Addressing Misperceptions of Underprepared Students: A Case Study at a Public American University

Autor/inn/en	Sachar, Cassandra O'Sullivan; Cheese, Melissa; Richardson, Scott
Titel	Addressing Misperceptions of Underprepared Students: A Case Study at a Public American University
Quelle	In: Global Education Review, 6 (2019) 4, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Misconceptions; Public Colleges; College Preparation; College Faculty; Teacher Attitudes; College Students; Student Attitudes; College Readiness; Academic Ability; Faculty Development; Student Experience + Suchen Sie Ihr Suchwort? Missverständnis; Fakultät; Lehrerverhalten; Collegestudent; Schülerverhalten; Studienerfahrung
Abstract	This study examines faculty/staff perceptions of underprepared students as well as the experiences of these students in the college setting. Understanding that this crucial population has poor retention, we sought to understand who they were and how the faculty/staff felt about them in an effort to better serve them. While most students surveyed believed their professors wanted them to succeed and were interested in their learning, they also offered insight into areas where faculty could further assist their progress. Faculty/staff revealed both positive and negative feelings about underprepared students, often acknowledging feelings of helplessness when working with them. Through data analysis of surveys from both populations, we identified key areas of focus on which to build a professional development model. By bridging gaps in faculty/staff understanding through a faculty networking approach, we are working together to become more student-ready in addressing student needs wherever they fall, thus promoting student success and retention. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01