Combining of Traditional Counseling, Instruction, and Mentoring Functions with Academically Deficient College Freshmen.

AbstractA six-year experimental program for disadvantaged freshman students is described and analyzed as to effectiveness of overcoming students' academic, personal and adjustment difficulties in college. The model differs from traditional counseling and modified curriculum services by utilizing a team approach, in which all faculty offer all services to the same body of students. The results indicate the clear superiority of this model for the experimental group as compared to an equivalent sample of disadvantaged students utilizing traditional college services. Indices of comparison include academic achievement, personal growth, and a subjective evaluation of the experimental program value by both students and faculty. The general problem of admitting underprepared students to an urban university is discussed.?