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ERIC Number: ED354554
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Meeting the Needs of At-Risk College Freshmen through Academic Advising: The "Enriched" Public Speaking Course.
Droge, David; Roundy, Jack
A program was developed at the University of Puget Sound (Washington) to meet the needs of students "at-risk" for poor academic performance or attrition because of inadequate pre-college preparation. Advising sections (small--15 or 20 students--sections of regularly-offered courses, whose instructor serves as the student's academic advisor until a major is chosen) of entry-level speaking and writing courses are offered as an "enriched" program. Their unique elements include such things as attention to learning styles, assignments which focus on argumentative discourse, and intensive advising. Classes mix "at-risk" students with other students and thus are not stigmatized as "remedial." The performance of students from these classes shows higher retention and lower academic probation rates than their classmates in general, and GPAs which compare favorably. Several features of public speaking instruction can be helpful for "at-risk" students, developing ability in argumentative discourse, legitimizing students' ideas and experiences, and offering them speech instructors with particular interpersonal skills and attitudes as advisors. Experience with this program indicates that such success requires university-wide, rather than discipline-specific, commitment. Further, it is important to distinguish between advising and recruiting for majors. Also, effective general education teaching and effective scholarship may not be compatible. Finally, the issue of "diversity" needs to be approached with care and forethought. (Two appendixes contain resources for enhanced freshman advising sections, and a class syllabus.) (SR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A