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

Paper: 978 1 57922 230 7
Price: $26.00  

Publisher: Stylus Publishing
160 pp., 6" x 9"
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.

Table of Contents:
Acknowledgments; Foreword; 1) Unprepared and At-Risk College Students: Myth or Reality?; 2) Philosophical Foundations: Yes, They Can!; 3) The First Week of Class: Sharing a Mission for Success; 4) Begin with Consistent Contact: Attendance That Matters; 5) Learning Styles and the Science of Learning: Tapping Brain Power; 6) Embracing Learner-Centered Education: Engaging Students; 7) Interweaving Assessment and Teaching: Any Questions?; 8) Techniques for Promoting Academic Integrity and Discouraging Cheating: Playing by the Rules; Epilogue: Final Thoughts: Promoting A Richer Campus Environment; Appendix A: Checklist for Possible Course Syllabi Items; Appendix B: Performance Prognosis Inventory for Analytical Chemistry; Appendix C: Preparing for Three Different Groupings; Appendix d: Vocabulary Strategy Steps; References; Index.

Customers who have this book also purchased these titles:
Author Interview

Reviews & Endorsements:
"This book offers a practical and excellent resource for college and university faculty on how to enhance retention for students, particularly those who might need assistance transitioning from high school to college."
- Christine A. Stanley, Executive Associate Dean for Faculty Affairs, Texas A&M University
“An invaluable tool for college and university faculty whether or not they teach unprepared students. This book promotes improved learning in a context of high expectations. It is a primer for all of us who believe in the value of a rigorous education that fosters development of knowledge and skills for a lifetime. It does so by recognizing that students learn better in an environment where they understand the expectations, where they learn through application and practice, and where multiple pathways to knowledge and skills result in lifelong learning and education. That is also why this book provides useful ideas for those of us engaged in working with a full spectrum of students, from the unprepared and often unengaged to the well-prepared and dedicated learners. Gabriel recognizes there are multiple paths to successful learning, and faculty members can guide students to finding the pathways that help them to be successful.”
- From the Foreword by Sandra M. Flake, Provost and Vice President for Academic Affairs, California State University, Chico