Personal Planning:
students adjusting to
academic environment
By Susie Reitz
P.P.S. means more than an extra post script on a letter to 12
UNL students who are participating in the Personal Planning
Semester (P.P.S.) this spring.
The students are taking a semester out of a regular academic
course to "put everything together and find themselves and their
own direction in the university or life in general," said P.P.S.
coordinator Prof. Gene Harding, director of the Teaching and
Learning Center.
Under the 12-credit-hour plan, students take four courses taught
by different professors in the university. The aim of the program is
to "help students learn more about their current sitation then work
toward decisions about what to do about those situations
according to Harding.
Six hours of the course are for Centennial Education Program
credits and are divided into two projects, "Social Psychology of
Relationships" and "Social Practicum ."
The Centennial sections are taught by Prof. Jacque Voss and
Harding. Prof. Martin Peterson teaches the non-verbal
communication class and Prof. Al Dittmer teaches the English
course.
' The other six hours are an anthropology course and an English
course, "Non-verbal Communication in Relationships" and the
"Exploring Self, through Biographical Literature."
"Each class is taught differently, but we try to get the students
to tie together the ideas they learn in a program which will help
them deal with problems they may have and help them learn to
like themselves better," Harding said.
" " ' v '
0
Gene Harding, PPS coordinator
Students are free to take additional hours if they wish, Harding
said, adding that "most are just taking the 12 hours until they can
find what they are most interested in studying."
The program idea developed late last semester and students were
contacted through counseling centers, faculty, and 'letters to
students planning to drop out.
"All. these students were either dropping out or frustrated with
their education," stated Harding. "Several had problems outside of
academics aiid it was affecting their performance."
"We hope that by giving the students a chance to explore their
own lives and compare them to problems others have faced and
solved, they will be able to find a direction in life," he explained.
Reactions from students in the program were almost totally
positive based on mid-term evaluations.
"In the evaluation we asked them to tell us what they felt they
had gotten out of the program, asked what was the most important
thing they had gained and asked for their suggestions on how to
improve," Harding said.
Every student said they thought the program was a good idea
and should be continued and expanded, although they all felt the
groups should be kept small, Harding noted.
Students commented that skills gained in the program were
useful in facing problems. One student said, "You learn so much
about yourself, and sometimes you don't even realize how much it
helps "
Several students rated the experience a "superior semester" and
felt they were able to communicate with others better .
Harding said all students in the program "may not return next
semester, but at least eight probably will." Others, he said, have
found interests in other areas and realize now that the university
was "not for them." . . , .
The intent of the program, Harding emphasized, is to help
participants realize their potentials and adjust in whatever situation
they find themselves."
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page 9