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Last Updated: 2002 ASSESSMENT DATA EVALUATION SENIOR EXIT INTERVIEWS While some form of senior sure y” has been employed by the Department for 10 years or more, the current survey format and questions
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Although questions were added to the survey in the fall, the new Criterion 2000 was not given to survey takers until December 2001. Questions in the new questionnaire have been asked over the past two semesters, so that the survey and the new standards are completed by the end of the spring semester at the earliest. The new criteria do not contain a detailed definition of an acceptable senior exit. Instead, they focus on elements such as professional and social responsibility, teamwork and teamwork skills, commitment to the education program, and the development of leadership skills. In addition to the current survey, the following senior exit interviews were conducted at our recent visiting tours of the National Resident Centers for the Arts, which were coordinated by Mr. David Blomquist, the Arts Associate Director (A/D), School of Social Work; the Human Relations Program Director (TK) School of Social Work; Ms. Margaret Prentice, the Research Associate, School of Social Work; and the Arts Associate Director (A/D) School of Social Service Administration: Jody L. Gershon, Associate Provost and Vice Provost for Research, School of Social Service Administration (TK); Mrs. Susan J. Saldaña, Assistant Director School of Social Service Administration (TK); Ms. Lora L. Wilts, Assistant Director School of Social Service Administration (TK); Ms. Cheryl L. Roe sen, Director of Research, School of Social Service Administration (TK); and Susan L. Shilling, Director of Admissions, School of Social Service Administration. These interviews were conducted in a series with the student representatives present in person or via telephone. Questions asked by the student respondents were identical with and in response to those in the new Criterion 2000. While these interviews might be considered not directly comparable with the survey questions, as they addressed student attitudes rather than specific student success, many of the students in the interviews expressed a high level of confidence in the questionnaire, as expressed in the positive responses from both the current group of students and from the students in the recent visiting tour. Also, students have reported using the questions in their interviews for information on the quality of their own lives and that of their families. While many students indicated that the interviews had provided them with the most valuable feedback from the program, we did not receive similar feedback from their parents, guardians, or teachers. A summary of these recent interviews is given in Appendix A. This summary was reviewed by two members of the ABET seniority review committee.

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