Best Practices for Supporting Under-prepared Students

Bernal C. Baca. Ed.D.

Wilma J. Dulin, M.S. CFLEYakima Valley Community College

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.

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.

…Two neglected reasons

No clear goals or direction for education.

Lack of understanding of culture of college.

Lack of basic skills in reading, writing, English, and/or math

Developmental nature of refining skills across time and situations

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.

Lack of background knowledge in content areas

Developmental nature of knowledge and life long learning

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Former education may be outdated.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.

No clear goals or direction for education.

Developmental nature of figuring out who we are and what we want to do.

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..

Lack of understanding of “culture of college.”

Developmental nature of “cultural competence” for college successWhat is “culture?”What is “cultural competence?”No one is ever deemed “culturally

competent – we are all in a state of development.

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

What characterizes the “culture of college?” Structured time orientation

Prioritization of college activities over family and work

Task precision

Different vocabulary

What characterizes the “culture of college?

Power relationships with faculty

Peer diversity

Expectation of personal responsibility

Teamwork & competition

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

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.

Five areas for assisting (and tutor training)

• Personal skills• Interpersonal skills• Classroom skills• Study skills• Assignment/test skills

Personal skills for college success and what to emphasize in tutoring 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!

Interpersonal Skills for college success and what to emphasize in tutoring. 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.

Relating to peers versus faculty

Demonstrating respect for peers

Demonstrating respect for faculty

Classroom skills for college success and what to emphasize in tutoring 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

Asking questions

Group interaction

Model and prompt asking questions in class

Discuss group interaction skills

Study skills for college success and what to emphasize in tutoring 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 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

Application to real life

Redrawing visual elements

Model new applications

Require recreation of visual elements and/or presentation in another format

Assignment/Test Skills for college success and what to emphasize in tutoring

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 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

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.

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

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?

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)