Teaching Unprepared Students Strategies for Promoting Success and Retention in Higher Education

ISBN-10: 1579222307
ISBN-13: 9781579222307
Edition: 2008
List price: $27.50 Buy it from $13.45
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Description: As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education-not just more students with learning disabilities (whose numbers have more  More...

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Book details

List price: $27.50
Copyright year: 2008
Publisher: Stylus Publishing, LLC
Publication date: 10/15/2008
Binding: Paperback
Pages: 160
Size: 6.00" wide x 8.75" long x 1.00" tall
Weight: 0.726

As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education-not just more students with learning disabilities (whose numbers have more than tripled), but students (with and without special admission status) who are academically at-risk because of inadequate reading, writing and study skills. This book provides professors and their graduate teaching assistants-those at the front line of interactions with students-with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies. The author shares proven practices that will not only engage all students in a class, but also create the conditions-while maintaining high standards and high expectations-to enable at-risk and under-prepared students to develop academically, and graduate with good grades. The author also explains how to work effectively with academic support units on campus. Within the framework of identifying those students who need help, establishing a rapport with them, adopting inclusive teaching strategies, and offering appropriate guidance, the book presents the theory teachers will need, and effective classroom strategies. The author covers teaching philosophy and goals; issues of discipline and behavior; motivation and making expectations explicit; classroom climate and learning styles; developing time management and study skills; as well as the application of "universal design" strategies. The ideas presented here-that the author has successfully employed over many years-can be easily integrated into any class.

Kathleen F. Gabriel is a professor at California State University, Chico. She was a high school social science teacher before she became a Resource Specialist for students with learning disabilities. Once she moved to the university setting, she developed an academic support program for at-risk and unprepared college students. She became a Faculty Development Specialist at the University of Arizona. She has also served as the Director of Disabled Student Services at a community college in Northern California.

Sandra Flake is Provost and Vice President for Academic Affairs at the California State University, Chico.

Acknowledgments
Foreword
Unprepared and At-Risk College Students: Myth or Reality?
Overview
Conclusion
Philosophical Foundations: Yes, They Can!
Background
Lessons From the Best
Philosophy Crystallized
Guiding Principles
Conclusion
The First Week of Class: Sharing a Mission for Success
Policy on No-Shows and Late Adds
Identifying At-Risk Students
Preplanning: Course Goals and Teaching Philosophy
Preplanning: Write Intended Learning Outcomes
Assessment and Grades
Introduce Learner-Centered Education
University Resources, Support Centers, and Tips for Success
Expectations of Behavior
Syllabus Use and Follow-Up
Conclusion
Begin with Consistent Contact: Attendance That Matters
Benefits of Class Attendance
Techniques That Increase Class Attendance for At-Risk Students
Conclusion
Learning Styles and the Science of Learning: Tapping Brain Power
Online Learning Styles Inventories
Learning Styles and Learning Approaches
Learning Styles and the Science of Learning
Benefits for Professors
Conclusion
Embracing Learner-Centered Education: Engaging Students
Defining Student Success
Encouraging and Clarifying Student Responsibility
Preparing for Resistance
Establishing a Learning Community
The Prior Knowledge Factor: Meet Students Where They Are
Conclusion
Interweaving Assessment and Teaching: Any Questions?
Summative and Formative Assessment Differences
Examples of Formative Assessment Techniques
Conclusion
Techniques for Promoting Academic Integrity and Discouraging Cheating: Playing by the Rules
Rubrics for Promoting Integrity
Individual Feedback
Plagiarism Tutorials
Universal Design for Instruction
A Vocabulary Strategy for Improving Comprehension
Prevention Techniques for Tests
Know University Standards
Conclusion
Epilogue: Final Thoughts: Promoting a Richer Campus Environment
Checklist for Possible Course Syllabi Items
Performance Prognosis Inventory for Analytical Chemistry
Preparing for Three Different Groupings
Vocabulary Strategy Steps
References
Index

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