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Teaching Unprepared Students

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.
Product Details

Table of Contents

Preface: Purpose of the Book; Chapter I: Unprepared & At-Risk College Students: ""Myth or Reality?""; Chapter II: Philosophical Foundations: ""Yes, They Can!""; Chapter III: Setting the Tone the First Week of Class: ""Sharing A Mission for Success""; Chapter III: Begin with Consistent Contact: ""Attendance That Matters""; Chapter V: Learning Styles and The Science of Learning: Tapping Brain Power?; Chapter VI: Embracing Learner-Centered Education: ""Engaging Students""; Chapter VII: Interweaving Assessment & Teaching: Where the Rubber Meets the Road?; Chapter VIII: Grading Systems That Discourage Plagiarism & Cheating: Playing by; the Rules?; Chapter IX: Classroom Inclusion: ""Encourage, Enrich, Empower""; Chapter X: Civil Behavior in the Classroom: ""Pardon the Interruption""; Chapter XI: Additional Strategies for Helping At-Risk Students Catch-Up: ""Bridging Prior-Knoledge Gaps""; Chapter XII: Academic Support Centers: ""Building Two-Way Streets""; Epilog: Final Thoughts: ""Promoting A Richer Campus Environment; References; Endnotes; About the Author.

About the Author

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. In addition, and 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.


"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 "Kathleen Gabriel has put together an inspiring tableau of what constitutes good teaching and learning for the majority of faculty in their interactions with current students. I believe that most of our students are at-risk; those that would get through without much help from us are cheated out of an excellent education. I especially enjoyed the interweaving she consistently does between issues of teaching effectiveness and assessment of student learning. Kathleen Gabriel has created a professor-friendly discussion for all those concerned with classroom success." - Judy Diane Grace, Ph.D., Center for Learning and Teaching Excellence"

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