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ERIC Number: ED209987
Record Type: RIE
Publication Date: 1980
Pages: 13
Abstractor: N/A
Reference Count: 0
Personal Development and Comprehensive Support Services.
Sidel, Celia Marie McCullough
Holistic educational advancement programs at the University of Tennessee, Knoxville, that are designed to develop the potential of underprepared and disadvantaged students are considered. Obstacles to success that might confront disadvantaged students include problems in adjustment to university life, loneliness, and negative self-concept. It is suggested that support services should be integrated with and a reinforcement of the broader curriculum. The holistic approach is designed to help students persist in their studies and attain success and satisfaction. Counseling is designed to enhance the growth of personal identity, student motivation, sense of direction, confidence, skills, and involvement with the educational institution and its members. Identification and a relationship with a staff person, founded on caring personal attention, may be the key to student survival and progress in college. Academic advising promotes greater awareness of program requirements and evaluation of their needs and readiness for various course material. Individual tutoring offers more intensive and personalized presentation of important subject matter and opportunities to emphasize particularly significant foundational knowledge. Referrals to other services such as testing, financial aid, housing, health care, and the variety of learning materials at the disposal of all students completes the delivery of the wide range of assistance that should be encompassed by a total educational program. All members of the university's educational advancement program are involved voluntarily. Eligible students are invited to join the program, and faculty are selected who care about students and have the interest and expertise to teach underprepared students. A bibliography is appended. (Author/SW)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Tennessee Knoxville