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twelve objectives seemed to be consistent with those objectives of the college and of general education. (37)

 The next step, after determining the students' view as to the validity of each objective, was to have the students give an evaluation of each objective in terms of fulfillment. The model utilizes an interview checksheet to gather this information (Appendix D). The student or former student should be given an opportunity to explore other possible benefits or objectives. This was incorporated into the interview by use of the interview guide.

 The questions were designed to be used in a structured interview situation. They were designed to elicit responses which could be categorized and analyzed according to predetermined guidelines. Questions #1 and #2 were arranged to afford the interviewee an opportunity to offer some experiences which would hopefully include the committee participation. The alumni were not aware that they had been selected because of their committee participation. These questions were designed to keep any possible bias caused by a prior knowledge that they had been selected because of their committee participation from affecting the responses. This threat to validity, known as "reactive arrangements" is caused by the subjects being studied reacting to that fact and possibly giving responses which they feel the researcher wants to hear (15).

 Questions #3 and #4, as previously discussed, are included at this point to enable the researcher to move into the area of objectives, with the interviewee having an opportunity to rate the objectives as to validity and degree of fulfillment.