College Preparatory Course Work

Abstract

FOR SEVERAL years The University of Tennes see has offered special summer courses for high school graduates planning to become college fresh men. 1 A student may elect to take any one (but not more than three) of the following non-credit courses (25 hours of classroom time each): How to Study, Developmental Reading, Prepara tory English, or Preparatory Mathematics. What effect, if any, do these courses have on college-bound students? Do they, as might be as sumed, assist a pre-freshman in his later college work? Since individuals enrolling do so in order to help themselves in their freshman year, it seems rea sonable to expect that such students would profit by the courses. At least they should do no worse in college than their counterparts, the freshmen who do not take these courses. Freshman orientation courses which give i n formation on study habits, reading practices, and use of a library are found in many institutions. 2 Based on the findings at The University of Tennes see, it seems that a note of caution is advisable and that such work should be evaluated in order to assure that the course is really helping the stu dents involved.