Teaching Academically Underprepared Postsecondary Students

Abstract

Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions

“…Developing effective study strategies is associated with higher grades as well as a higher likelihood of persisting in college, that is, making progress toward degree plans and, ultimately, graduation (Tinto, 1993;Nora, 2004;Kuh et al, 2006;Sebesta and Speth, 2017). Yet both empirical research and instructors' experiences in the college classroom suggest that many students do not use effective strategies and that their academic engagement, confidence, and achievement may suffer as a result (Rachal et al, 2007;Cholewa and Ramaswami, 2015;Perin and Holschuh, 2019).…”

Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

“…A study among California community colleges found that many EL students didn't understand that they could opt out of ESL testing and coursework (Bunch and Endris 2012), and these types of information deficits can limit the effectiveness of policy reforms that provide students with more choice. Second, community college instructors often have little to no preparation for working with EL students so it may be important for colleges to offer training to developmental instructors on how to teach literacy to underprepared students with different needs (Avni and Finn 2021;Perin and Holschuh 2019). This could include modeling common practices in K-12 such as having credible local instructors provide individual coaching rather than bringing in outside experts for short-term presentations (Perin and Holschuh 2019).…”

“…Second, community college instructors often have little to no preparation for working with EL students so it may be important for colleges to offer training to developmental instructors on how to teach literacy to underprepared students with different needs (Avni and Finn 2021;Perin and Holschuh 2019). This could include modeling common practices in K-12 such as having credible local instructors provide individual coaching rather than bringing in outside experts for short-term presentations (Perin and Holschuh 2019). Third, an important component of Florida's SB 1720 was requiring colleges to develop enhanced advising and academic support so other states interested in developmental education reform should be sure to include similar supports.…”

What Does It Mean to Be College-Ready for Career Technical Education?

“…Much theoretical and practical work specific to postsecondary academic literacy instruction exists (e.g., Holschuh, 2019; Holschuh & Paulson, 2013; Perin, 2013; Perin & Holschuh, 2019). However, prior work specific to the literacy demands and expectations occurring at the postsecondary level tends to be historical in nature in that it suggests where the field was an academic generation ago (e.g., Burrell et al, 1997; Carson et al, 1992; Chase et al, 1994; Cohen, 1987; Grubb et al, 1999; Maaka & Ward, 2000; Orlando et al, 1989; Sartain et al, 1982).…”