their experiences as students at a local university
a. How should Kelsie prepare for this task?
b. Outline his game plan and possible questions for the interviews
c. What might be some challenges?


Elliott is employed at a local hospital as a nurse. He interviews a woman

after a minor tour bus accident. She is a visitor from another country and
speaks another language, so Elliott asks one of the other passengers to
interpret some of the questions he needs to ask.
a. What difficulties is Elliot likely to face?
b. How might this influence rapport during the interview?
c. How might it influence the information obtained during the interview?
d. How might it influence the interviewers behavior?
e. How might it influence the interviewers interpretations, or how might
the interviewer account for bilingualism when making observations
and interpretations?
f. What are the ethical considerations you might be concerned about?


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Study for Midterm exam


Final Project
Plan your informational interviewing session and make
an appointment with a professional of your choice.
The purpose of the interview is to learn about the
operational aspect of the professional role and gain an
understanding on the associated professional life.

Mid term Exam

Survey Research

Using interviews for data collection

in survey research.
Structuring research questions.
o Analyzing interview data for
research purposes.

Find one research article from a juried journal on something

to do with interviewing. Submit a paper following the
guidelines attached to the syllabus.
Stewart & Cash, Chap.

Discussion Questions:
1. John has been contracted to develop a survey to explore a communitys
beliefs about immigration. What might be some important considerations John
should take into account to make sure he designs a survey and survey process
that is culturally sensitive and representative of the community?

Class topic: Fast Food Restaurant Satisfaction Survey
1. Review an example of types of questions asked and
how answered in some sample fast food surveys
surveyID=237&mode=1 )
2. The class will decide on some aspect(s) of satisfaction
to survey (e.g., facilities, food, service, etc.). The class
will then decide what key pieces of information they
want from the survey. Next, the class will decide what
format of questions they want to use in the survey.
Also, the class will decide whom they want to survey

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Employment and Recruiting


Stewart and Cash

Chapter 7 and 8

(e.g., specific age groups, for specific restaurants, etc.)

Each member of the class will write at least five
questions to be included in the first survey draft.
The class will then evaluate all the questions and select
the best for the final survey that will provide the
information that is needed, while also being wellwritten, not too long, easily administered, etc.
The class will consider whom to ask to complete the
survey and how representative are they of people who
eat at fast food restaurants, etc., and a game plan for
how to find people who meet your criteria.
Each member of the class will ask at least five people,
according to the protocol arrived at by the class, to
complete the survey. Each class member will turn in
his/her results.
The class will compile and summarize the results of the

Discussion Questions:
1.Melissa is employed as a human resource executive of a large corporation.
Three individuals from one of the smaller departments apply for a leadership
position. Melissa is asked to assess the three candidates who are all equally
She decides to develop interview questions, observe their work, and
consider testing materials that will help objectively identify who might be
more successful in the new position.
a. How might these three assessment methods assist in identifying the
most appropriate candidate?
b. How might Melissa organize her interview to obtain the most helpful
c. What techniques can Melissa utilize?
d. Given that the individuals are equally qualified, what areas might
Melissa focus on to help determine the best fit for the leadership position?
e. What would make the interviews/assessment of these individuals

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different from interviewing individuals who are not equally qualified for a
f. How might the interview/assessment be differentYou are employed in a
human resource department and your job is to conduct the exit interviews of
individuals leaving the company.
2.Today you are going to interview Julie, a 62-year-old woman, retiring after
42 years with the company. She has worked in the same department throughout
her career, outlasting many others who have come and gone. She is a great
historian of the events in and the evolution of the company over the decades.
a. Develop a list of questions that would be important to ask during the exit
b. Why did you choose these questions and how will they help you gain the
information you need and facilitate closure for Julie.
c. Discuss any ethical concerns that could arise.

Rocky is a business major who has been consulted to develop interview

questions for upcoming interns at a local business organization. He is
challenged with the task of developing relevant, culturally sensitive
questions that identify the candidates ability to be successful in a limited
time frame. He is asked about techniques to develop rapport quickly to
help candidates feel at ease early in the interview and close the interview
a. Considering the limited amount of time allotted for each interview,
how would Rocky suggest closing the interview even if not all the
desired information was obtained?
b. List five questions Rocky might use. Compare your responses with
others and discuss the pros and cons of the questions presented.
c. Describe how you would open the interview and comment on others
postings as to how his or her suggested opening would work for you if
you were the interviewee.


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Create a list of the most valuable types of information to be

gathered during a job interview of a candidate for a job.
Create questions that will collect this information when
posed verbally in a face-to-face interview.
What are some considerations to make sure that questions
are (1) legal, and (2) unbiased?


Performance interviews
Establishing objectives and
giving constructive feedback
Persuasive and sales interviews
Negotiation Skills

Stewart and Cash

Chapter 9, 10, 11

Informational interview due next week based on

guidelines attached.

Discussion Questions:
1. Sally, a manager at a local retail chain, has been supervising a group of
employees for the past seven years. There have been complaints about
Michael one of the chains employees arriving late for work. Sally
has confronted Michael over the years, attempting to encourage him to
change his work ethics.
One day, a customer files a complaint with Sally, stating that she had to
wait 15 minutes for the store to open because no one was there. Sally is
upset about the phone call and quickly calls Michael into the office.
a. Discuss what is likely to impede Sally from being objective in this
b. How can this lack of objectivity influence communication and
c. Provide an example of when your personal objectivity was challenged,
how you handled it and what impact it had on the given situation?
d. If it were found that Michael was not responsible for the incident,
how might that change Sallys view of Michael?
1. Informational Interview Paper Due

Plan, conduct, and analyze a volunteer interview

due next week
See attached guidelines for the analysis of the interview.

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Counseling and health Care

Goals of counseling
Phases of a counseling
Ethical Issues in

Stewart and Cash

Chapter 12-13

Discussion Questions:
2. Joe, a counselor in private practice, has been counseling Liza for the past
three weeks. During each visit, Lizas story is a repetition of the earlier
weeks, discussing similar events and leading to identical outcomes:
she discusses the issues she faces with her boyfriend, the ensuing
arguments, and the resulting frustration she feels. Joe interprets her story
as having themes and discusses with Liza the possible meaning or core
a. What are some of the areas Joe may consider in determining themes?
How should Joe interview Liza to identify the recurring themes? How
should Joe discuss his thoughts with Liza?
b. What will happen if Joe doesnt demonstrate to Liza that he has heard
and understood her story?
c. What concerns might you have if Joe refers Liza to another therapist
based on his belief that counseling is not progressing because Liza
continues to repeat same story?
2. David, a seasoned counselor in a local community health setting, has been
working as a counselor for many years.
a. Describe the benefits and opportunities if David were to obtain one of
the following types of supervision:
Individual Supervision: One-to-one supervision by an individual
with more experience.
Group Supervision: Supervision by more experienced colleagues.
Peer Supervision: Two or more colleagues sharing feedback and
b. What are the strengths and drawbacks of each of these models of
3. What are some ethical considerations regarding types of information
gathered in counseling settings and the protection of that information?

Final Project
a. Discuss your personal growth over the past eight weeks utilizing your

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weekly journals, exercises, thoughts, and readings.

Reflect on how your understanding of who you are has evolved over
the past eight weeks.
Analyze how your current thoughts about interviewing differ from
your initial thoughts prior to beginning this course.

2. Interview Analysis Due


In this section you will give some background for the research study and explain the purpose of the research. What are the
research questions that they were trying to answer? What were the independent variables? What were the dependent variables? 15
In this section you will describe in detail the methods used in the research study.

What measures were used? (Did they use already established measures or create their own measures? If they created their
own, what kind of reliability/validity data is available for their measures?) 5 points
How did they collect their sample? How large was the sample? Was the sample random? Did they have a control group?
5 points
How was the data analyzed? What statistical methods did they use? 5 points
What kind of research design did they use? 5 points

What were their findings? What conclusions did they draw? 10 points

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In this section you will do your own analysis of studies that could be done to follow up on this study, applications of this study,
and flaws that you see in the research design. 5 points
This paper will be scored on rubrics 1,2,3,4.
Your task is conduct an informational interview with someone in your chosen profession. The purpose of the interview is to learn about the operational
aspect of the professional role and gain an understanding on the associated professional life.
Some examples of questions you might ask are:
How difficult was it to build a career?
How did you obtain an internship or training?
How satisfied are you with your choice of career?
What didnt they teach you in school that you wish you had known?
What are your frustrations?
What do you find the most rewarding?
What do you do for continued professional and personal development?
How do you manage stress/burnout?
What is the most important thing you have learned from your profession?
What are your specialties in your career and why did you choose them?
What kind of training did you get for your specialty and what was required for licensure/certification in your field?

Paper on the interview:

Include information about your interviewee such as their educational background, credentials, current work situation, training, licenses, cultural data,
and gender. In addition, reflect on the surrounding and setting where the interview took place.
Summarize the questions you asked and the information you collected.

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Analyze how the interview went. What was the persons response to the interview? What went well? What could have gone better?
What did you learn about the profession?

Grading of the Informational interview:

40 points total
This paper should be 5-7 pages in length.
10 points for grammar and format
5 points for description of the interviewee
15 points for questions and summary of the information in the interview
5 points for analysis of the interview
5 points for what you learned about the profession
Grading Criteria
Grading Scale

Grading requirements

100 -93 (300-279)



92 90 (278 -270)

3 Reflection Papers


89 88 (269 -261)

87 83 (260 -246)


82 80 (245 240)


79 78 (239 -231)

77 73 (230 -219)

72 70 (218 210)


69 68 (209 201)

67 63 (200 -189)


62 60 (188 180)
59 and below
(Below 180)

Informational Interview
Analysis of Interview
Research paper

60 Points(20
40 Points
40 Points
40 Points
50 Points


Page 18

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all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science,
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In addition to online resources, Argosy Universitys onsite collections contain a wealth of subject-specific research materials searchable in the Online Public
Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy
University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy Universitys Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The
tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and
evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their
comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at
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submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly
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DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th
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Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from
academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments
through Turnitin, (, an online resource established to help educators develop writing/research skills and detect potential cases of academic
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papers that share common information and duplicative language.

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It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with
Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for
documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To
receive accommodation in class, it is the students responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student
privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations
for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and
educational experiences. Both
the academic and training curricula are designed to provide an environment in which students can develop
the skills and attitudes essential to working with people from a wide range of backgrounds.

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