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

Name: Teaching Unprepared Students Strategies for Promoting Success and Retention in Higher Education
Price: 5.18 USD
Availability: InStock
ISBN: 9781579222307

ISBN-10: 1579222307

ISBN-13: 9781579222307

Edition: 2008

Authors: Kathleen F. Gabriel, Sandra Flake

List price: $32.95

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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 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…

Book details

List price: $32.95
Copyright year: 2008
Publisher: Stylus Publishing, LLC
Publication date: 10/15/2008
Binding: Paperback
Pages: 160
Size: 6.00" wide x 9.00" long x 1.00" tall
Weight: 0.748
Language: English

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