A Lamp Beside the Academic Door: A Look at the New Student and His Needs.

Autor/in	Arfken, Deborah E.
Titel	A Lamp Beside the Academic Door: A Look at the New Student and His Needs.
Quelle	(1981), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Ability; Adult Students; College Students; Educationally Disadvantaged; Females; High Risk Students; Higher Education; Low Income Groups; Minority Groups; Nontraditional Students; Open Enrollment; Reentry Students; Remedial Programs; Student Needs; Student Personnel Services; Teacher Responsibility; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Collegestudent; Weibliches Geschlecht; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Open entry; Offenes Bildungssystem; Zweiter Bildungsweg; Förderprogramm; Lehrverpflichtung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The problems experienced by nontraditional college students and the responses by colleges and universities are considered. The new students on campuses are adults, students from lower socioeconomic levels, ethnic minorities, and women. Since many new students tend to have academic difficulties, colleges have offered remedial classes in each subject area. Colleges can be expected to focus increased attention on the problems of the new student population as the traditional student population continues to decline. If remedial programs are to be successful, the student with weak skills must be identified early, preferably at admission or orientation time. The student will need intensive counseling support to develop a more positive and self-confident approach to learning. The teacher should select the remedial program assignment, rather than being assigned to it. The teacher should have the responsibility to decide what is to be learned and the teaching methods. Individualization of programs and Bloom's concept of mastery learning may be helpful approaches. Students should know learning goals and work on small, sequential and structured learning units that are self-paced. Constant feedback and evaluation are important. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01