Center
helps
improve
reading
Poor reading habits, plus the
attendant ills of inability to
concentrate, lack of note taking
skill, and general incompetence
in handling examinations, are the
downfall of many a college
student.
Students enrolling in classes
where the instructor assigns
eight or more books for the
term’s work can be filled with
terror at the prospect.
The University’s Reading and
Study Skills Center is willing to
give aid and comfort to these
students—because there are
cures.
The job of the center, located in
Condon Hall, starts when a
student comes through the door
pays a fee of $7.50.
^P>We always start with what a
student says he needs, which is
usually the speed reading,” says
Jacqueline Bonner, supervisor of
the Center. “It doesn’t take us
long to determine other needs
and focus on them.”
“For the student who has
severe problems, we have
changed our approach from
group work in classes to in
dividualized service. Most of
these students are not interested
in generalized reading, which
they get in the classes, but want
application to their immediate
needs.”
The staff of aides and tutors
makes the individualized ap
proach possible.
The classes in speed reading
are still held, however, and mini
courses in note-taking, textbook
study, spelling, vocabulary, and
examinations have been added.
Most students coming to the
center are aware of their han
dicaps in reading but do not
realize that these are
predominantly habits.
^^*So, we try to change their
^pits,” Bonner says. “We try to
establish a purpose, which can
add to the speed and recall of
reading.”
Recently, the center has been
helped in improving the reading
and study skills opportunities for
Jacqueline Bonner observes reading test.
students in University minority
programs through a $65,295 grant
from the federal government.
The grant, from the U.S.
Department of Health, Education
and Welfare, will be ad
ministered by the Office of
Supportive Services and im
plemented by the center this
year.
The funding pays for additional
trained aides to work in the
center with minority students, as
well as for a full-time study skills
specialist. The new full-time
position will be held by Herb
Cawthorne, who has held a
number of positions with Project
Continuation, one of the
programs in the Office for
Supportive Services.
In a program that is unique
among reading and study skills
centers of the country, the
University’s center has been
training a limited number of
students from the Supportive
Services group as aides who work
with other students from the
groups. The unique aspect of the
program is in the amount of
responsibility carried by the
aides. During the past year, 11
aides assisted in the center,
making possible a more in
dividualized approach in meeting
the immediate needs of students.
, This fall, 29 aides from the
minority groups will be employed
in the Center.
“We have found that using
project students, who have
already used the center’s ser
vices, to assist other project
students works more satisfac
torily,” Bonner says. “They
understand the needs of the
students and relate to them in a
more compatible way.”
Supportive Services
aids disadvantaged
Low income and minority students are offered assistance in gaining,
an education through the University’s Office of Supportive Services.
The office’s five programs provide tutoring, counseling, career
guidance and skill development through different individual programs
designed for special groups of disadvantaged students.
In August, a director for the Office of Supportive Services was hired
by the University: Vernetta Caldwell, who has the title of associate
dean in Student Administrative Services for Student Educational
programs.
The five Office of Supportive Services programs are:
-Project Continuation, 303 Fenton, 686-3568. Provides tutoring fa
students who have entered the University after completing the Up
ward Bound program, which is for persons who meet poverty income
criteria set forth by the federal government and who show poor
academic success which would block the student’s entrance into
college.
—Project Life, Barrister, 686-3563. Handles graduates of High
School Equivalency Program (HEP), giving students tutorial and
counseling support after they have been admitted to the University.
HEP is designed to help the children of migratory and seasonal farm
workers complete their high school education.
—Project 75, 219 Fenton, 686-4695. Works with disadvantaged Black
high school students and prepares them for a college education.
—Native American Program, 109 Fenton, 686-3799. Recruits
students tribal councils on reservations through Indian organizations
in the cities and by word of mouth.
—SESAMEX, 110 Fenton, 686-4469. Recruits Mexican-American
students to the University and offers financial assistance to its
recruits.
Women, minorities
hiring policy sought
To anyone interested in what the University is doing with regard to
hiring policies for women and minority persons, here is some advice
from the interim director of the University’s Office for Affirmative
Action (OAA).
“Come to the office (8 Chapman).
“Demand to participate in the office’s concerns.
“Demand to see facts and figures . . . percentages and salary
amounts.”
Affirmative action on the University campus cannot afford to be
“without that focus and pressure from the students and the academic
community.”
The interim director of the OAA is Lorenza Schmidt, hired by the
University May 9 last and whose interim directorship expired Sept. 8.
The permanent director had not been selected as of press time, and
Schmidt estimated that “if they (the University administration) push
it,” a permanent director should be selected by Oct. 1.
The OAA was established last spring, with the following duties.
—“To develop additional affirmative action policy statements as
needed and to coordinate activities under the affirmative action
program.
—“To assist the Director of the University Relations to develop
internal and external communication techniques necessary to im
plement the affirmative action policy and program.
—“To assist the University President, vice presidents and other
officers to identify discrimination problem areas and to arrive at
solutions to those problems, and to provide coordination across ad
ministrative lines.
—“To keep the University President and other officers informed of
the latest developments in the affirmative action area.
(Continued on Page 12)
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