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

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ISBN-10: 1579222307

ISBN-13: 9781579222307

Edition: 2008

Authors: Kathleen F. Gabriel, Sandra Flake

List price: $27.50
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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…    
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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: 0.550
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.

Unprepared and At-Risk College Students: Myth or Reality?
Philosophical Foundations: Yes, They Can!
Lessons From the Best
Philosophy Crystallized
Guiding Principles
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
Begin with Consistent Contact: Attendance That Matters
Benefits of Class Attendance
Techniques That Increase Class Attendance for At-Risk Students
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
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
Interweaving Assessment and Teaching: Any Questions?
Summative and Formative Assessment Differences
Examples of Formative Assessment Techniques
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
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