DIY History | Transcribe | Campus Culture | University of Iowa Committee on Human Rights policies, 1958-1986 | 1968-11-15 University Human Rights Committee to President Howard Bowen Page 9

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University of Iowa Committee on Human Rights policies, 1958-1986

1968-11-15 University Human Rights Committee to President Howard Bowen Page 9

-9-

result in tapping part of the presently unreached white potential college student. 

C. Special Academic Assistance
Many of the students who will be recruited under this program will be able to carry the regular academic program without any special assistance. However, many. perhaps most 9, of the students recruited under this program, although promising, could be expected to need some degree of remedial work. A recent study of similar "high risk" programs have been "more talked about than carried out," but that, "The common denominator of all the truly successful programs emerges rather clearly. Invariably, the institutions have special tutorial and advisory staffs. They ride herd on the high risk students and they provide enough special funds to keep the program and the students going."10
   Although there are many variations in the way even the successful programs are run, one academic factor which seems to stand out in all of the successful programs is the intensive use of tutoring. For example, at Wisconsin there are seven graduate students with teaching experience supervising 140 honor students who serve as tutors for 80 high risk students. 11 At Berkeley, both graduate and undergraduate students offer tutoring on a "saturation level" as well as acting as friends and counsellors to the high risk students. The student also takes his Freshman English courses in close to a tutorial situation, in a group of six. 12 In addition, Berkeley

9. At Berkeley, 60% of the minority students have admission deficiencies. Ibid
10. Both quotes are from a New York Times article summarizing the report which appeared in the March 31, 1968 News of the Week in Review. The Chairman of the Committee has written for the report. 
11. Ibid
12. Op. cit., n.8.

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-9- result in tapping part of the presently unreached white potential college student. C. Special Academic Assistance Many of the students who will be recruited under this program will be able to carry the regular academic program without any special assistance. However, many. perhaps most 9, of the students recruited under this program, although promising, could be expected to need some degree of remedial work. A recent study of similar "high risk" programs have been "more talked about than carried out," but that, "The common denominator of all the truly successful programs emerges rather clearly. Invariably, the institutions have special tutorial and advisory staffs. They ride herd on the high risk students and they provide enough special funds to keep the program and the students going."10 Although there are many variations in the way even the successful programs are run, one academic factor which seems to stand out in all of the successful programs is the intensive use of tutoring. For example, at Wisconsin there are seven graduate students with teaching experience supervising 140 honor students who serve as tutors for 80 high risk students. 11 At Berkeley, both graduate and undergraduate students offer tutoring on a "saturation level" as well as acting as friends and counsellors to the high risk students. The student also takes his Freshman English courses in close to a tutorial situation, in a group of six. 12 In addition, Berkeley 9. At Berkeley, 60% of the minority students have admission deficiencies. Ibid 10. Both quotes are from a New York Times article summarizing the report which appeared in the March 31, 1968 News of the Week in Review. The Chairman of the Committee has written for the report. 11. Ibid 12. Op. cit., n.8.