Engaging Underprepared Students

In this module, faculty learn how to assess students’ levels of readiness in order to inform instruction and encourage the use of campus resources for academic support. The module also teaches faculty how to clearly communicate their expectations and use grading practices that fully support student success.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as using ungraded assignments early in the semester, inviting a panel of past students to share advice with their current students, using a performance prognosis inventory, or sharing academic support resources.

This module is one of seven modules under ACUE’s unit on Establishing a Productive Learning Environment.

Advising Subject Matter Experts

José Bowen
Goucher College

Saundra McGuire
Director Emerita
Center for Academic Success, Louisiana State University

Module References

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.

Gabriel, K. F. (2008). Teaching unprepared students: Strategies for promoting success and retention in higher education. Sterling, VA: Stylus.

McGuire, S. Y., & McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.

Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 28–38.

Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from http://www.changemag.org/

Walpole, M. (2007). Economically and educationally challenged students in higher education: Access to outcomes (ASHE Higher Education Report, Vol. 33, No. 3). San Francisco, CA: Jossey-Bass.