ERIC Number: ED345442
Record Type: Non-Journal
Publication Date: 1992-Mar-7
Reference Count: N/A
Easing the High School to College Transition for Rural Learning Disabled and Other At-Risk College Students: A Three Credit Course Can Make a Difference.
Clarke, Debra C.
This paper describes a course at West Virginia University that teaches academic self-management to beginning university students who have learning disabilities or are otherwise at risk for academic failure. The course uses an integrated approach that emphasizes the development of college study skills, self-management skills, and academic problem-solving skills. The course also acquaints students with support services offered by the university. Titled "Psychology of Academic Self-Management," the three-credit course is taught by a course coordinator or graduate assistants and is staffed by two undergraduate teaching assistants who successfully completed the course the previous semester. For recruitment purposes, the course coordinator sends letters describing the course to eligible incoming freshmen prior to summer orientation sessions, and maintains contacts with academic advisors for referral of potential students. Two case studies are presented of students who attribute their success to the program. (JDD)
Descriptors: Case Studies, College Freshmen, College Programs, College Students, Course Content, High Risk Students, Higher Education, Learning Disabilities, Problem Solving, Program Effectiveness, Rural Education, Skill Development, Student Personnel Services, Study Skills, Teaching Methods, Time Management, Transitional Programs
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A