A Study of At Risk and Undecided Students and Strategies for Success at Heritage College. Session D'Accueil Report, 1994.

Autor/in	Tysick, Kim C.
Institution	Heritage Coll., Hull (Quebec).
Titel	A Study of At Risk and Undecided Students and Strategies for Success at Heritage College. Session D'Accueil Report, 1994.
Quelle	(1994), (177 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Freshmen; College Preparation; Community Colleges; Course Selection (Students); Educationally Disadvantaged; Foreign Countries; High Risk Students; Nonmajors; Remedial Instruction; Remedial Programs; School Orientation; School Readiness; Student Adjustment; Student Placement; Transitional Programs; Two Year Colleges + Suchen Sie Ihr Suchwort? Studienanfänger; Community college; Community College; Course selection; Student; Students; Kurswahl; Ausland; Problemschüler; Förderkurs; Förderprogramm; Readiness for school; School ability; Schulreife; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerpraktikum
Abstract	In the fall of 1993, Quebec's Heritage College implemented a reception and integration (i.e., "d'accueil") session to help first term incoming students identified as "at-risk" and "undecided" succeed in their collegiate studies. This report describes the development and implementation of the project, focusing on program courses, guidance- and orientation-related activities, and make-up courses designed to better prepare at-risk students to enter regular programs upon completion of the integration program. The first section describes eight objectives and resulting actions for the reception and integration session. The second section reviews the project methodology, while the third provides definitions of important terms. The fourth section provides the profile of at-risk and undecided students developed for the project, while the fifth section profiles program components designed to address the needs of at-risk students, highlighting program objectives, recommendations, an introductory course on the principles and techniques of learning, and time and career plan management. This section also profiles components designed for undecided students and those lacking prerequisites, describing objectives, recommendations, and time and career plan management. The final section lists recommendations from the project for the college as a whole, as well as for student services, academic services and faculty, and community-related issues. Appendixes include the questionnaire developed to identify at-risk students, preliminary student survey results, fall 1993 session data, and motions adopted at the academic council. Contains 168 references. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC