NotesFAQContact Us
Search Tips
ERIC Number: ED327825
Record Type: RIE
Publication Date: 1990-Nov
Pages: 9
Abstractor: N/A
Reference Count: N/A
College Learning Strategies: A Retention Model for At-Risk Students.
Rosenberg, Louise C.; LaRosa, Barbara V.
The Pre-College Summer Institute (PCSI) program has been in effect at the University of Hartford, College of Basic Studies, since the summer of 1968. PCSI was a five-week, five-days-a-week program designed to evaluate and prepare marginally acceptable students for the college's entering freshman class. Initially, the program was designed to include only three non-credit bearing courses--English, math, and reading/study skills. In 1976, the program was changed with the addition of a Western Civilization course. During the summers of 1986 and 1987, college credit was given for successful completion of the Reading/Study Skills course. Students selected for the PCSI program have SAT scores within specific ranges and have particular problems with motivation, focusing on goals, attendance, time management, and commitment to task. In the summer of 1990, a small percentage of minority students were added to the predominantly upper middle class student population. There is a need for programs such as PCSI to provide underprepared students with the means to achieve the most from their college experiences. The classes consist of 10 students per section and meet daily for 1 hour 15 minutes for 5 weeks. Diverse instructional approaches were used including lectures, textbook readings, small group assignments, lab applications, journals, site visits, projects, and exams. Problems include lack of available statistics and information about the preceding classes, little follow-up after students leave the program, and scheduling of classes. PCSI is undergoing some radical changes in admissions, scheduling, and course offering. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Hartford CT
Note: Paper presented at the Annual Meeting of the College Reading Association (34th, Nashville, TN, November 2-4, 1990).