Abstract
This article examines an assessment initiative for reviewing and developing student dispositions to address faculty concerns about the issue, as well as attend to programmatic needs. The presented disposition model is part of a coordinated and multitiered collegewide initiative for gathering, reviewing, and analyzing data in a central assessment system that is used for examining measures of students' dispositions connected to an institutional conceptual framework, program goals, and external accreditation performance data. Initial data, derived from 430 undergraduate and 64 graduate candidates, recommended intervention for 46 candidates, and only 2 were recommended for formal review by a faculty committee.
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