Best Practices for Supporting Under-prepared Students

1. Best Practices for Supporting Under-prepared Students Bernal C. Baca. Ed.D. Wilma J. Dulin, M.S. CFLE Yakima Valley Community College

2. Definitions… How one defines “under-prepared” students makes a difference in how to approach assistance. In general, we use the term “under-prepared” when referring to students not ready for college work and we think all of us as “developmental” learners.

3. Why are students under-prepared? Two common reasons… • Lack of basic skills in reading, writing, English, and/or math. • Lack of background knowledge in content areas.

4. …Two neglected reasons • No clear goals or direction for education. • Lack of understanding of culture of college.

5. Lack of basic skills in reading, writing, English, and/or math • Developmental nature of refining skills across time and situations

6. Lack of basic skills in reading, writing, English, and/or math • Often determined by placement or entrance testing - may be single measures • Could be in one skill area or some combination • Poor general vocabulary.

7. Lack of background knowledge in content areas • Developmental nature of knowledge and life long learning

8. Lack of background knowledge in content areas • Often determined by High School or other transcript. • Former education may be outdated. • Lack of basic concepts expected by general faculty.

9. No clear goals or direction for education. • Developmental nature of figuring out who we are and what we want to do.

10. No clear goals or direction for education. • Goals may be related to degrees, not to learning • No knowledge of steps, types of degrees, career ladders etc..

11. Lack of understanding of “culture of college.” • Developmental nature of “cultural competence” for college success • What is “culture?” • What is “cultural competence?” • No one is ever deemed “culturally competent – we are all in a state of development.

12. Lack of understanding of “culture of college.” • No “family knowledge” about how to succeed in college • No friendship or mentor networks to teach the ins and outs of college • Culture clash

13. What characterizes the “culture of college?” • Structured time orientation • Prioritization of college activities over family and work • Task precision • Different vocabulary

14. What characterizes the “culture of college? • Power relationships with faculty • Peer diversity • Expectation of personal responsibility • Teamwork & competition

15. In order to be successful in college, students need to develop “cultural competence” for the college culture.

16. So what are “best practices” for tutors for serving developmental students? We emphasize developing attitudes and skills for assisting with college cultural competence in five areas. The process is developmental, from the start of enrollment throughout the course of acquiring an education and beyond.

17. Five areas for assisting (and tutor training) • Personal skills • Interpersonal skills • Classroom skills • Study skills • Assignment/test skills

18. Organization Timeliness Goal directed Personally responsible Prioritize school Model use of notebooks, calendars, day-planners, etc. Develop contingency plans for transportation, childcare, etc. Require tutees to come prepared! Personal skills for college success and what to emphasize in tutoring

19. Diversity awareness and respect Listening skills Skills for working with a variety of people in groups Reflective listening Interpersonal Skills for college success and what to emphasize in tutoring.

20. Relating to peers versus faculty Demonstrating respect for peers Demonstrating respect for faculty Interpersonal Skills for college success and what to emphasize in tutoring.

21. Timeliness and preparation for class Note-taking Attending all classes Teach a note taking style appropriate to the course and instructor Classroom skills for college success and what to emphasize in tutoring

22. Asking questions Group interaction Model and prompt asking questions in class Discuss group interaction skills Classroom skills for college success and what to emphasize in tutoring

23. 2 hours out for each hour in class Pre-class and post-class studying Use of technical support Structure time on task Develop a plan for preparing for class and following up after class Teach about technical support - librarians, CDs, etc. Study skills for college success and what to emphasize in tutoring

24. Reading text Vocabulary practice Teach different strategies for different types of materials Use vocabulary! Study skills for college success and what to emphasize in tutoring

25. Application to real life Redrawing visual elements Model new applications Require recreation of visual elements and/or presentation in another format Study skills for college success and what to emphasize in tutoring

26. Following directions Revising/editing work Understanding directions before starting tasks Reviewing and self-editing skills Assignment/Test Skills for college success and what to emphasize in tutoring

27. Getting process help, not content help Technological skills Completeness and precision Don’t let tutoring be a homework club! Demonstrating technical skills and how to get them Using scoring guides and rubrics to check own work Assignment/Test Skills for college success and what to emphasize in tutoring

28. To recap… In order to be successful, students need to develop personal, interpersonal, classroom, study, and assignment skills in line with college cultural expectations. Tutors can convey the college cultural expectations and teach these skills in explicit ways.

29. The best practices for tutoring under-prepared students are those that develop their college cultural competence and convince them that they are capable people.

30. Discussion Board Prompts • What characterizes the culture of your college? • Do you explicitly include information about the college culture in your tutor training and/or tutoring sessions? • Which areas are included in your tutoring sessions: personal skills, interpersonal skills, classroom skills, study skills or assignment/test skills?

31. References • Diller, J.V. & Moule, J.(2005). Cultural competence: A primer for educators. Belmont, CA: Thomson/Wadsworth. • Arredondo, R. et. al (1996). Operationalization of the multicultural counseling competencies. Association of Multicultural Counseling and Development. (www.bgsu.edu/colleges/edhd/programs/AMCD/ProfStandards.html)