1. The Underprepared Student Professor Jane G. Wiese, MAT, MSM Professor, Accounting Technology Valencia Community College

2. The Underprepared Student Characteristics Characteristics Course Architecture Course Architecture Implementation Ideas Implementation Ideas

3. An Underprepared Student is: A person who is unable to engage in purposeful learning; A person who is unable to engage in purposeful learning; A student who wants to learn, but doesn’t know how to learn; A student who wants to learn, but doesn’t know how to learn; And tends to be an “at-risk” student And tends to be an “at-risk” student

4. At-Risk Students Academically underprepared Academically underprepared Working 30+ hours per week Working 30+ hours per week Lack of support from key family members Lack of support from key family members First member of family in college First member of family in college Expectations of failure Expectations of failure Little past academic success Little past academic success Limited math and English skills Limited math and English skills

5. Underprepared students are disadvantaged by: Weak self-esteem Weak self-esteem History of academic failure History of academic failure No goals or unrealistic goals No goals or unrealistic goals Family problems Family problems Economic difficulties Economic difficulties Learning disabilities, often undiagnosed Learning disabilities, often undiagnosed

6. Typical Indicators of Underprepared Students Come to class without pencil, paper, or calculator Come to class without pencil, paper, or calculator Delay purchasing a textbook Delay purchasing a textbook Sit near the door or in the last row Sit near the door or in the last row Don’t complete the first assignment Don’t complete the first assignment Miss the first day of class Miss the first day of class Erratic attendance Erratic attendance

7. Typical Indicators of Underprepared Students (continued) Typical Indicators of Underprepared Students (continued) Take few or no lecture notes Take few or no lecture notes Rarely ask questions Rarely ask questions Don’t highlight or make notes in textbook Don’t highlight or make notes in textbook Nonparticipants in group settings Nonparticipants in group settings Rarely or never visit professor during office hours Rarely or never visit professor during office hours Limited academic vocabulary Limited academic vocabulary

8. Course Architecture Teacher centered course architecture Teacher centered course architecture Clear goals and objectives Clear goals and objectives Multiple Learning strategies Multiple Learning strategies Modification of student behavior Modification of student behavior Balanced scorecard for assessment Balanced scorecard for assessment

9. Teacher Centered Course Architecture Teacher centered methods focus on teachers as the key transmitters of knowledge. Teacher centered methods focus on teachers as the key transmitters of knowledge. Student centered methods place students in the primary role of knowledge seekers because of their supposed inherent curiosity and desire to learn. Student centered methods place students in the primary role of knowledge seekers because of their supposed inherent curiosity and desire to learn.

10. Teacher Centered Course Architecture: Direct Instruction Direct instruction is characterized by courses with an integrated set of goals and objectives. All course activities are designed to reinforce student achievement Direct instruction is characterized by courses with an integrated set of goals and objectives. All course activities are designed to reinforce student achievement Direct instruction is characterized by teaching in small, logically sequential steps with student practice after each step. Direct instruction is characterized by teaching in small, logically sequential steps with student practice after each step.

11. Clear goals and objectives All goals and objectives for the entire course are clearly stated and made available to students on the first day of class All goals and objectives for the entire course are clearly stated and made available to students on the first day of class All lectures, readings, assignments and assessment activities are directly tied to the goals and objectives. All lectures, readings, assignments and assessment activities are directly tied to the goals and objectives.

12. Multiple Learning strategies Take into account the different learning styles of students: Take into account the different learning styles of students:  Visual  Aural  Reading/Writing  Kinesthetic Provide opportunities for students to learn processes and concepts according to their learning styles Provide opportunities for students to learn processes and concepts according to their learning styles

13. Modification of student behavior Design course structure and activities to reinforce positive academic behaviors Design course structure and activities to reinforce positive academic behaviors  Attendance on first day of class  Coming to class everyday on time  Taking lecture notes  Participation in group activities  Completion of assignments  Good study and test taking habits

14. Balanced Scorecard for Assessment Employ multiple methods Employ multiple methods  Vocabulary  Matching  Multiple choice questions  True false questions  Problem solving  Fill in the blank  Check boxes  Extra credit activities

15. Implementation Ideas Memo for absence on first day of class Memo for absence on first day of class Handout with goals and objectives Handout with goals and objectives In-class workshops In-class workshops Self-paced worksheets Self-paced worksheets 5 minute preview 5 minute preview Organization of groups Organization of groups Proofreading for extra credit Proofreading for extra credit