As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary educationnot 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 assistantsthose at the front line of interactions with studentswith 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 conditionswhile maintaining high standards and high expectationsto 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 herethat the author has successfully employed over many yearscan be easily integrated into any class.
|Publisher:||Stylus Publishing, LLC|
|Edition description:||New Edition|
|Product dimensions:||5.90(w) x 8.90(h) x 0.50(d)|
About the Author
Kathleen F. Gabriel is currently an associate professor at California State University (CSU), Chico, and an educational consultant. She began her extensive teaching career as a high school social science teacher before she became a resource specialist teacher for students with learning disabilities. When moving to the university setting, she first developed an academic support program for at-risk and unprepared college students. She also became a faculty development specialist at the University of Arizona. She then served as the director of disabled student services at a community college in Northern California before joining the School of Education at CSU, Chico, where she has received two teaching awards.
Sandra M. Flake is Provost and Vice President for Academic Affairs at the California State University, Chico.
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.