Do EMU Programs Help? EMU Students Speak Out . This is a discussion between Brian and Sarah. Two EMU students who wish to share their thoughts and feelings about the Radio Story genre and if the programs talked about in that story have a positive affect on the academic and social success of EMU students. “Hey Sarah, how’s it going?” Brian asked. “Good Brian, what’s up?” “Oh, not much. Did you listen to that Info For Students radio story?” “Yes I did” Sarah replied, “Why?” “Well Sarah, I thought it was pretty lame and I just don’t see how academic programs like skill building workshops at the Holman Learning center and social programs like Vision at McKenny Union and Campus Life can help students succeed.” “Come on Brian” Sarah interjected, “do you really believe that?” “Well yeah, what did you think of it?” Brain asked. “I have done some research” Sarah commented, “and according to a paper, Challenges and Changes to Tinto’s Persistence Theory, by George W Metz, the interaction of students and faculty along with student involvement in programs like “Vision”, talked about in the radio story, have a positive effect on the students progress through college” (5). “That sounds great Sarah” Brain said, “but I have to work 30 hours a week and I can’t always make it to the professors office hours, and I certainly do not have time for community service programs. But I really could use help with some of my class work, so what do you think I should do?” “Well Brian, the radio story talked about The Holman Learning Center.” “Oh yeah, I remember that” Brain interjected, “ That place offers free tutoring for all students at Eastern. I guess that would help, but next semester I am going to be taking five classes and I will probably need help with more than one class. With my work schedule, there is no way I will be able to have time to meet with a tutor for more than one.” “Yes that is a problem” Sarah said, “But I seem to remember that the Holman Learning Center offers a Supplemental Instruction program for many basic study courses.” “What is Supplemental Instruction?” Brain asked. “Well” Sarah answered, “Supplemental Instruction is where a grad student works with the regular professor in a class. This grad student or supplemental instructor can work with individual students and give them extra help in class. The supplemental instructor can also meet with a group of students outside the classroom and answer any question the students might have or go over any material that was not clear to them. I think that would be the way to go for you Brain. I was reading an article in ERIC Digest called Student Involvement in Community College. The article talked about how “Learning Assistance Centers are necessary to help students successfully complete their field of study. As a matter of fact, the article said that “between the fall of 1993 and fall of 1994 participants persisted at a rate of 76.5% compare to non participants 59.3%” (Chaves 3).” “Wow!” exclaimed Brain “that is some difference in student persistence.” “Yes it is” agreed Sarah “It seems that the programs offered by Eastern to help students with their academic studies have merit, and according to research they appear to be an asset for students who need extra help in their studies.” “You know Sarah, you are right. I think I will try out that Supplemental Instruction Program when I register for classes next semester. If the Learning Assistance Centers in other colleges can make that big of a difference in the persistence of their students, then I am sure it can help me.” “Good for you Brain” Sarah said with a smile, “I think that would be a good idea.” “Well, I do see how programs offered by the Holman Learning Center can help students succeed in their academic career, but what about the other programs talked about in the radio story?” “You mean the social and recreational programs offered by McKenny Union and the Rec/IM?” Sarah asked. “Yes” said Brian, “Can community service programs like “Vision” and recreational programs offered by the Rec/IM really help students succeed in getting a degree?” “The answer to that question is a little complicated” answered Sarah. “What do you mean complicated?” asked Brain. “I seem to remember a paper I read about the subject,” answered Sarah. “It was presented at the Annual Forum of the Association for Institutional Research. The Study concluded, “Ease of making friends and participation in extra-curricular activities are indexes of adjustments of social life on campus. They might not be related to the efforts spent in pursuits of educational attainment and hence the relationship between the performance and social integration was nil” (Lui 16). So I don’t think there is a definite answer to your question.” “Oh so that’s why you said it was complicated” said Brain. “Yes it is” remarked Sarah, “but if you consider a student who is satisfied with his or hers social status, then it would seem to me that student would have a higher self esteem and therefore would do better academically.” “That does make some sense” said Brain. “But I am not convinced that those programs help students succeed.” “Neither am I” said Sarah, “but it sounded good.” “Yes it did, well Sarah I have to get to class now” “Ok Brain, I will see you in English 121 tomorrow.” “Ok Sarah see ya.”

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