The primary objective of this study was to determine what effect a developmental studies supplemental orientation program had on high-risk community college students' attitudes toward (a) academic achievement; (b) receiving needed individual help to reach personal goals, (c) peer social acceptance, (d) the developmental studies program, and (e) the developmental studies faculty. The effectiveness of the program was examined across time according to the factors (a) total group, (b) sex, (c) race, and (d) co-facililtator assignment. An attitude questionnaire and a follow-up questionnaire were used to record changes that occurred in the five selected attitude areas. The attitude questionnaire was administered prior to the beginning of the treatment period (pretest), immediately following the ten hour treatment program (posttest), and five weeks after the treatment had been completed (post posttest). The follow-up questionnaire was administered in the tenth week of the fall quarter.

The supplemental orientation program (supplemental to the regular college orientation program) was a ten hour treatment divided into two successive one-half day meetings (4 hours each) held prior to.the beginning of the quarter and two one-hour meetings held during the first two weeks of school. Thirty-nine first quarter, full-time developmental studies students volunteered and were divided into four small groups.

Prior to·the ten hour supplemental orientation program; volunteer faculty and former developmental studies students were trained to co-facilitate the small group exercises incorporated into the treatment. The objectives of the thirty-one hours training program were (a) to develop facilitation and processing techniques for the specific exercises used in the treatment program, (b) to develop a group spirit among the trainers and a team spirit between the co-facilitators, arid (c) to improve interpersonal relationship and oral communication skills. According to a follow-up questionnaire used twice during the research period, the trainees felt the training objectives were achieved.

The results of the attitude questionnaire indicated the treatment had a positive effect on the participating students' attitudes (pretest to post posttest) on all five variables. Attitude scores increased sharply during the treatment period (pretest to posttest) and leveled off or declined slightly after the treatment period (posttest to post posttest). The results of the MANOVA (Clyde, 1969) indicated significant linear trends (p < .001 to .035) and significant quadratic trents (p < .001 to .002) on all five variables. The positive effect of the treatment was supported by the findings from the students' follow-up questionnaire (64 percent to 77 percent agreement).· Female students and white students benefited more from the treatment than their counterparts. A significant difference between males and females occurred with regard to their attitude toward the developmental studies faculty (p < .036). Former developmental studies students had more effect on participating students' attitudes than did faculty. The co-facilitator assignment did not significantly influence the test results.

The researcher recommends that a revised supplemental orientation program consisting of the original ten hours plus informal meetings throughout the fall quarter be established.The researcher also recommends greater use of trained former developmental studies students be:incorporated into the developmental studies program.