Abstract
This study examines student perceptions, observations, and evaluations concerning formal and informal instruction, other academic concerns, and related socialization dimensions of a first-time-functioning external doctoral program. Both quantitative and qualitative methods were employed to analyze the student responses by way of the three major doctoral program areas. Findings include student-deemed success and satisfaction with the overall program, relationships between small group interaction and higher evaluations, need for improved library facilities, the influence of a community spirit, and the importance of a comfortable living-learning environment. A brief description of the institution, the program sequence, and the faculty background is also presented.
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