LRC Lab’s Target Population The Underprepared Student

Developmental College Students 28% of all college students took remedial courses (2000). 55% of first generation students take remedial courses nationwide (2000). 40% of students in the California state education system took remedial math in % of students in North Carolina took remedial classes in % of entering freshman at North Arkansas College took math remediation in 2003.

Developmental Students at Lincoln: English Fall 2007 English %225 students English %300 students 82.5%525 students

Developmental Students at Lincoln: Reading Fall 2007 EDU %120 students EDU %145 students 42.6%264 students

Developmental Students at Lincoln: Math Fall 2007 Math %324 students Math %186 students 80.1%510 students

Characteristics of Underprepared Students as compared to Prepared Students Take less math courses in high school Take less science courses in high school High school GPA is less than college ready students More underprepared students have disabilities

Characteristics of Underprepared Students as compared to Prepared Students Lower SES Less own a computer Less have internet access

Characteristics of Underprepared Students as compared to Prepared Students Rated lower in cooperativeness Rated lower in achievement drive Rated lower in the understanding of others

Characteristics of Underprepared Students as compared to Prepared Students Spend more time partying Spend more time watching TV Spend less time in religious services Spend less time discussing politics Spend less time socializing with different ethnic groups

Characteristics of Underprepared Students as compared to Prepared Students More want to own their own business More want to create artistic works

Characteristics of Underprepared Students as compared to Prepared Students More expected to fail one or more courses  Entering college with weak math skills may contribute significantly to dropping out More expected to need more time for a degree Less expected to graduate with honors Less expected to get elected to an honor society

Characteristics of Underprepared Students as compared to Prepared Students Less expected to earn a B Less expected to earn a bachelor’s degree Less expected to do volunteer work Less expected to get a job

What do Underprepared Students Need? Have their needs met:  Systematic and comprehensive academic support system Assessment and remediation Tutoring Intrusive advising Progress monitoring

What do Underprepared Students Need? See value in what they learn Believe they can attain success with reasonable effort Believe that their efforts will be successful

Developmental Students and Graduation Nationally: 47% of students who take one or more remedial courses graduate. 24% of students of students who take three or more remedial students graduate.

Characteristics of Underprepared College Students Who Graduate Sense of responsibility Goal oriented Resourceful Persistent Culture Faith Positive self image High self-esteem Internal locus of control  Believe with effort they can be successful Internal Supports:

Characteristics of Underprepared College Students Who Graduate External Supports:  Parents  Siblings  Friends

Characteristics of Underprepared College Students Who Graduate Social Involvement:  Interaction with Peers  Student Life Activities tied to the students’ academic major Clubs/organizations tied to the students’ major Sophomore year experience in addition to Freshman year experience Learning Communities  Cohorts of students in the same major

Characteristics of Underprepared College Students Who Graduate Academic Integration:  Interactions with Faculty/Staff  Cooperative Small Group Learning  Campus Resources  Time Management

Successful Study Strategies for Underprepared Students Use a study plan  Select and plan study strategies Self-Monitoring progress

Study Plan: Selecting Strategies Select appropriate strategies  Underlining and annotating text Underline main idea Circle key words and patterns Transform those ideas into own words in margin of text

Study Plan: Organizing the Material Outlines Concept Mapping/Graphic Organizers Notes

Study Plan: Self-Monitoring Progress Index cards Questions and answers Predict and answer essay questions

How We can Help Interact with students Instill the belief that they can succeed Have students work together in small groups Relate material to the real work and students’ experiences Present information in small chunks Immediate feedback Frequent testing

What Works Highly structured learning activities Clear requirements and standards Teach how to pace work Teach study strategies and how to select and apply them Teach how to self-monitor

What Works Increase self-esteem  Create a supportive environment  “You’re on the right track” Teach goal setting  Define course goals  Help students think of personal goals

What Works Teach time management Include all learning styles:  Emphasize hands-on and visual Include variety of instructional methods Deal with the affective as well as cognitive Define course goals Help students think of personal goals

What Works Connections between students and faculty and staff Use student names Make individual positive comments when handing papers back Increase self-regulations by having high expectations and standards of excellence Program evaluation Professional development

Activity What can we apply to our lab to improve our services to underprepared students?