CS 002 700
Bruckner, Lil$ ' , . • »
Publicizing: the College Reading and Study Skills
P.irograni. * - * . * '
9p.; Paper presented a^: the Annual neeting of the
National Reading Conference (Houston, Texas, November
1973) ' •
HF-$0.83 HC-$1.67 Plu^s i>osta'ge.
♦College Programsr *Publicize; *Reading Programs.;
^School Study Centers; *Study Skills
ABSTRACT • * .
The purpose of this paper is to offer publicity ideas^
fdr college reading and sttfdy skills programs. Examined are such
basic publicity materi?ils as brochures, posters, slide-tape
presentations, handouts, ' and newspaper articles. Sixty-one publicity
ideas are suggested, including offering a study skills workshop to
freshman athletes before school^ ©peas; explaining center programs to
orientation counselors; setting up an information table at
registration; meeting with , readmitted students to explain center
progtams; setting up a display in the campu^ library; placing
individualized posters in.^each college of the university; placing
flyers in student mailboxes; and working with the foreign student
advisor to reach internationals with coarse information. (TS) •
♦ Documeifts acquired bj ERiCinclude many informal unpublish.e4^ / *
♦ materials not available* from other sources, ERIC makes eve/y ^f fort
♦ to obtain the best copy available. Nevertheless^ items o^^mar^inafl
^ reproducibility are often encountered and this affects thfe guaiyty
♦ of the microfiche. and hardcopy reproductions ERIC makes available
♦ via the ^ERIC Document Reproduction Service (EDRS) , EDRS is not
♦ responsible for the quality of the original document, Reprodu^^tions
♦ supplied by EDRS are the best^that can be made from the originals
U S OEPAi^TMENT OF HEALTH,
uu<> pocuMENT HAS aetN RePRO-
OUCED EXACTLY AS ReCEiVCO FROM
?Hf PERSON OR 0RGAN.2AT.0N ORIGIN-
I^fNG .T POINTS OP V.EW OR OPiN^NS
STATED OO NOT ^^eCESSARItV REPRE-
SENT OFF. KtAL NAT. OUAL iNSTrrUTOQf
EDUCATION POSITION OR POLKV
Llla Bruckner '
> Develppment. Ccntei^v
University of South Carolina
Columbia, South Carolina
PiG^TiO VAT^PiA MAS Ptt^^ _lMAN'
^ Lila Bruckner
OUCTlON OUTSlOf THf t«'C bYST^V 4
PUBLICIZING THE. COLLEGE READING
-AND STUDY SKILLS PROGRAM
^The University of South Carolina
(k paper presented to the 1973 ann^aJL meeting of the National l(eadlng Con-»
ference November 21, 1973, in Houstonr, Texas.) .
The response to an article on publicity^' ideas will largely depend on
- ./ • ' , ■■'
vhere the reader is located on the contiriuym of college reading -centfers.
At one end are those where reading cours/s ate mandatory for 'all students
falling below • certain scf^re on a serening l|?vice, be It the SAT, TAPE,
Nelson-penny, or one of a doxen « ■ore InstruMnts. Enough students, or
perhaps too many, are generally assured. The thought of attracting more Is
qkckly rejected. On the other end, however, Are those centers where stu-
dents' come voluntarily for help. There are no. required courses. No credit
'is given. In between there are various combinations of voluntary, credit,
and mandatory programs. Tha need is alwayB^^ present , but whatever studants
come on their own volition, puj>31^1clty becomes essential in letting them
know what is available. , \
The Communication Skills Pev^lopment Geiiter of the University of South
Carolina is part of the Counseling Bureau and under the Division of Studen^
Affairs. It serves falling freshm'en through 4.0 graduate students. It /s
located on the fringe of the campus. Most services are offered to stilts
on a volunteer basis. To date no credit' is given. Modest fees arycharged
for each' program offered. ^ • ^ '
The phenomenal growtjh experienced by the CSDC is closely related to an
li^creaslng publicity effort. The purpose of th^a lAper is to/ sh^re with
other centers publicity ideas that have -worked for' the CSDC and ideas t^iat
are planned for future implementation. First, a list of basic publlcltf^
materials 'seems in order. Then attention will be given to a wldtf" vari/ty
of ways, they and a few additional materials may be used. -r-
Basic Publicity MatSflali^ /
Brochures. An attractive soft-sell brochure printefd on quality paper- seems
a must. It should describe programs in a general -((ay ^nd 'include dlrec-
tlons for enrolling! , If thoughtfully designed it can be used for two or
more years. The^ color of ink may be changed for each printing. Up-to-date
lists of programs available an?I class .cheduias may 'be Inserted a^ appro-
Posters > A poster may be'^a^lgned and photographed for production of mul-
tiple copies on vartLous ^c^lojj^^'H^card stock. Cost per poster is little
more than the cost of the materials wJifem^dered In quantities of one hun-*
dfed or more.
An artlstlq student aide might also^ design Individual p^atets with
cartoon' drawings that relatB to specific schools of the universit^/where
they are dfsplayed. * ^ y . '
Slide-Tape Presentations . Two types of slide-tapef pack(iges a^e desirable.
One would take five to tenXminutes to present center programs available to
students. Care should be taRan to have the script and phfitography attrac-
tive to a wide range ic/f studen^.
A brief slide-tape package designed "^o explain thj^enter programs to
parents, faculty, and administrat^ioh is also /neede^f Ldcal reading ^nd
s'^dy skill needs of the students could be included. It is Important that
V' • r ■ '
the. need ^or the center is recognized among the^unlversitycognumity^
suppi^t is essential. '•- //
Most colleges and universitj^ Iwye ^edia s
and assure a professional produjift.
lallsts who will ad^se
/. / " ■
Handouts . Readli^g and study 'skill hand6uta_gIiojild bey^repatfed for a ^
ariety of uses. Often these are mlmedgrap^d.^St^a4'-^rI^t^ed
use when the supply runs low. C0lore<ff i%er -We^ses-'ffe. attractiveness^^.^
The present paper' shortage ^jnl-teq^ife^^^^toth^sides ol ^^L^^^t.Q;a^ J
care in' selecting significant, help£^i^ri^<it^ coijld^fi^^a^C^titi^ia^^
■ scheduling^ test taking, '^fidingj^ti/ listeai^^ and ge^firall
^ Newspaper Articles . Maintaining a alaod relationship with the studcntjj^B-
paper personnel la esseht^l., TKe |H3«8ib£l>l^ for h^JtMj^pkld [
. clea ijtt the newapapeif atfe J-^*^ ^
j 1 ' Bruckner 4
Sixty-One Publicity Ideas
Contact high-school counselors about programs available to incQming
freshmen. • • ,
Present information on center prog/ams to grou^ s of college-bound high
Plan a pre-college "clinic*^ or prep .program 1* reading and study skills
(during the summer for Incoming freshmen.
Offer a study skill workshop to jthe freshmen atfhlctes before school
opens/ ' * * ''^''''^'^^'^'''^^'^^^^-^^^
Explain center. progi;ams to orientation coimselors.
Include brochures *ln the fr^hmcin- orieiitation pa<jkets.
Use the, slide^a:pe presentation during freshmen orientation.
Prepare a video-tape presentation^for' freshmen orientation that cap- »
tureff a discussion of study skill problems and needs by students Who \
are already making the grade.
ErovJtafe a mini-course like "Effective Listening" as an option during
Encourage oriejdtation counselors to include a Brief stop at the center
in their campus tour.
Set. up an' information table at the activity fair at registration.
Arrange a drawing at the registration information table for a fre^ cen-
Send a letter of congratulations and claaajpeKedules to the^co^rse
winner<^ ^ ^
Send a letter iTo non--wjim6^ thanking thM iojc^theii^inte^^
axourse schedule and^offer a free houit^ln^ the learning
Mee.t with readml^tted students to explain center programs.
Provide program information *o coT(rectional institutions to assist
inmates enroU-ing in the university.
Talk with transfer students on regional campuses abdut qenter programs.
Attend the' hall advisor workshop to explain p^rograms that could be
offered In residence haljLs.
Offer hall advisors discounts or free courses for arranging reading or
study skill programs In their residences. *
Maintain brochure and Information areas In residence halls.
Set up a display In the campus library. Include brochures, schedules
and stucy handouts*
Place a number of study and reading books on reserve at the library
desk while the display is set up. ^ \ / . ^
aJUtractlve bookmarks at thtfl library check-^ut with center in-
formatlcn« . ^ x
Keep brochures and pchedules of courses at the student^unlon Informa-
Place a poster with a pocket for class schedulfes in a pjfoalpent place
in the etudent union.
Malntalti an Itrfon^tlon t^Xe fartfie ^tud^t ynion for the first week
_.of each semester.
Place individualized posters in each college or diyision of the univer-
rex^ lliside n^strooS*^ talis offer^g^a^cw otjjnusual program.
open house with refreshments in ttle^nter periodically. Dem-
onstrats programs available.
PlacfiL^new uourae-ittfofSatioii in t\)3t claJjlfied ads of the school news-
paper. ' ' g
, * ^ ^ Bruckner 6
31. Arrange f or ja feature article on the center with pictures In the news-
■ ^ * ^ / » ' ^
paper. , •
. • ' . , ' ' , " %
32. Include course information li;i the i\ew8paper« • .
33. Prepare unu8ua[l paid advettliements^or ^he newspaper.
3At Publish a •ummary of prostam rtiulta In.tht ntwapapar at tha and of
each saaester. , •
35. Prepare spot announcements for the campus radio station*
36. Work with Infoi^tion services on a feature article for the alumni
newspaper. , ' - -
37. Provide Informat^c^^on^^pjf' classes or events for Inclusion in^^e tampus
.38. Feature a. new. idea each month. In February offfir a "Sweetheart Special."
A couple may take a cotyy^ for the j^f^ee of one student.
• 7 ^
39, Offer group mSJiding or study sfci-H-^ests; at minimal rates or free. ^
40. ,Place fl^^t^ in studenTntell^oxes, ^ . • .
41. Prepare >complet ion cards or cepttj^c ates for center classes. ,
42. Arrange for handouts or Information sheets to be distributed In Ei[igllsh
/ / X
and/or|hlstor5rN^Ji^ises. . - -
43$ Offer frej? help on test taking at exam time. Provld^ tapes for^se In ' ^
the lab or form one or two hour classes toy: gr^up help. ^ v
44. Enlist the help of studtmts who we lenrolled In classes. Glve*them re-
duced rates on other dourses for getting their friends enrolled.
45. Recruit a student advlsoty ^oup to helpi In planning and outreach.
46. Arpaj^^^^^kT^rJefi^ about center programs university organlza-
/ tidhs. ' • ' " .
47. Work with the foreign undent advisor to reach Internationals with
course Information. ^ / ^
. ; ' ' Bruckner 7
48* Inform host families of reading and study skill help available to in-
ternationals. * . -
49. Ofle^'help to graduate students to pass advanced tests and sharpen
. » writing skills*
50. Suggest special classes in listening for tKainees in counseling and
social work. ' ' ' , ^ -
51. ' Work with the veterans* coordinator to let veterans know about available
programs. > " -
52. Meet with groups of mature women returning to the uniyersity to offer •
help in study skills.
53. Send letters and brochure^ once a year to alert faculty ^meol^W=^b cen-^
ter services-. /
5^.' Arrange drop-ins for the faculty of each college or department.
55, 'Offer to faulty membef^help in teaching their students' how to read
their textbooks. This^-jca^t be carried out during regular class periods.
56. Provide readability level checks of college te?ctbooka to professors who
request them. ' 'x
57, Set up rapid reading courses fpr ftfculty and staff.
58. Form a faculty x^i^isory t^ouocil foif the center.
59, Recruit faculty members to donate time occasionally td assist students
in studying particular subjects. ' \
60. Arrange for occasional feature articles on the center in local news-
61. Arrange to ie on talk «hpv8 on radio and TV to^^cpMin center progr^ds
to the community 4
Of course, all of tde-^deap cannot Wj»8^d <5aph semester. Hopefully,
each school will analyse i^'needa and ^lelect ideas appropriate to meet