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Title
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A Preliminary Report on Exit Interview Summary from Winter 1974 to Summer 1975
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Date
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1974-1975
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extracted text
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A
PRELIMINARY
REPORT
, ON
EXIT INTERVIEW SUMMARY
FROM WINTER 1974 to SUMMER 1975
BY
HRIDAYA MALING
AND
GEORGE L. HOM, Ph.D.
MULTI-ETHNIC CULTURE COUNSELING
&
· HUMAN GROWTH CENTER
THE EVERGREEN STATE COLLEGE
OLYMPIA, WASHINGTON
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TABLE OF CONTENTS
I.
Introduction
. . . . . . . 1
\t
II.
III
Methods . . . . . . . . . . . . . . . .
.....
Results
.
.... . ..
1
3
Quantitative Analysis
IV.
IV.
v.
A.
Administration
3
B.
Environment
5
c.
Academics
5
D.
College Services
6
Discussion and Recommendations
7
A.
Administration
8
B.
Environment
9
C.
Academics
10
Appendix
14
Exit Interview Summary (raw data)
14
A.
Administration
B.
Environment
C.
Academics
22
D.
College Services
30
16
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20
I
INTRODUCTION
Why do students leave Evergreen, and what is their experience while they
are here? What can be done to make the Evergreen experience work for more
students?
The purpose of this report is to help answer these and other related
questions and to identify sources of student frustration and dissatisfaction,
as well as sources of satisfaction.
This report is a compilation of data taken from Exit Interview forms, which
must be completed by each student leaving Evergreen. Questions on the Exit
Interview form were left very open-ended, to give students wide latitude in
responding. Because one aspect of this practice is that the responder 1 s attention is not directed to specific areas, we postulate that a significant number
of students answered such questions as 11 1 would definitely change 11 or 11 1 would
definitely not change" by commenting on those problems that were of greatest
importance to them at the time they were completing the form, rather than by
giving their attention to all aspects of their Evergreen experience.
All students who completed the questionnaire responded to Question #1, 11 Your
reason for leaving 11 , with most non-graduate~ giving relatively detailed reasons.
Response to the rest of the questions, however, was not uniform; many students
left some questions blank, and conversely those students who seemed deeply
concerned gave responses to many or all questions. Not realizing this fact
could make a review of the statistics confusing.
Readers of this report should bear in mind that the design and tabulation
of the Exit Interview form present two inherent obstacles to precise objective
interpretation. The form itself was constructed to permit students to give
subjective and personalized information, which provides valuable insights but
does not lend itself to accurate analysis. In addition, the answers given
by graduating students were not separated from those given by students transferring
away from Evergreen or leaving school entirely.
In spite of these limitations, the r~port . presents a good deal of valuable
information and identifies those areas 1n wh1ch changes can be most beneficial
to students.
II
METHODS
Exit Interview forms were collected (by academic quarter) for the period
of seven quarters beginning Winter 1974 and ending Summer 1975.
Data from these forms were then recorded and the number of persons making
each response to a given question were totalled for all seven quarters (e.g.,
question: Reason for leaving?; Response: Want to work for experience or
money ... ). The responses were then re-organized into categories and subcategories (e.g., category: Administration; sub-category: Administrators)
in order to develop a more conceptual and meaningful perception in answering
the question 11 Under what conditions are students leaving Evergreen? 11 •
Any response made by 10% or more of the students who commented on a particu1ar category was judged to be of sufficient social significance for discusslon, and for the purpose of this report.
·
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III.
RESULTS -- QUANTITATIVE ANALYSIS
In this section we will overview the data on a quantitative basis, limiting
our consideration to points on which 10% or more of the students commented.
It seems that students tended to comment most on areas which were of the
greatest concern to them, whether in a positive or a negative sense. Academics,
the college environment, and administration (in descending order) received the
greatest attention. College services generated the lowest response. The specific
items which students seemed to feel were most worthy of attention are general
environment (the "feel" of the school), administrative ' policies, curriculum, ·
library and faculty. Those least mentioned were staff, extracurricular activities
and external relations. This contrast may indicate a difference in the frustration level encountered in these areas, or perhaps just. a difference in level of
importance to students. (See Table 1)
~
TABLE I
Numbers of Students Responding in Various Categories
Categories
Administration
Administrators
Policies
Bureaucracy
Finance
Staff
External Relations
Number of Responses
924
133
572
104
54
18
43
Environment
General Environment
Physical Environment
1026
696
Academics
Academic Experience
Academic Environment
Faculty
Curriculum/Academics
2649
236
330
43
429
1479
College Services
Library
Potpourri (miscellaneous)
Extracurricular Activities
A.
(I)
883
548
254
84
ADMINISTRATION
Administrat?rs. Our data indicate that students who commented on the
college_admlnistrators would definitely change the communication systems
(commun1cation from admin~stration to students, between programs, with
off-campus students, and 1n general) and would change the top administrators
and the Board of Trustees.
·
(See Appendix, page 16)
(II) Policies. Policies appear to be the administrative matter of interest
to the greates~ number of students. Student ~ would definitely not change
the g~n~r~l ph1lo~ophy of the school, would like to see more student respons1b1l1~y and_1nvolvement in decision-making (such as a Student Union
;
to accompl1sh th1s), and would change the faculty hiring and evaluation
procedure. Students also point to a distinct gap between TESC 1 s philosophy
and the reality of the school.
(See Appendix, page 17)
3.
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Bureaucracy. Most comments here were made by students who left in 1975; they
emphasized too much bureaucracy and red tape. (See Appendix, pageii')
Finance. Date indicate that students would definitely change the price of
books, housing, food, etc. (expenses in general) and the school•s economic
priorities. (See Appendix, pageff).
Staff. The Exit Interview Summary (Appendix, pageiq) shows that students who
commented on staff would like to see more staff involvement in the campus
community. Several also commented on the attitudes of Security and that
Security is ineffective; 4 of 5 of the latter left in 1975.
External Relations. (This category includes politics, the school•s image
and contact with the •outside• community.) Most students responding would
· like to see more involvement with the Olyn~ pia community and would change our
image with the legislature and community. :. (See Appendix, page/q)
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4.
..
B.
ENVIRONMENT
The question of the Evergreen environment elicited much response from de- ·
parting students. Awareness of the overall ~ersonal environment seemed to be
double that of the physical aspects.
(I)
General Environment. (Overall Personal Environment) Most students commenting on the general effect of the Evergreen environment upon them
duri~g their time here considered the environment friendly, stimulating
and 1ntellectually healthy, or conducive to personal growth and serious
study. Others considered it superficially friendly, elite, and consisting
o~ a homog~neous st~dent body VJith students not carefully selected to provlde a va~1ety. Th1s trend lessened in 1975. Some students also expressed
concern w1th the decrease of community and the increase in structure as
the school grows in size. (This response occurred particulirly in 1975.)
(See Appendix, page 20 )
(II) Physical Environment.
Students enjoyed the physical setting of the school
but disliked the buildings; appreciated and would not chanqe the open
access to facilities and equipment (as such access existed prior to 1976);
would no~ change t~e landscape and natural surroundings but would change
the phys1cal planning of the campus and the architecture. Some students
stated ~hat they did not perceive a general environment. (The latter
remark 1s reflected in the statistics for both general and physical environments, since it is impossible to discern whether this imperceptible environment is personal or physical.)
(See Appendix, page 21)
c.
ACADEMICS
A significant num~er of departing stud~nts reported
that their academic experience. was part1ally successful/part1ally not,
although students leaving in 1975 indicated in addition that they liked
the academic freedom and had found their academic experience frustrating
but exciting.
(See Appendix, page 22)
(I) Academic Experience.
(II) Academic Environment. Data on page .23 of the Appendi x indicate that students
found it hard to share with others because of the "do your own thing" en-
vironment and because of "factionalism" among different interest groups.
Some also felt that too many students are immature, not prepared for TESC
or not serious. Stude.nts felt that the em 't ronment improves a~ it becomes
more academic. (See Appendix, page 23)
·
(II I) Faculty. Favorable comments about the faculty outweighed unfavorable ?nes
by about 4 to 1. Significant among them were: Faculty/student rela~1ons
were very pleasing and rewarding to the student; and faculty are ded1cated.
(See Appendix, page 24)
(IV) Curriculum-academics . Most student comments on the curriculum were either
constructive criticism or creative suggestions for improvement of the
curriculum and academic experience at TESC, to wit~
Coordinated studies should be better planned, better organized, more
challenging and more varied. TESC should provide more over-all academic
variety and strength. Students would definitely improve the contract pool,
provide more access to faculty for individual or group ~ontracts, a~d
increase the art facilities and faculty. Long-range curr1culum plann1ng
is needed .
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5.
..
Students who left in 1975 would like to change the curriculum planning
process and make programs more distinclty advanceq or basic. Students
expressed the importance of retaining the current study modes (individual
contracts, coordinated interdisciplinary and divisional programs, internships) and the general academic quality. The greatest emphasis was on
continuing to offer individual contracts.
Prominent suggestions for developments in the academic area included:
more general forums, an academic resource center where programs can "plug
into" other programs (both current and past), basic skill development,
and more evening events.
vr
.,. . . .,
When asked what kind of programs they would 1ike to see introduced into
the curriculum, the greatest number responded "fine/performing arts",
with teacher certification running second. A total of 54 program areas
were suggested.
(See Appendix, pages 25-29)
D.
COLLEGE SERVICES
(I)
Library. Responses concerning the library were mostly favorable. · Students
cited a lack of books/resources in the library, but found the library staff
helpful. (See Appendix, page 30)
(II) Potpourri. (All other college services) Those students interviewed would
change the registrar's office and make registration more organized (the
majority of these were leaving in 1975), and change the food service; they
would not change the exit process. They would like to see more Counseling
workshops and better new student orientation.
(See Appendix, page 32)
(Ill) Extracurricular Activities. Data indicate that students would like more
concerts, speakers, and dances, but are pleased with the pool and saunas,
movies and KAOS. Suggestions for new developments were a coffee house, more
evening events, more recreation, more organized outdoor activities, and
awareness/consciousness-raising activities such as music/Eastern arts/
martial arts/meditation and gestalt.
(See Appendix, page 33)
On the back of the Exit Interview form is a list of 49 Evergreen persons,
services, offices, etc. Students were asked to rate only those which which
they were familiar, on a scale from l (waste of time) to 5 (outstanding).
When these responses were added and averaged, the top rating went to the
Women's Clinic (4.0), with ratings of 3.8 for the Library, Learning Services
and Recreation, followed at 3.7 by the Information Center, Health Services,
Media Services and others. At the opposite extreme were Food Services (2.3),
Facilities Planning (2.5), the Board of Trustees (2.6), and the Sounding
Board (2.6).
The complete list appears in the Appendix, pages 36-37 .
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6.
/
REASONS FOR LEAVING
Transfers. Students transferred from Evergreen to other schools primarily
for the following reasons: Insufficient program; to experience a traditional
educational structure; desire for a teaching_certificate; found programs atTESC
T~ E¥e~r-een State ~olleg& either too restricted and specialized, or too broad,
lacking depth or direction.
Leaving. Those students who dropped out gave the following major reasons:
Want to work to gain experience, or have financial problems and need to earn
money; want to pursue interests that do not involve college attendance (VISTA,
Yoga, etc.); disillusioned with TESC or with college in general; emotional or
personal reasons. (See Appendix, page }'f Exit Interview Summary)
REASONS FOR LEAVING
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IV.
DISCUSSION
After spending a lot of time working with these data, we look at what has
emerged and wonder what it all means. We have a lot of questions about
these students who have left, whom we cannot know .... except by what they put
down on their Exit Interview forms. What were they feeling when they filled
out the form? So many ask when making an appointment for the interview
(which is necessary in order to reclaim their $50 deposit), "Do I have to do
this? I wouldn't mind if I thought something would be done.....
What
will you do with these, anyway, file them in a drawer and forget them?
Will you read these?"
The function of this section is to pass along to you a sense
of the kind of information that is behind the statistics you
read, more of a qualitative analysis. Direct quotations from
the Exit Interview forms are scattered here and there, and
are set off by quotation marks.
Keeping that in mind, let's examine students' reasons for transferring. Over-all
it appears that the majority of transferring students left primarily because
(a) they and the Evergreen mode were not compatible on some level, or (b) they
wanted a more traditional education or career orientation that is better obtained
at other schools.
"The concept of Evergreen is ideal for the "right" person.
I have discovered that this is not my medium - I am comfortable in my new structured environment and feel that it
is best that I remain where I can intellectually progress
at a rate and in a manner that seem to suit me better.
I somehow think that if I had my college career to live
over again, I would have waited ;,_ few years until entering
Evergreen. I believe that the Evergreen student should
have the maturity that a few years of "living" provides and this I didn't have, working not necessarily against
me but slowing my personal and academic growth considerably."
Most students who transferred did so because of "insufficient program". What
does that mean to you? Probably not what it did to the stud_ents who put it
down. "Insufficient program" covers the story of the student who is registered
but the program(s) she wants is filled, so she searches for but cannot find an
individual contract sponsor because faculty who are qualified in her field are
not interested in the particular work she wants to do. It covers the story of
the student who has begun her education in a definite direction or who during
her early years at TESC discovered a direction but in her third year learns
that advanced study is not available in her field, only basic study, so has to
complete her education elsewhere. It also covers students who want to study
something faculty consider less than valid, or something that requires technical
training.
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By contrast, students dropping out of school emphasized desire to do things
other than academics, sometimes a need or desire to work, although they too
stated that the curriculum couldn't meet their needs.
'
"I wanted ~o earn some money and I'm not sure what I
want to do with the rest of my life. In two years I'd
graduate and I'd like to spend those years in one
field, and I don't know now what that is."
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The remainder of the information is divided into categories using the same
format as all other sections.
Administration
Administrators
Students' most significant observation here is of the need to change the
communications systems now existing ,at TESC - students cited poor communication
between Administration and students, between TESC and off-campus students,
bewteen programs, and just communication in general. They also complained
about lack of communication when commenting on Curriculum and Academics, indicating
that this is a matter of widespread concern and effect.
Comments in this section also suggest that students perceive a split between the
aims of the Administration and those of faculty and students. Top administrators
appear out of touch with students and the reality of their education here, and
more concerned with money((which is certainly required for the school to maintain
its educational quality) and image than with providing structure and policies
that enhance education.
I would definitely change: " .... Mix thitd floor administrative
offices with the rest of the college. Less division, less ..•. ?"
Policies
Overwhelmingly, the biggest single response to any question on the questionnaire,
students would not change the general philosophy of Evergreen. A look at this
in conjunction with comments on the gap between philosophy and reality suggests a
wish to see the direction of the college change to become more in line with the
school's stated philosophy •.. an idea ' further reinforced by observations of ''more
structure and less community as school grows" ,' student desire to limit expansion,
and wishes to derail the movement toward traditional education.
"I had grades and scores to get into some of the ritzy schools
and was pushed by counselors to do so. However, there was
nothing I wanted to do 40 hours a week yet, and I could not see
putting 4 years into math or chemistry to discover I did not
want to use my degree. The things I learned through Evergreen
will be us~d the rest of my life, not shoved into a draw·er to
be shown to prospective employers who love fancy-inscriptioned
sheepskin. I remember the rumor and ~eetings considering
Evergreen becoming· a regular old 4-year school. There are
plenty of those schools available already. I fear if it
weren't for "Evergreens", too many folks would be turned off
to education."
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8
Bureaucracy
"I would definitely change the headlong rush into
bureaucracy."
Enough said.
Finance
11
Change price of books/housing/food/ general expense."
Evergreen is often considered a rich kids' school. One suggestion for easing
the strain on less affluent students is to eliminate the costs of modules, workshops and retreats. Workshops given within the structure of a program but with
charges of $10 and up can create in-group/out-group situations among students who
can/cannot afford to participate. This is also true for retreats, which are
valuable in building solidarity and rapport within a program and involve a real
loss if not attended, but which also involve additional cost to the student. If
costs cannot be reduced, another suggestion is that the existence of these
"hidden charges" at least be made known to incoming students so that they do not
come as such a shock.
External Relations
Most students responding here seemed to feel that we don't have a good image in
the eyes of the legislature and the community, and would like to see us have more
involvement with the Olympia community. This increased involvement could take
many forms, such as encouraging increased community utilization of our facilities,
"better 'advertisement' to lure the Olympia community to our public affairs", or
providing a greater number of relevant evening classes at times working people
could attend. Hopefully, too, these could be made financially accessible to lower
income persons.
Environment
After reading through all the comments about the environment, I have the impression
of two extremes: Students who love the environment here and those who really
dislike it. I guess we could call these the Evergreen type, and the not. This
has been spoken to by more than one student upon leaving:
I
"I don't think anything needs to be ch~nged. Evergreen is
what it is, and in that respect it is worthwhile and valuable.
I do think that it caters to a particular type of person
and lifestyle, and persons in any degree out of this lifestyle must adapt if they want the unique educational experience. I wish there were a way, or school, to have this
education system with more of a 'regular' student body."
General Environment· (Personal environment)
Numerically, the data in this section of the report were somewhat surprlslng, as
extremely enthusiast.ic statements about the Evergreen climate numbered 229, while
highly critical comments numbered 272. Such a strong split seems to indicate a
situation which needs closer examination and which could possibly generate a
great deal of constructive energy.
Evergreen is frequently referred to as an oasis, either critically or ,appreciatively, depending on the student.
9
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Those who commented favorably seem, on the whole, to have bee~ satisfied with
their experience here. They considered the school friendly, stimulating,
intellectually healthy, conducive to personal growth and serious study, relaxed
and open.
Criticisms of the environment are mirrors of what it's like to be turned off
here: "I dislike the type of social life" The campus is lonely, stifling,
closed, cliqueish, apathetic, artificial, politically faddish. There's a lack
of non-white concern and of activities relating to many students. It is
It is important to realize that if one lives on an isolated campus (i.e., one
not located in a city or town) and is unhappy with the everyday interactions or
the surroundings, one's entire scholastic experience will be affected.
All the above may very well say that Evergreen in a great place to be, if you
fit in .... which implies the same value judgment system used by society at large,
even though judgments here may be based on different values.
Physical Environment
The over-all feel of this section is that students liked the natural surroundings and the former open access to facilities and equipment, but felt alienated
by or disliked the buildings and the physical planning of the campus. Their
suggestions are dominated by a desire for facilities that better fit current
needs or would provide space for functions now neglected or non-existent due to
lack of space. These suggestions include a good Arts Center for displays/
productions/workshops/festivals, a social center, a theater and auditorium, and
a large-group meeting place. Students also indicate an interest in the care
of the forest and the overall Evergreen environment.
Academics
In the data pertaining to this section, students vented their f~elings about
their academic experience, the academic environment, faculty and the curriculum.
Responses in these areas seemed to be the most heartfelt and suggestions the
most carefully considered.
Academic Experience
No one's perfect, no one's perfect.
"Partially successful/partially not", said 61 students, and _probably most other
TESC student would, too, if the question were put to them directly. The feeling
from this section is of ~value ~our academic freedom and stimulation, of the
number of students who are aware of their personal growth during their time here,
and of great appreciation of the study modes offered.
"My goals at Evergreen were not only accomplished but more
important, created. I realized the real value of life is not
in competition or reaching false goals, but in gaining selfsatisfaction with whatever I was doing. I will truly miss
Evergreen, its faculty, students, staff and environment. I
only hope others will gain as much as I in one form or
another."
"TESC limits expressions to 'valid' forms, which amounts
little more than static perpetuation of the status quo.
does not relate fundamentally to the process of learning
rather only to its formal aspect. You can tell a person
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to ·
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but
of
~
anything at any time but letting them know is wholly another
matter. The system tells quite a bit but becuase of its
superficial responsiveness we hear something quite different
than what is intended. The discrepencies within the system
breed frustration and alienation. We are all learning a lesson that the administration will be the last to admit to.
This is truly an education."
"Thi's college is on the right track - it provides an opportunity for a persori ' to learn how to perceive questions and
how to go about answering them. Programs and group contracts,
if handled correctly, place the individual in a position of
responsibility for the success of the learning situation of
the group. That responsibility can be further tested and
stimulated with internships and individual contracts.
However, there are some changes in order. The school should
somehow set up some definite guidelines as to where it wants
to focus in its academic pursuits - the present haphazard
response to those groups who are only interested in their
desires and not those of the entire TESC community is unfair
considering the limitat ~~ ns that the school faces ($, etc .... "
Students were perceptive in discerning weak spots and straightforward in suggesting healing techniques. They pointed out that most programs (3 quarters)
are too long (ever hear of Evergreen burn-out?), that we could benefit from
developing better seminaring methods, that basic knowledge and skill development is needed within programs .... and they spoke to inadequacies in various
fields such as the arts (especially), media, science.
v/
Academic Environment
Once again, rugged individualism to the fore! "Hard to share with others
because of 'do your own thing' environment", and " f actionalism among different
interest groups" were corrunon cries. Student also pointed out that many students
are immature or not prepared for the academic experience of TESC.
V'
Comments about faculty seem to reflect and reinforce comments about academic
experience in general, and in many cases appear to point the way to substantial
improvements which could be made fairly easily and might go far in easing
student frustration. For example, faculty are considered overworked; this means
primari'ly that they are too busy to devote adequate time to students, in a
learning environment which is dependent upon student/faculty contact as a critical fac~or in the education. Students further complained of faculty members avoiding individual contact and being hard to find when the students need help. Even
granting that students who are not yet accustomed to doing things for themselves
probably solicit more help than they really need, these particular problems seem
to be so widespread that imaginative solutions could be of great help.
"Hare faculty needed in 'popular' fields" may be a disguise for the frustration
especially forthe new student, of not being able to gain entry into a program or
contract in the area she wants to study. Along this line, the creation of a
faculty/student co-op for academic planning was suggested.
~
~
Underlying the assertion that "faculty shouldn't have to or are not able to teach
outside their field of specialization" are students' feelings of being shortchanged when they have to study a subject under the tutelage of a faculty member
who is interested in the subject but who has no real knowledge, much less expertise,
to offer as a resource.
Among students who criticized faculty hiring and evalua't ion procedure~, a few
considered one or more of their faculty to be incompetent. Entrenchme t of
faculty is seen as detrimental to the school's commitment to- innovative academics
and the spirit of exploration.
11
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"Faculty disorganized within coordinated programs" probably means the programs
aren't very coordinated.
All of these points have been raised by enough students to indicate that they
warrant serious attention.
The majority of students' comments, however~ seem to indicate an over-all
satisfaction with faculty-student relationships and with the quality and dedication of the faculty. Negative comments appear to be more constructive than
critical.
~
"I found the faculty members very capable. They shared their
personal human side with the students more than faculty at
'regular' schools, and this is a facet of Evergreen I will miss ..•• "
Curriculum-Academics
In general terms, one of the main points made by students was that they greatly
~
value Evergreen's study modes. Numerically, more students responded to the
question "I would not change" by saying that they would not change study modes
(individual contracts, group contracts, coordinated study programs, internships)
than by speaking to any other single issue. They did, however, suggest improvements in all these modes and such additions as "cluster contracts". The cluster
contract would provide an intermediate step between individual and group contracts,
in which a fe1v students doing related projects with one faculty member could pool
resources . and share support.
Many TESC students are familiar with the cluster contract concept, and some would
probably be surprised to learn that it is merely a long-standing suggestion not
actually in practice on campus. (This sort of confusion is not uncommon at
Evergreen. )
Planning is a real keynote in students' curriculum concerns. In suggesting that
v/
the contract pool be improved and better access to faculty for individual and
group contracts be developed, students speak partially from a frustration not only
with the mechanism of acquiring a contract, but also with what are seen as
inequities in assignment of faculty.
I would
definitely change: " ... the idea that professors
can refuse students contracts because they are not interested
in the work the student is doing but still qualified to do it."
" .... Faculty that have fields of interest in a given field should
do contracts. I had faculty hang up on me when I was asking for
a contract with them ••.. "
I would definitely change: "the lack of sponsors for individual
contracts, as I feel my year spent this way was very valuable to
my learning abilities."
Long-term planning is of great importance to students, who approached the problem
from various angles.
"I' ve had a pretty good experience but a lot of programs and
contracts are hit and miss, depending on what year you are here
and the people in the program."
"It is hard to plan a program of studies over a couple of years
when you don't know what will be offered until the end of the
year before, and contract faculty are so hard to find. I like the
flexibility allowed by this lack of planning and think it should
be retained, with the addition of enough structure so that you can
count of\ a contract or a sponsor in given areas of study."
12
~
Students ·suggested that their ability to plan their education could be facilitated
by several specific improvements involving long-term planning: }1ake programs
distinctly advanced or basic and provide a -flow of education (such as a two- or
three-year cycle of bas.ic-to-advanced programs) in a given field. Seventy-two
students would like the school to provide more academic variety and strength, and
related ideas included hiring more faculty in popular fields, lightening the
workloads of present faculty to allow more time with students, and the development
of an academic resource center where programs could "plug in" to other programs,
past and current; and where information on activities would be available to all
students, including individual contract students. This could decrease the complained-of isolation of individual contract students. Having faculty teach in
their own fields would also increase academic strength.
I would like to see developed: "A center point of
information as to what is happening in all programs and
contracts (i.e., films, lectures, presentations, etc.)"
Fifty-four subject areas suggested for future curricula are listed on page
of the Appendix.
·'
• I
I
28
I
APPENDIX
'I
I
I
EXIT INTERVIEW SUMMARY
l T
(AjT
3
0
r
QTR5
A
YOUR REASON FOR LEAVING
Graduating
Transferring
· Leaving school
Reason for transferring
Majority perceived curriculum could not meet
individual educational needs or wanted a more
specific education.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
1) · Want to ~vork for experience or money due to
financial problems
2) Want to follow interests not involving
college attendance (VISTA, yoga, etc.)
3) Disillusioned with college/TESC
4) Emotional /personal reasons
5) Moving
6) Curriculum couldn't meet student's needs
(academically unsatisfactory)
(no program available)
(no individual contract sponsor available)
Spring
Sununer
'74
'74
'74
Fall
Winter
'74
'75
Spring
Sununer
'75
'7 5
-
1600
1178
287
io6s
165
77
87
329
I
78
19
57
154
258
38
44
340
4
3
3
16
4
-----
-
41
6
12
59
58
38
87
183
107
38
41
186
45
35
44
124
19
1
3
6
-
11
-
18
5
1
9
3
20
6
3
3
-
-
-
3
6
10
14
2
12
1
4
-
3
2
2
-
2
-
1
18
13
4
2
I
I
Insufficient program
To experience traditional structure
Desire teaching credential
Programs too restricted & specialized, or too
broad, lacking depth/direction
Curriculum couldn't meet student's needs
Wanted vocational skills/carpentry
Wanted a specialized major
Financial problems
Dissatisfied academically
No business program
Wanted more academic variety
To attend school outside U.S.
Reason for leaving school
Winter
s4 1 31 1
27 1 15
19
91
19
I
15 1
13
12
5
3
1
1 ,: 1 i
I
I
-
-:... 1
1 1
=I
-!
-,
I
-
2
3
1
1
1
-
1
II
98
36 1
22
4
3
33
17
91
48
33
20
16
5
5
4
39
24
7
8
I
I
13
13
3
4
3
6
1
-
20
20
8
4
23
13
6
4
-
-
4
4
I
-
14
5
16
3
4
2
1
-
14
16
11
1
4
1
T
EXIT INTERVIEW SUMMARY - page 2
I o
T
A
L
Last
3
Qtrs
IWinter
'74
Spring
'74
Sunnner
'74
Fall
'74
Winter
'75
Spring
'7 5
I
Reason for leaving school
7)
8)
9)
(continued)
Health problems
Change of personal goals
Credit/status problems
7
5
3
3
-
-
-
-
2
3
3
r
15
-
4
2
1
Summer
'7 5
EXIT INTERVIEW SUMMARY
page 3
I
T
0
T
A.
ADMINISTRATION
\ Last
3
IQtrs
I ~
I
I.
ADMINISTRATORS
Comments:
1) Confused/not supportive
2) Not open to the community
3) Lack of communication between faculty &
administration
I would def initely change:
1)
2)
Communications systems: administration to
student/between programs/off-campus/
in general
Board of Trustees, top administrators
I would definitely not change:
1)
Student/staff!administration contact
.
I w~nter
'74
Spring
'74
Summer
'74
Fall
'74
Winter
'75
Spring
'7 5
I
I 39 I
-
-
-
2
1
2
2
5
-
I
-
20
3
16
16
37 .
I 25 I 19 I
3
-
3
-
-
19
-
2
-
-
7
21
9
I
!
I
i
7
2
-
1 I•
I
lI
1 93
I
!
I 54
!I
I
II
I
I2
-
I !
-
I
I
I
II.
POLICIES
Comments on policies:
1)
2)
Gap between TESC philosophy and TESC reality
Colleg e disorganiz ed
Summer·
'7 5
iI
I
I
137
I9
1 2~
I
1
-
-
-
I
16
8
-
1
EXIT INTERVIEW SUMMARY - page 4
A.
II.
ADMINISTRATION
POLICIES
I would definitely change:
1) More student responsibility/involvement in
decision-making (Student Union)
2) Faculty hiring and evaluation procedure
3) Lenient admissions policy
4) Tendency toward more structure as college grows
5) Continued growth of college (keep it small)
6) Better long-range planning (academic/policy/
growth/etc)
7) Too much energy consumption
8) CRC building hours/improve CRC generally
9) Admit more non-whites/select students more
carefully
10) Looser pet policy
11) General philosophy
12) Limited enrollment
13) Strengthen Affirmative Action policy
14) Administrative policies
15) Difficulty in locating needed individuals
16) Longer leaves
17) Too many dogs
18) Unnecessary mailings
I would definitely not change:
1) General philosophy
2) Enrollment size
3) Student involvement in decision making
4) Open admissions
5) Full credit/no credit policy
6) Housing policy
T
I
0
LAST
3
T
I A
l
L
I
66
I
I
QTRS., Winter
'74
I
2
8
2
9
9
5
49
30
19
7
9
2
1
1
3
-
8
8
8
7
2
II
I
178
44
11
4
1
1
An interpreter of COG/rights/responsibilities
I
1
36
15
6
4
9
-
-
2
5
2
4
-
-
-
3
2
1
-
2
53
25
22
6
1
-
-
2
'
-
3
1
1
4
-
-
. -
9
20
7
2
-
2
21
9
2
31
15
3
2
3
2
-
2
-
74
6
2
2
1
1
-
1
-
-
-
13
14
12
3
1
3
-
-
2
I
10
6
9
-
I would like to see developed:
1)
1
-
Summer
'75
1
6
I
35
3
4
-
-
10
-
1
-
8
-
-
1
2
-
-
-
-
Spring
'75
Fall
'74
-
1
3
Winter
'75
Summer
'74
-
-
-
i
I
I
I
64
46
38
17
9
4
4
3
3
3
2
1
2
2 . _,
I
48
Spring
'74
I
17
-
-
-
-
1
1
1
EXIT INTERVIEW SUMMARY - page 5
IT
LAST
0
T
A
L
A.
III.
3
<(TIZS.
Winter
'74
Spring
'74
Summer
'74
Fall
'74
Winter
'75
16
17
39
Spring
'75
Summer
'75
ADMINISTRATION
BUREAUCRACY
I would definitely change:
1)
2)
3)
4)
Too much bureaucracy/red tape
Improve working conditions for students
More accountability and consistency of employees
Unnecessary mailings
19~
57
I;
2
I
7
-
-
-
16
-
-
-
2
-
-
-
2
1
4
3
3
4
6
6
4
2
I would definitely not change:
1)
IV.
Lack of red tape
2
1
1
FINANCE
Comments:
1)
TESC not supportive financially
1
1
I would definitely change:
1)
2)
3)
4)
5)
6)
Price of books, housing, food, general expense
Economic priorities
Improve funding of reacreation/activities
Liberalize payment procedures
Cost of program-affiliated activities (workshops,
required modules, retreats, etc.)
Tuition and fees schedules
22
4
-
-
2
I 1
-
9
10
4
17
4
3
I
-
8
-
-
-
3
2
I
1
18
-
-
1
EXIT INTERVIEW SUMMARY
page 6
T
0
A.
IV.
ADMINISTRATION
FINANCE
T
A
L
J....A.5T
3
QTRS.,
Winter
Spring
Summer
Fall
Winter
Spring
'74
'74
'74
'74
'75
'75
1
2
-
1
-
4
6
1
-
3
8
I would like to see developed:
1)
2)
v.
More emergency loan funds
Good work-study program
3
1
1
STAFF
I would definitely change:
1)
2)
3)
More staff involvement in campus community
Ineffective security/attitudes of security
Hire more responsive people
9
-
5
4
1
-
-
2
1
-
-
1
18
4
1
7
2
2
9
1
I would definitely not change:
1)
2)
VI.
Staff-student-administration contact
Friendly maintenance staff
2
EXTERNAL RELATIONS (Politics/Image/Community Contact
I would definitely change:
1)
2)
Legislative/community image
Catering to legislature
-
-
-
-
-
-
2
I would like to see developed:
1)
More involvement with the Olympia community
118 !1o
I
19
4
6
Summer
'75
20
EXIT INTERVIEW SUMMARY - page 8
IT
0
B.
II.
ENVIRONMENT
LAST
T
lA
L
I
3
QTR.S. Winter
I
74
Spring
1
74
Summer
1
74
Fall
1
74
Winter
1
75
Spring
I 75
Summer
I
75
PHYSICAL ENVIRONMENT/FACILITIES
Comments:
1)
2)
3)
4)
5)
6)
7)
53
35
30
20
9
2
2
26 '
24
9
15
9
1
2
47
Physical planning of campus/architecture
7
Need a good Arts Center for displays/productions/
workshops/festivals/etc.
Provide a good forest maintenance program for campus 5
3
Lack of a social center
2
Noisy dorms
23
6
-
Enjoy physical setting but dislike buildings
Didn't perceive a general environment
Campus too isolated/unreal/secluded
TESC too much an oasis
Facilities close too early
Liked isolation
Liked buildings
5
-
-
10
6
11
3
-
1
-
4
-
2
-
-
8
5
8
2
-
9
5
1
6
-
17
19
8
8
9
1
1
-
8
1
1 ·
I would definiteiy change:
1)
2)
3)
4)
5)
-
2
1
12
-
7
-
-
15
6
-
-
-
-
-
5
1
3
1
3
6
7
9
14
18
14
2
2
-
3
-
-
49
47
2
28
28
2
3
8
I would definitely not change:
1)
2)
3)
Open access to facilities/equipment
Landscape/natural surroundings
Art displays
I would like to see
1)
2)
3)
4)
5)
9
9
-
-
-
-
-
1
-
1
3
7
2
-
-
3
1
-
-
2
-
-
-
1
3
-
-
develo~:
Theater and auditorium
Environmental .S creening Board with veto authority
on all projects
Student building co-op for campus construction
Large-group meeting place
Housing co-op
2
1
-
-
2
21
7
1
1
EXIT INTERVIEW SUMMARY - page 9
IT
0
c.
I.
ACADEMICS
T
lA
L
ACADEMIC EXPERIENCE
r
i~1
Winter
'74
Spring
'74
Summer
'74
Fall
'74
Winter
'75
15
10
3
4
3
1
Spring
'75
Summer
'75
Comments:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
26)
27)
28)
29)
30)
31)
Partially successful/partially not
61
Limited academic growth but much personal growth
18
Liked academic freedom
17
Frustrating but exciting
16
Low level of my own commitment
14
Area of study too restricted/not interdisciplinary
13
enough
First year confusing
8
Lack of art program/facilities
7
Internship best of all
7
Believed catalog descriptions inaccurate
6
Preferred individual contract to program
5
Lack of good science program
5
Learning mode too isolated/private
5
Education satisfactory but resources & possibilities ! 5
limited
TESC improving
5
Learned through own self-discipline
4
Everyone trying to be a freak
3
Too structured/traditional
3
Individual work rewarding but group efforts
3
somewhat lacking
I
Academic experience "met my goals"
3
Needed basic knowledge/skill development within
3
program
Wanted more career orientation
3
Inadequate
3
Most programs (3 quarters) too long
2
Better seminaring methods needed
2
Wanted a more specialized education
2
Program not oriented academically
2
Too great a gap between theory & reality
1
Education in media poor
1
Academic freedom lacking within programs
1
Internship not well planned
1
I
32
9
!
I
11 1
14
1
~I
4
3
4
1
-
-
-
-
3
-
3
-
-
-
I
-
1
1
1
-
5
3
1
-
-'
-
-
5
~I
-
3
2
=I
4
2
-
-
-
~I
-
-
7
4
5
2
4
I-
10
2
1
-
-
-
3
-
-
3
2
1
2
-
1
-
2
3
1
1
1
-
1
22
-
4
2
4
4
1
2
1
2
1
-
2
1
-
2
2
2
-
-
1
-
21
6
2
1
5
11
1
7
5
2
3
2
3
5
3
2
1
1
1
EXIT INTERVIEW SUMMARY - page 10
C.
I.
ACADEMICS
T
0
lAST
T
A
L
~i~sJ
ACADEMIC EXPERIENCE (cont)
Winter
'74
Spring
'74
Summer
'74
Fall
'74
Winter
'75
Spring
I 75
Summer
'75
Comments:
32)
33)
34)
35)
36)
37)
38)
Concerned about transfer of TESC credits
Foreign languages not integrated
Architectural skills not integrated
Lithography experience limited
Hard academic political science program good
Workshops should be covered by tuition costs
Mobilschool unit best part
II.
ACADEMIC ENVIRONMENT
1
1
1
1
1
1
1
- I
-
I
I
-
-
-
1
1
1
1
1
-
-
1
1
1
6
-
-
Comments:
1)
2)
3)
4)
5)
I 25
Hard to share with others because of "do your own
thing" environment/"factionalism" among
different interest groups
9
Students immature/not prepared for TESC/not serious
7
Improves as becomes more academic
1
Too academic
1
Good place to learn if both faculty & student
committed to growth
I 18
I
-
-
-
II
6
-
3
2
5
1
1
I
I
-
-
23
-
6
1
-
-
12
4
-
1
1
I T
EXIT INTERVIEW SUMMARY - page 11
0
c.
III.
T
A
ACADEMICS
~
4)
5)
6)
7)
8)
9)
10)
I
3
(\'T~S.
Winter
'74
L
Spring
'74
Summer
'74
Fall
'74
Winter
'75
Spring
'75
Summer
'75
FACULTY
Comment s :
1)
2)
3)
LA6T
I
Faculty/student relations very rewarding/pleased
Faculty dedicated
Faculty overworked/too busy to devote enough time
to students
Faculty avoid individual contact/hard to find
Faculty unwilling to assume role of leadership
or confused
More faculty needed in "popular" fields
Faculty should provide more direction/structure
Faculty not able to/shouldn't have to teach
outside field of specialization
Faculty disorganized within coordinated studies
Faculty not responsive to students' needs
wo~ld
definitely change:
135
33
31
I
271
24
17
17
16
I I
1;
-
86
16
15
17
14
l
2
5
28
7
8
so
2
42
13
5
5
6
8
4
1
-
6
6
5
3
11
10
1
1
-
-
-
7
2
2
5
7
5
2
5
-
-
5
9
3
2
8
7
12
8
5
2
4
5
-
-
6
4
3
-
-
15
6
1
6
9
-
~I
-
5
-
5
-
-
-
2
1
-
-
-
1
'
--
"Entrenchment" of facult y ; . some should go
Faculty commitment
More f aculty-student contact/personal relationships
Promptne ss
5
5
3
2
--
I
5
-
-
3
2
I would definitely not change:
i)
2)
Faculty/studeni interaction
Caliber of faculty/staf f
38
24
22
4
14
24
7
2
EXIT INTERVIEW SUMMARY - page 12
c.
IV.
ACADEMICS
CURRICULUM-ACADEMICS
I
T
0
T
I A
L
LAST
3
c.yTR.s.l
I
Winter
'74
Spring
'74
Sunnner
'74
Fall
'74
Winter
'75
Spring
'75
Sunnner
'75
Connnents:
1)
2)
3)
Coordinated studies should be better planned/
organized, more challenging/varied
Long-range curriculum planning is needed
Programs should be more distinctly advanced or
basic
I
93 1 so 1
5
19
2
17
15
33
I
2~
I 2~ I
-
-
1
-
-
-
2
18
8
I _ ;~
I I
-
-
18
6
25
10
28
40
3
2
7
7
3
3
3
8
10
3
4
3
11
14
24
10
1
5
5
12
1
2
I would definitell change:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
Provide more academic variety/strength (general)
Improve contract pool and access to faculty for
individual or group contract
Increase art facilities/faculty
Curriculum planning process
Improve evaluations
Isolation of individual contracts
More skill development/LRG
More mod~les/credited modules
More access to information about faculty members
and programs
Lack of teacher certification
Improve connnunication between academic "areas"
Higher academic standards
Provide a coordinator for all live performing arts
More academic counseling
Part-time status
Make process for setting up contracts more
"streamlined and certain"
Program size (return to 20:1 ratio)
More accurate catalog descriptions
More emphasis on science
54
40
37
31
26
21
14
12
12
24
24
15
14
6
7
12
10
8
6
6
4
4
3
4
1
2
5
3
3
3
-
-
1
-
-
2
2
-
-
1
3
4
1
4
3
-
-
-
1
1
-
-
-
1
1
1
1
1
-
3
-
-
2
3
3
-
-
-
-
-
2
1
- .
-
-
25
-
-
-
-
4
1
2
3
1
1
2
5
-
-
-
2
1
3
1
-
1
1
1
2
EXIT INTERVIEW SUMMARY - PAGE 13
c.
IV.
ACADEMICS
I
T
0
T
I A
L
LA.ST
q~~.l
Winter
Spring
'74
'74
-
-
1
2
2
Summer
Fall
Winter
Spring
'74
'75
'75
-
-
-
3
-
-
-
2
7
5
2
8
4
5
6
6
1
2
24
14
10
22
11
11
12
5
3
50
29
29
32
10
19
7
6
6
1
1
4
2
3
'74
Summer
'75
CURRICULUM-ACADEMICS
I would definitely change:
20)
21)
22)
23)
24)
25)
26)
27)
28)
Change to a semester system
Programs should share resources, lecturers
Unstructured learning in math
Lack of a music department
Improve earth sciences
Night classes for working ~eople
Curriculum orientation toward white middle-class
students
Accumulated transcript
Study abroad needs more planning, responsibility
3
3
2
2
1
1
1
3
-
2
-
-
I il =I
-
-
-
-
1
1
-
-
1
1
-
-
8
7
5
13
15
-
-
10
5
4
1
1
3
1
20
5
15
2
6
6
3
1
2
1 .
I would definitely not change:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
Individual contracts
Interdisciplinary coordinated programs
Internships
General academic quality/program
Evaluation system
Academic freedom
College flexibility
Student/faculty ratio
Seminar emphasis
Group contracts
No tenure/dean rotation
Modules
Co-op education
Self-pace packets
Emphasis on undergraduate studies
Emphasis/instruction in science
Native American studies
113
7l66
62
59
48
46
21
18
11
6
5
4
4
3
3
2
76
44
40
54
24
31
21
12
10
-
4
4
2
-
-
-
20
2
2
4
-
2
-
-
3
3
1
1
26
-
-
2
2
1
1
3
1
2
1
1
EXIT INTERVIEW SUMMARY - page 14
T
-0
C.
T
A
ACADEMICS
1
IV.
3
qT~-~
Winter
Spring
'74
'74
-
2
Summer
Fall
'74
'74
CURRICULUM-ACADEMICS
I would definitely not change:
18)
19)
20)
21)
22)
LAS I
Winter
'75
Spring
I
Summer
75
'75
1
(cont)
Interdisciplinary approach
No "requirements" for a degree
Yearly curriculum change
Personal graduation ceremonies
External credit
2
1
1
1
1
-
-
-
-
1
-
-
-
1
1
1
I would like to see develoEed:
1)
2)
3)
4)
5)
6)
7)
8)
9)
More general forums
Academic resource center, where programs can
"plug in" to other programs, past & current
Basic skill development
More evening events
Faculty-student co-op for academic programming
Year-end school-wide convocation to evaluate
the school's progress
Continuous lecture series
Acting workshops
Yearly publication of student evaluations of
courses, faculty
I i~ I lll
ll
9
7
4
4
1
1
-
-
-
-
7
13
-
3
13
8
8
6
-
-
-
3
1
3
1
1
4
-
-
5
6
6
4
-
-
-
-
1
1
-
27
-
-
-
5
-
-
-
-
-
-
4
4
1
EXIT INTERVIEW SUMMARY - page 15
I
T
0
c.
ACADEMICS
IV. CURRICULUM- I WOULD LIKE TO SEE THIS KIND
OF PROGRAM DEVELOPED:
1)
2)
3)
4)
5)
6)
7)
8)
Fine/performing arts
Teacher certification
Graduate school
Evaluating society/social science
Business administration
Basic, continuing cohesive music programs
Basic music module
More modules in science, writing, music, pottery,
interior design
9) · More foreign study
10) Advanced science
11) Communications
12) Film making
13) Psychology/counseling
14) Anthropology
1-5) Graduate program in psychology
16) Intensive language programs
17) Women's & 3rd World programs (more & better)
18) Continuous program in literature
19) Sociology
20) Geology
21) .TV production/broadcasting
22) Organic farm group contract
23) Advanced photography
24) Training for Health Care Specialist
25) Recreation/physical education
26) Science of creative intelligence
27) Engineering/electronics
28) Nursing
29) Architecture/design/engineering
30) Education/special education
31) Environmental education
32) Pre-med
T
lA
L
I
LA.5T
cv~RS.I
56
39
40
20
15
15
15
14
31
19
20
14
10
6
9
13
13
13
11
10
9
9
8
8
8
7
6
6
5
4
4
4
4
4
4
3
3
3
3
3
11
9
5
5
6
7
5
7
5
4
5
6
Winter
'74
3
5
Spring
'74
Summer
'74
Fall
'74
Winter
'75
Spring
'75
11
3
1
2
8
4
11
19
10
15
7
6
6
1
13
10
13
3
3
6
5
-
2
1
1
3
1
1
1
4
1
-
1
3
2
6
5
1
-
-
1
3
1
1
1
-
1
-
1
2
28
-
3
1
3
-
-
1
-
1
-
1
1
2
2
1
-
-
-
-
-
3
1
1
1
4
1
3
2
3
1
1
1
3
-
-
-
1
-
2
2
3
-
,
5
4
4
5
4
3
4
4
5
4
4
3
-
2
-
8
1
-
-
-
-
1
3
3
3
2
6
-
-
-
3
-
-
1
3
3
-
-
-
-
-
-
-
7
5
6
4
-
Summer
'75
1
2
1
1
1
-
-
-
-
-
2
-
3
1
-
-
1
EXIT INTERVIEW SU}ll1&RY - page 16
c.
IV.
ACADEMICS
CURRICULUM
I
I
T
0
T
A
L
Ul.ST
Q~RsJ
Spring
'74
Winter
'74
Summer
'74
Fall
'74
Winter
'75
Spring
'75
"1 Hould like to see this kind Qf rn::Qgr:am
develoPed", continued
33)
34)
35)
36)
3.7)
38)
39)
40)
41)
42)
43)
44)
45)
46)
47)
48)
49)
50)
51)
52)
53)
54)
Off-campus study
a. Independent study in remote rural areas
b. Seattle in-city program: learning center
for non-white students
Journalism/public relations
Corrections
Oceanography, marine biology, fisheries
Para-legal training
More advanced group contrac~s
Psychology/para-psychology
Carpentry
Health physics
Political science, state & local
On-campus mental health facility
Child development (study in TESC day-care center)
Love/human misconceptions
Horticulture
Pre-Columbian art & history
Internships with mentally disturbed children
International affairs
Study of welfare rights
History and philosophy of science
Biology
Nutrition and health
More foreign language
3
I
I
2
2
2
2
2
2
1
1
1
- 1
1
1
1
1
1
1
2
2
2
-
-
1
-
1
1
1
1
-
-
--
2
1
2
-
-
-
-
-
-
1
-
1
1
-
-
2
2
-
1
1
1
1
1
-
-..
1
1
1
1
1
1
1
-
-
-
29
-
-
1
-
1
2
2
Sunnner
'75
EXIT INTERVIEW SUMMARY - page 17
T
0
T
D. · COLLEGE SERVICES
A
L
I.
LIBRARY
lAST
3
~·I
Winter
'74
Spring
'74
Summer
'74
48
37
23
16
57
11
11
3
4
3
11
4
1
4
2
3
-
-
2
8
4
3
7
2
2
4
4
3
1
7
5
Fall
'74
Winter
'75
Spring
'75
14
14
12
4
4
7
7
5
4
6
33
22
10
7
7
3
9
Summer
'75
Comments!
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
26)
27)
Lack of books/resources
Helpful staff
Liked atmosphere/conducive to study
Liked media service
Disorganized
Open more hours
Lack of periodicals
Difficult to locate materials
Disliked quarterly check-out system
Liked cassette set-up
Liked book check-out syst.em
Improving/will become a good library
Good access
Liked reference section
Excellent/organized
Media staff difficult to deal with
More staff needed
Media service poor
Hard to study (noisy/staff loud/lighting poor/
air conditioning noisy)
Liked art displays
Liked film collection
Useful: study rooms/Christian Science room/
phone books
Media equipment poorly maintained/inaccessible/
not explained
Disliked catalog system
Too much dependence on microfilm
Honor system not working
Use of study rooms too exclusive
136
50
43
30
26
19
19
18
17
16
14
14
10
9
8
7
7
7
6
I
-
10
16
5
10
7
2
11
6
3
5
7
6
-
2
-
-
4
3
1
5
-
-
-
3
-
5
4
4
-
4 I
-
3
3
3
2
-
1
3
-
-
X
I
-
2
4
3
1
3
-
11
12
11
3
1
-
1
3
3
3
5
1
1
2
1
-
-
-
1
4
1
1
-
2
1
-
3
1
2
-
-
5
2
1
1
1
2
-
-
3
2
:tl
6
1
2
6
4
2
-
1
1
1
EXIT INTERVIEW SUMMARY - page 18
I
T
3 .
~ST
T
D. COLLEGE SERVICES
I.
34)
35)
Winter
Spring
Summer
Fall
Winter
Spring
'74
'74
'74
'74
'75
'75
-
-
-
-
-
Summer
'75
LIBRARY
Comments on library:
28)
29)
30)
31)
32)
33)
Rs.l
(cont)
Should expand services
Acquisition process & interlibrary loan too slow
Need to integrate programs with rest of college
Liked microfilm
Tour helpful
Art magazines should be saved (color can't be
microfilmed)
Late fees too high
Music library inadequate
.2
2
1
1
1
1
2
1
I
-
IiI
-
26
21
7
3
11
8
5
3
1
1
1
-
I
-
1
-
-
1
1
-
1
2
1
1
1
-
1
I would definitely change:
1)
2)
Library
Media services
2
2
4
1
2
2
1
8
1
13
2
I would definitely not change:
1)
2)
Library
Media services
2
1
3
1
3
2
1
I would like to see developed:
1)
2)
Research papers . index
Student access to law library
1
1
31
1
EXIT INTERVIEW SUMMARY - page 19
IT
0
D.
II.
COLLEGE SERVICES
POTPOURRI
T
lA
,L
L.AST
3
QT~s.l
Spring
'74
Winter
'74
Sununer
'74
Fall
'74
Winter
'75
Spring
'75
Sununer
I 75
I would definitely change:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
More organized registration/registrar's office
Food service
Exit interview process
Improve Health Services
Counseling Services
Career Planning & Placement
More organized Student Accounts
Financial aid distribution/service
More First Aid equipment on campus
Mail service
Expand equipment checkout
Improve VA office
Provide competent use of TV studios
More equipment for science labs
27
22
17
17
14
23
-
-
-
8
1
6
11
2
1
13
8
8
8
4
3
2
1
1
1'
7
17
13
7
3
3
3
-
-
-
-
-
1
1
1
-
-
-
1
1
1
1
1
-
-
-
30
-
1
5
1
3
-
-
-
15
4
6
10
9
7
5
3
3
3
-
1
4
-
-
4
1
2
-
-
8
I
't
1
6
3
1
2
-
1
1
I would definitely not change:
1)
2)
3)
4)
5)
6)
7)
8)
Exit process
Bus system
Counseling Services
Financial Aid
Women's Center
Women's Clinic
Health Services
Registration procedure
30
5
3
3
2
1
1
1
5
-
-
-
-
1
1
1
1
-
-
-
-
1
1
-
-
-
2
2
1
-
-
32
2
-
2
-
1
EXIT INTERVIEW SUMMARY - page 20
T
0
T
D.
II.
COLLEGE SERVICES
POTPOURRI
l~ I I
Winter
'74
Spring
'74
Summer
'74
Fall
'74
Winter
'75
Spring
I 75
I would like to see developed:
1)
2)
3)
4)
5)
6,)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
More Counseling workshops
Better new student orientation
Listing of available tools, skills, facilities,
resources
Student-run book co-op/used books in bookstore
Better orientation _for grads
Day Care Center to include younger children
Regular contact/communication with off-campus
and out-of-town students
Job Placement
Full-time student advocate's center
Better transportation system
Legal service
More Emergency Loan funds
Expanded Health Services
Student supervisors in all labs
Third World orientation
Larger Women's Center
Student-run CAB services (no outside corporations)
I I I
29
26
24
13
-
-
-
5
1
8
1
3
8
4
16
9
9
9
7
6
8
5
7
-
-
-
1
-
8
1
3
5
5
4
-4
3
3
2
1
1
1
1
-
1
1
4
-
-
-
1
5
2
-
-
4
-
4
2
1
1
1
1
-
1
-
1
34
-
-
-
7
2
-
-
1
-
-
1
2
1
-
5
1
-
4
Summer
'75
EXIT INTERVIEW
SUMMAR~
- page 21
I
T
LAs1
0
D.
III.
COLLEGE SERVICES
EXTRACURRICULAR ACTIVITIES
T
I A
L
3
QT~S.,
I
Winter
'74
Spring
'74
Summer
'74
Fall
'74
Winter
'75
Spring
'75
Summer
'75
I would definitely change:
1)
2)
More concerts/speakers/dances
Cooper Point Journal
I
i I 12 I
-
1
-
-
1
1
-
1
-
-
2
-
-
-
2
1
6
-
-
2
1
3
1
4
-
I would definitely not change:
1)
2)
3)
4)
5)
Pool and sauna
Movies
KAOS
Recreation/campus activities
Extracurricular activities
-
-
-
1
1
11
9
9
3
8
-
-
8
8
6
-
4
1
4
1
1
4
3
3
-
-
2
1
1
2
2
1
-
8
4
3
2
2
8
1
-
2
3
3
I would like to see developed:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
Coffee house
-More evening events
More recreation
More organized outdoor activities
Awareness: music/Eastern arts/martial arts/
meditation/gestalt
Better organized intramural sports
Handicapped People's Club
Art co-op
Alumni card/activities
Debate
More summer activities
Hot air ballooning
Musical activities for large-group participation
More coordinated extra-curricular activities
1
1
1
1
-
1
-
-
4
-
-
-
1
3
6
-
6
-
-
-
-
-
1
-
1
-
3
2
-
-
-
1
-
1
35
1
1
1
1
1
Question:
5 - Outstanding
Please rate the following with which you are familiar.
4 - Good
3 - Satisfactory
Winter '74
N
Mean
Academic Deans
40
3.7
Accounting
28
Administrative Vice President
Spring'74
2 - Poor
Summer'74
1 - Waste of Time
Fa11'74
Winter'75
Spring'75
Sumrner'75
Over a ..
Mean
Mean
N
Mean
N
Mean
N
Mean
125
3.2
13
2.9
57
3.1
so
3.2
3.5
62
3.5
9
3.3
47
3.1
17
3.4
53
3.4
6
2.3
39
2.8
25
2.6
70
2.5
2
2.5
2. 7
Admissions
78
4.0
64 ,. . 3.4
30
3.5
68
3.2
102
3.0
166
3.5
6
3.8
3. 4
Affirmative Action Office
16
3.0
39
2.9
2
1.5
36
3.2
20
2.8
54
3.2
4
4.0
2.9
Board of Trustees
21
2.8
56
3.3
9
2.2
40
2.9
31
2.6
79
2.6
3
2.3
2.6
122
3.6
255
3.8
37
3.3
115
3.4
121
3.5
250
3.0
12
3.7
3. 4
Bldg. 211 Darkroom
25
3.9
68
3.5
8
3.6
51
3.1
29
3.5
67
3.7
3
3.7
3.5
Bus
46
3.2
119
2.6
15
3.1
66
3.3
Business Manager
15
3.3
36
3.1
5
3.5
37
3.0
17
3.3
34
2.6
4
2.7
3. 0
Campus Bank
72
3.6
177
3.7
24
3.8
98
3.4
93
2.9
204
2.3
12
3.0
3.:
34
3.3
68
3.2
5
2.1
44
3.7
49
3.4
186
3.4
5
3.4
3. 2
30
3.7
85
3.4
8
2.5
3. 1
Bookstore
Career Planning &
N
Placement
N
111
Mean
2. 9
N
5
Mean
3.6
3. 1
3. 3
3. 0
College Relations Office
19
3.4
59
3.5
7
2.6
42
2.9
23
3.2
58
3.6
3
2.3
3. 0
Computer Services
31
4.0
94
3.9
12
3.8
22
3.5
45
3.5
76
3.9
6
3.7
3. 7
Cooperative Education/Internships
52
3.5
141
3.6
11
4.1
59
3.6
79
3.7
151
3.6
8
3.7
3,.6
Day Care Center
28
4.0
61
4.0
4
4.5
48
3.3
29
3.4
63
4.0
2
3.0
.7
Dean of StudeQt Development Programs
16
4.0
53
3.9
8
3.8
40
3.4
44
4.0
71
3.8
6
3.3
3. 7
Development Office
7
3.7
16
3.2
2
3.0
29
3.3
9
3.2
13
2.4
1
2.0
2.9
Facilities Planning
30
3.0
73
2.5
14
1.9
47
2.8
35
2.5
76
2.5
2
2.5
2.5
Financial Aid
61
3.7
110
3.6
19
3.8
62
3.2
so
3.6
81
3.5
8
3.7
3. 5
Fire Department
17
4.2
55
3.5
6
4.3
40
3.5
18
3.8
58
4.0
2
2.5
3. 6
Food Service
72
2.2
190
2.4
28
1.8
~7
2.7
91
2.6
177
2.3
9
2.5
2.3
57
4.0
146
4.0
17
4.8
81
3.6
84
56
3.4
3.9
173
_28
3.3
4. 0
7
3.4
6
4.0
Health Services &
Womens Clinic
cmw
-
·-
~....;.;~
3. 7
4. 0
II
Winter'74
Spring'74
Summer'74
Fall '74
Winter'75
Spring'75
Summer'75
N
Mean
N
Mean
N
Mean
N
Mean
N
Mean
N
Mean
N
Housing
47
3.0
136
2.8
19
2.7
83
2.9
63
3.0
130
2.8
Human Growth Counseling Services
49
3.7
138
3.6
14
3.5
62
3.4
50
3.7
113
Information Center
76
3.6
184
3.9
25
3.8
97
3.7
93
3.3
KAOS Campus FM Radio Station
73
3.4
195
3.5
27
3.6
95
3.5
92
Learning Services
36
3.8
80
3.7
3
5.0
44
3.4
Library-Media Services
79
3.9
189
3.7
27
4.1
87
Library-User Services
97
3.9
208
3.7
29
3.9
Mail Services
39
3.5
92
3.2
9
Parking
86
3.7
78
3.5
Personnel Office
22
3.3
44
Plant Operation & Maintenance
21
4.0
President
45
3.8
Printing Services
31
Recreation
Mean
Over
Mea.
8
2.5
2. ~
3.1
8
2.9
3. '
203
3.9
7
4.0
3. I
3.8
186
3.5
10
3.2
3. :
27
4.2
57
3.8
3
3.0
3. i
3.9
87
4.3
184
3.7
7
2.4
C3. ;
96
3.7
97
4.3
205
3.8
11
3.6
3. ~
3.6
66
3.1
51
3.3
93
3.4
7
2.0
3. ]
24
3.5
71
3.3
3.2
5
2.2
44
3.1
26
3.0
54
2.8
2
3.0
69
3.0
9
3.9
42
3.2
34
3.8
62
3.2
1
4.0
131
3.9
16 .
3. 8
61
3.5
64
3.6
158
3.4
4
3.2
3. ;-
3.5:
78
3.4
6
3.5
47
3.3
45
2.6
85
3.5
9
2.3
3. J
74
3.8
191
3.9
29
3.8
98
3.5
85
4.1
126
3.9
10
3.7
3-~
Registrar
74
3.5
173
3.6
27
3.4
81
3.1
102
3.. 1
192
3.3
12
3.2
3. ~
Security
58
3,7
140
3.3
21
3.7
70
3.6
63
3.6
161
3.4
7
3.7
3 . .:
Services & Activities Fees Review Board
21
3.6
65
3.4
9
2.7
37
2.6
29
2.1
75
2.7
3
3.0
2. ~
Sounding Board
23
2.6
50
2.7
7
2.6
47
2.6
35
2.8
72
2.9
"3
2.3
2. (:
Student Accounts
74
3.5
187
3.3
31
3.2
90
3.3
96
3.0
207
3.4
11
3.4
3. =
Student Activities
44
3.7
128
16
3.4
76
3.4
47
3.5
105
3.4
2.8
3. -
Student Aides
21
3.6
54
3.6
3.3
6
7
3.6
48
3.2
Third World Coalition
3. :
2. '
3. ~
17
3.1
17
3.5
3
3.o
3. ~
Veteran's Affairs Office
24
3.8
53
3.5
6
4.4
39
2.9
22
3.3
45
3.5
4
2.5
3. -
Vice President & Provost
26
3.1
79
3.7
' 9
2.2
46
3.1
31
2.9
89
3.1
3
3.3
3. (
Women's Center
29
3.5
83
3.9
8
3.8
58
3.3
54
3.6
92
3.9
6
3.5
3. t
cmw
-30-
